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.

I have come to realize within my educational career, the most memorable times were when interacting with others in groups. From projects to simple collaborations, it allowed me to understand the thought processes of others and improved my teamwork skills. These two factors within a person is something John Dewey finds important during the advancement in the educational system. John Dewey states that the main two sides of a person’s educational process consists of psychological and sociological. These factors are dependent on each other and “neither can be subordinated to the other, or neglected”(93). This essentially means that it is a teachers duty to discover ways to enhance a students social skills and mental knowledge. Schools within the United States are set up in a way that both of these sides of learning are readily addressed. Dewey explains that schools are “primarily a social institution” which is influenced by the vast amount of different backgrounds that build up the community(94). Students are able to take their social identity at home and apply it to those they experience within the school life. Being able to leave your home allows for psychological growth because students are exposed to new ideas. Furthermore, the true role of a teacher is not to program “certain ideas and habits in the child” instead they are there as a guide and allow assistance for interpretation(95). When both psychological and sociological aspects are satisfied, students within those communities can go out and initiate positive movement or reform. Dewey’s ideology relates in some ways to the EL Core Practice point of promoting social, emotional, and physical wellness. Through healthy relationships and intellectual courage, a student can grow in a complete manner. Intellectual growth can be fostered by teachers crafting “wellness learning targets and assessments that create opportunities for students to track their progress toward increased teamwork, self-management, and perseverance”(10). On the social side, teachers should “ create a climate of social and emotional safety for students”(9). By allowing students to have interactions with each other, they are bound to spread influences and create interpersonal skills.