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A Passion for Knowledge: An Introduction to Expeditionary Learning
By Diane Demee-Benoit
6/25/07When I taught zoology and environmental science, my colleagues and I worked hard to create multifaceted learning experiences because we saw that the kids who truly mastered a subject and developed a greater passion for learning were those who had the opportunity to learn with their mind, heart, and hands.
Today, we have proof from discoveries in the neural-cognitive sciences that the brain learns better when the heart (that is, our emotions) and our hands are actively engaged in the learning. This is the simple brilliance of the expeditionary-learning approach: creating standards-based learning adventures and community-service activities that lead to a deep understanding of a given subject as well as the development of moral character.
For those of you who may not have heard about expeditionary learning, it is a school-improvement concept that builds on the work of Kurt Hahn, founder of Outward Bound, as well as other educational leaders including John Dewey, Ted Sizer, Howard Gardner, and Debbie Meier. The resulting nonprofit group, Expeditionary Learning, partners with individual schools and/or school districts to implement and assess the best curriculum and practices.
Expeditionary learning’s research-based design, combined with its solid teacher-development component, has led to higher student achievement, increased teacher satisfaction, and a more positive culture in those schools that have embraced the expeditionary-learning philosophy as the core foundation of curriculum and instruction.
The number of schools taking hold of expeditionary learning is growing, as discussed in Edutopia’s recent article "River Journeys and Life Without Bathing: Immersive Education."
The short video clip below will introduce you to some of the key ideas of expeditionary learning, and in my upcoming posts I’ll provide from other schools examples that engage the mind, heart, and hands of students.
Please share your thoughts about this program and the video clip.
What an interesting
Submitted by Rachel (not verified) on January 28, 2008 - 19:33.
What an interesting approach!
Expeditionary learning has to be the best way for children to learn! As educators, we have embraced the teachings of Howard Gardner, but have too often not diversified enough in our classrooms to meet the needs of all learning styles. We are way too focused on 'The Test'. I love the transfer of responsibility for learning to the students. We handicap students by spoonfeeding knowledge for such a short period of time(long enough to pass the test) instead of making them responsible to 'show what they've learned.' The key to making life time learners is to make them 'Authors of their knowledge'. We must make our students critical thinkers in order to make them more productive citizens.
Expeditionary Learning in Math
Submitted by Diane Demee-Benoit on November 27, 2007 - 21:36.
Dear Mike,
While this example from a high school geometry class is not officially considered expeditionary learning, it does embrace many of these concepts. The video is especially good at showing what it "looks like."
I've found in working with high school students that if you can come up with ways to connect academics with the world outside of school, learning becomes more interesting and engaging.
You might also consider contacting some of the high schools that are "official" expeditionary learning schools and talking with their math teachers to see what you might be able to apply in your own setting.
Thanks
Submitted by Mike valovic (not verified) on November 28, 2007 - 16:05.
Hi Diane just wanted to thank you for the links, I am looking forward to talking to some of their math teachers and hopefully bringing some new ideas into old math curriculum.
Interesting Concept
Submitted by Erica Houle (not verified) on November 27, 2007 - 19:06.
This is such a great way to integrate knowledge about the way our brains work with student learning. I think it is fantastic that so many organizations (and more and more school districts) are making such efforts to incorporate neuroscience research into teaching strategies. It hasn't been a secret for years that when students are engaged they learn more. This is an incredible way to engage students and make their individual learning meaningful.
Expeditionary Learning in Math
Submitted by Mike Valovic (not verified) on November 27, 2007 - 17:27.
To quote from this article,"This is the simple brilliance of the expeditionary-learning approach: creating standards-based learning adventures and community-service activities that lead to a deep understanding of a given subject as well as the development of moral character." Has any one here tied this in to their math classroom (I am a high school math teacher) and have any ideas or strategies that worked. Some students gravitate towards math and numbers and enjoy class, while the other 99% (or close to it) I am beating over the head with it. I barely have time to meet the state standards, cover all the material and if I'm lucky there is extra time left over that is crucial for review. I love the idea of learning adventures and activities and fully agree with their importance in an educational setting, but how much of this can take place in a high school math setting.
Expedentionary Learning
Submitted by Momof2NJ (not verified) on November 26, 2007 - 19:33.
I fully approve of this type of educational environment. When I was completing my Bachelors degree in Early Childhood, the push was for preschool through around 3rd grade to follow the Reggio School's "Project Approach"(from Italy). This sounds very similar to Expedentionary learning.
It all comes down to the basic idea that our brains learn differently, and by using a variety of approaches to learning that allow the students to investigate a single topic, more students will be interested and successful in learning about that topic. Through integrating the subjects of math, science, language arts, music, etc., we also give relevance to those subjects. Just giving out problems on a piece of paper to show algebra concepts is fine, but to have the students try to figure out an actual situation using a simple algebraic formula gives algebra more relevance to those students. That thought of "when will I ever need algebra?" never crosses their minds because they are actually using it to solve a real life situation.
I am also one of those teachers that believes that "learning should be fun" (at least most of the time). It wasn't always that way for me, but if the teacher is enthusiastic about the subject, then it is much easier for the students to have a similar passion for learning about it. This method also encourages the students to think critically, something that this new generation of kids don't spend much time doing.
The only negative I can see with this program is the time constraints of the school districts. They want the students to learn so many things in such a short period of time, it is usually hard to delve too deeply into any one topic.
Expeditionary Schools
Submitted by Cheryl Gerber (not verified) on November 26, 2007 - 13:05.
I have taught for 12 years and am finding out that perhaps the way I have been teaching is "cause for pause". In 2001 when No Child Left Behind began, I remember schools being "up in arms" over meeting the requirements. Many schools have met the challenge but have we really helped our students? I think not. We have created an environment where those who can retain information will succeed. For those whose memory is labored -we drill and practice. I am guilty. I participated in the act. I was more worried about a score than the life long learning I could have given to my students.
The article written on expeditionary schools caused me to reflect on my own learning. The ideas and concepts I have indept knowledge of are those that I have actually participated in. Most articles that I have read leave me with a vague memory. Unless I apply that knowledge it does not become a working memory. Having a vested interest makes the learning an emotional journey. "Emotion is a primary catalyst in the learning process" (wolfe, 2003). Only when we relate meaning with learing will we truly serve our students.
Article
http://sylvan.live.ecollege.com/ec/courses/24497/crs-WUPSYC6205-2739230/6610_readings/fad_foundations.pdf
I teach at a school where I
Submitted by Anonymous (not verified) on October 22, 2007 - 14:41.
I teach at a school where I feel brain-compatible principles are implemented as much as posssible, but we have some work to do. When learning has real-world applications and the students are passionate about what they are learning, the sky is the limit. I was very interested in the project on AIDS. What a creative way to learn about a topic that is very scary to students!
Brain Research and Education
Submitted by Serena (not verified) on October 3, 2007 - 17:35.
I am currently working towards my masters in education. This post was especially interesting to me because we are studying some of the new findings in neuroscience and how these advances can help us as educators.
The idea of learning with our hearts and hands involved intrigues me. We read an article by Pat Wolfe entitled “Brain Research and Education: Fad or Foundation?” and an article entitled “Addressing Literacy Through Neuroscience.” I learned that experience-dependent learning creates neural patterns in the brain that can be accessed easier in the future, say when taking a test. This topic is extremely interesting to me. Does anyone know of other resources that I could investigate to help me apply some of this knowledge to my own teaching?
I am interested in how to start incorporating such experiences into my own teaching. All of the information I have read about expeditionary learn pertained to elementary and middle schools. Are there any high schools out there that are exploring expeditionary learning? I have started to incorporate lessons that differentiate instruction more, but I struggle to focus on one topic or theme for such an extended amount of time. I read an article high school students being required to choose a major. It would probably be easier to create learning experiences that had an impact in a school where students are focusing on areas that appeal to them.
Very Intriguing
Submitted by Danny Divver (not verified) on October 3, 2007 - 17:13.
I have been very interested in Expeditionary Learning over the past year. I have often read articles, seen news reports, and spoken with colleagues over the benefits a child could receive from such a program. This blog, along with the video, presents evidence of how far neuroscientific research and learning within (or out of) the classroom has come over the years. Studies have shown that a child’s emotion plays a very large part in the learning process. The children appear to be in a non-threatening learning environment that enables them to voice their opinions, have valuable input on the content they learn, as well as, the product they construct. I was fascinated with the idea students first discuss and decide what their focus for the next several weeks would be. Then they begin to embark on a learning experience that I can only pray my children have the opportunity to participate in. I have always wanted to delve into a topic with my students but the rigid time restraints on the curriculum I am required to teach prevent me from doing so.
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