This blog will serve as my reflection on my experience with the implementation of Expeditionary Learning (EL). Working with our EL designer, my colleague and I have created a timeline for our first expedition and and have completed the first out of three case studies. The focus of the expedition is centered on recycling as part of our iCivics class and was chosen because we are in a new school that wishes to implement a new recycling initiative. My students and I have just completed the first Case Study which was driven by our learning target(s). All particulars are on the EL site; therefore, this is purely a reflection on the successes, struggles, and tweaks that need to take place when using the EL model of learning. For the first case study a "menu" was created that allowed students the choice of how to create and present their research findings. All choices were created to reflect Hess's level 3/4 DOK (depth of knowledge). Individual rubrics were designed to assess each individual choice on the menu (nine in all). Here are my observations thus far: Successes: I appreciate the fact that EL supports the reading/writing workshop model which addresses the needs of the students efforts in researching and creating the products. Each day was spent conferencing with students. This allowed for personalized instruction. A separate notebook was kept with anecdotal notes and sticky notes were close by to send back with students with notes from conferencing. Students used the newly distributed iPads for research, writing, and creating products. Students were engaged in the creation of their product. Students were motivated to research as they tried to align their product with the necessary components outlined in the product rubrics. Students were interested in each others products and many said they would use the tool they chose to present with in future classes and with different content material. Challenges: Time is always a challenge. It became evident that time needed to be allotted for mini-lessons that addressed the needs of the students. Mini-lesson topics were those that were derived from individual and shared conferences. Another hurdle was the fact that students were first time users of the iPads and were learning through trial and error on how to use the iPads. Students learned, and will continue to learn, the importance of how to be proactive in saving and sharing work for the times when the technology is down or iPads are forgotten or being repaired. Best part: The best part so far has been the use of experts. EL supports the use of experts to bring additional information and expertise to the students. The students have learned so much and so have I! I have found that many of my middle school students are reluctant to ask questions out loud. After trying different ways to encourage question/answer opportunities, I have learned that allowing time during the middle of the presentation for students to use their iPads to email a question or comment is a great way to allow students to ask without fear of embarrassment and receive answers that they might not have found out otherwise. Students have not only learned more about the topic they are studying, but about future opportunities in the work world. For example, after hearing an "expert" who worked for 30 years with DHEC, a student emailed that he would like to be an engineer. They have heard and discussed how the topic they are learning about is an area in which new jobs are being created. Emphasis is not only on the learning, but on the connection of the topic with their futures. This next week my students and I will begin Case Study #2. This will require the students to make a plan for the implementation of the recycling initiative. The timeline has been created, along with all the necessary checklist, additional needed information, and rubrics for final products. After all the research has been done on the part of the students, they are asking and they are ready to take action and put a program into place for the students at MGM to recycle. This is what we want - not just to tell students this is what they should do, but for them to want to take action because they have learned and know it is the right thing to do. **One last thought, it would be ideal for students to do a rehearsal presentation, which would help to increase the quality of work for students and aid in presentation skills. I would also want each group to be video recorded on his/her ipad so that they can work on presentation skills prior to the final presentation.