Expeditionary Learning as whole can seem like there are many moving parts, and could get a bit much. Nonetheless, the result from this unique type of learning delivers a positive impact. In a case study by Emily Klein and Meg Riordan Wearing The Student Hat, we uncover how transitioning from a listening classroom into a constructive classroom proves the success of expeditionary learning. In specific, Klein and Riordan provides an example of how to kickstart the professional development teachers need to lead their students. The two start off by explaining how before students can engage in the real world academic investigations, teachers must first groom themselves out of the traditional ways in which they were taught. The Outward Bound Process Model serves as a baseline for teacher’s idea of what the student role should be.  “A learner is placed into a unique physical or social environment, then given a problem solving task that creates a state of adaptive dissonance, leading to mastery which then leads to reorganization of the meaning of the experience”(39). The case study was conducted with this model in mind. It took place in the New York school system and eight teachers were selected. These eight teachers were observed for “twenty days of professional development and networking activities through the year”(42). From this observation they came to the conclusion that the success of expeditionary learning was dependent on four things. These included “immersion in student experience, initiation into discourse communities and networking, reflection of those experiences as a teacher, and acquisition of general strategies through specific content”(43). Immersion in student experience means for teachers to involve themselves in a version of the expedition. By doing this, they are able to adapt to obstacles as the students preformed them on their own. The initiation into discourse communities involves teachers using and understanding the same type of language when discussing experiences. By doing this , teachers are able to communicate with other expeditionary learning teachers and learn from each other without a gap of misunderstanding. Reflection on professional development is vital because misunderstandings applied to the classroom environment can create a multitude of problems. An acquisition of general strategies through specific content means that skill building is most effective when applied to real life context. After following these key components, the eight teachers saw an improved response by their students to expeditionary learning. I think it would be beneficial for all teachers that are using this type of learning to adapt the four focal points and it may improve the guidance of your students.

Klein, Emily J., and Meg Riordan. “Wearing the ‘Student Hat’: Experiential Professional Development in Expeditionary Learning Schools.” Journal of Experiential Education, vol. 34, no. 1, July 2011, pp. 35–54. EBSCOhost, doi:10.5193/JEE34.1.35.