Introducing expeditionary learning

Sudheendra Savanur

Last month on this page I had recommended expeditionary learning — in-depth investigation of a subject which engages students through projects, field work and service activities — as supplementary experiential education for school children. In this issue of EducationWorld I offer broad guidelines to school managements which may be interested in introducing expeditionary learning.

Our Core Practice Benchmarks describe expeditionary learning in practice: what teachers, students, school leaders, families, and other partners have to do to fully implement expeditionary learning in schools. The five core practices — learning expeditions, active pedagogy, school culture and character, leadership and school improvement, and structures — are mutually supportive and promote high achievement through active learning, character development, and teamwork.

The Core Practice Benchmarks serve several purposes. They provide a comprehensive overview of the expeditionary learning model; serve as a planning guide for school leaders and teachers; as a framework for designing professional development; and as a tool for evaluating implementation. Each of the five core practices comprises several benchmarks. Each benchmark describes a particular area of practice and is organised by lettered components and numbered descriptors.

Learning expeditions. These benchmarks describe how expeditionary learning in schools is organised, planned, and implemented. They detail • Implementing learning expeditions across a school • Design of compelling topics and guiding questions • Design of products and linked projects • Incorporation of fieldwork, local expertise, and service learning • Producing and presenting high quality student work.

Active pedagogy. The active pedagogy benchmarks address teaching across disciplines and detail • Effective use of instructional practices school wide • Teaching of reading and writing K-12 across disciplines • Teaching of inquiry-based maths, science and social studies • Learning in and through the arts • Using effective assessment practices.

Culture and character. These benchmarks present expeditionary learning’s approach to building and sustaining a strong school culture. They detail • Building school culture and fostering character • Ensuring equity and high expectations • Fostering a safe, respectful, and orderly community • Promoting adventure and fitness • Developing a professional community • Engaging families in the life of a school.

Leadership and school improvement. These benchmarks provide guidelines for • Providing leadership in curriculum, instruction, and school culture • Sharing, leadership and building partnerships • Using multiple sources of data to improve student achievement • Linking expeditionary learning with school improvement plans.

Structures. The structures benchmarks address how school leaders make the time for faculty and students to support learning expeditions, active pedagogy, and expeditionary learning school cultures. They detail • Designing time for student and adult learning • Creating structures for interaction • Implementing learning expeditions across the school • Designing of compelling topics and guiding questions • Designing of products and linked projects • Incorporation of fieldwork, local expertise, and service learning • Producing and presenting high quality student work.

Moreover Outward Bound Inc, the world’s pioneer adventure learning organisation has defined the ten design principles upon which expeditionary learning is built. These principles also reflect Outward Bound’s guidelines to institutional managements to develop teaching, learning, and cultural growth of schools. The ten design principles are:

The primacy of self-discovery. This principle is based on the awareness that people discover their abilities, values, passions, and responsibilities in situations that offer adventure and the unexpected. A teacher’s task is to help students overcome their fears and discover they can do more than they believe they can.

Encouragement of wonderful ideas. Expeditionary learning develops curiosity and learning opportunities.

The responsibility for learning. Expeditionary learning in schools encourages children and adults to become increasingly responsible for directing their own personal and collective learning.

Empathy and caring. In expeditionary learning, groups are small. Older students mentor younger ones, and students feel physically and emotionally safe.

Success and failure. This principle is based on the awareness that it is also important for students to learn from failure, to persevere and learn to turn setbacks into opportunities.

Collaboration and competition. Students are encouraged to compete not against each other but against their own personal best and set rigorous standards of excellence.

Diversity and inclusion. In expeditionary learning schools, students are encouraged to investigate and value their diverse histories and talents as well as of those from other communities and cultures.

The natural world. Students learn to become stewards of the earth and of future generations.

Solitude and reflection. Students and teachers need time for reflection and to exchange ideas.

Service and compassion. Students are encouraged to become crew, not passengers. An expeditionary learning school’s primary function is to prepare students with the attitudes and skills required to learn from and be of service to others.

(Sudheendra Savanur is a Bangalore-based behavioural scientist and education consultant)