All posts by sandefer

The British are coming! The British are coming!

A brief report from the American Revolutionary Front.

As if our Middle School Eagles didn’t have enough to do, today an edict arrived from a mysterious character named King George III, taking away some of the freedoms in the studio.

All Eagles are hard at work digging into early American history, researching the roles they might take as Patriots or Loyalists to address this threat.  There is talk of a Continental Congress to draft an educational Declaration of Independence.   Other Eagles seem to be currying favor with the King’s representatives.

Apparently King George III is making mischief in the Elementary studio as well.

Stay tuned for more news as it develops.  Until then, beware.  There are spies everywhere.

 

Eagles visit a Shark Tank

Eagles are working in teams to write, produce and sell a “bestselling book” in less than nine weeks.  A daunting challenge.

Launching the challenge several weeks ago was entrepreneur Clint Greenleaf, whose experimentation as an author led to building a self-publishing empire.

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Today entrepreneur Yuen Yung, famous for securing $1 million for his How Do You Roll sushi empire on Shark Tank, arrived to hear publishing pitches from the Eagles.

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As requested, Yuen was tough, peppering the Eagles with questions about customers and Unit Economics.  The performances were – shall we say – uneven.  Eagles know they have a lot of work to do in the next month.  But they were brave enough to pitch, and that matters a lot.

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Afterwards Yuen said: “Wow. I would have never been able to do that at their age.”

We bet he could have – at Acton Academy.

The Eagles take on the Shark Tank – and live to fight another day!

The Wisdom of Councils Past

Our Eagles are becoming quite good at governing themselves, and even passing on institutional knowledge, the glue of history that makes sure we don’t have to constantly reinvent wisdom.

Below is our past Council’s advice to the incoming Council.  Our public servants in Austin and Washington D.C. certainly could learn a few things from our Eagles:

 

Biggest lessons learned:

You can’t always make everyone happy and you can’t just make the popular decision. You have to make the decision that is best for the class.

I learned that being a good leader takes a lot of time and work.

The council this year is ten times harder than last year.

What I’d do differently:

 I would stand out as a leader more and make sure that I was heard.

I will try to address problems as soon as they come up.

Praise more people.

Advice for new council:

 Don’t always make the “popular” decision even if it’s what people want.

Don’t waste your time. If one person is complaining about something stupid, don’t spend 30 minutes of talking to work it out. Just say, “We have made our decision about this and that’s final.”

Don’t get hot-headed.

You can’t make everyone happy so do what’s best for the class.

Have a specific agenda for Town Hall Meetings, and whatever you do, do not “open a topic for discussion.” You will eventually have to end it after it has crunched half your time and you’ve gained nothing, and then everyone will be mad, because they’d be perfectly fine with discussing all day, even if we never came to a conclusion.

Always have meetings for every subject.

Sometimes setting an example is better than speaking directly to someone. Monkey see, monkey do.

Keep appeals short. Listen to both sides of the story (from the people who were actually involved, NOT random onlookers,) make a ruling, and let them know that that’s final. If they keep bugging you, ask them for an Eagle Buck.

Never talk during town meetings unless specifying something.

What’s a parent to do? Part III

How can a parent learn more about his or her Eagle?

Acton’s Head of School Laura Sandefer reminds us it’s really all about asking the right questions:

Car Talk – Questions that Work

The drive home and the chat around the dinner table are precious moments in life. What can seem like routine daily life can be transformed into “aha” moments of learning about each other. It’s all in how we ask the questions. Below are just a few questions that help move us parents off the, “How was your day?” rock and into a more stream-of-consciousness flow of learning about each other:

  • On a scale of 1-10 (with 1 being “worst day ever” and 10 being “most awesome day!”) how would you rate today at school?  What would have made it better? What would you have changed if you could?
  • When did you have the most energy today? During a group time or during individual work time?
  •  What was your high today? What was your low?
  •  Are you more comfortable asking another Eagle for help or a Guide for help when you need it?
  •  Did you serve as a Guide to someone else today?
  • What core skills work did you do today? Do you feel you did your best work?
  • Play the “Two truths and a Lie” game: Each person shares three things that they did today. Two statements are true and one is a lie. The others have to guess which is a lie.

Each question can be followed up with: “Tell me more!” or “Why do you think that?” Have fun and feel free to share questions that are your favorites for getting your Eagles to talk about their day.

What’s a parent to do? Part II

Your Eagle won’t tell you much about school.

But you want to make sure he’s keeping up.  You’ve learned to log into Khan Academy, No Red Ink, Newsela and other internet based programs, but what else can you do?

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Here’s an idea: Review your Eagle’s SMART goals every week.

SMART goals – Specific; Measurable; Attainable; Results oriented and Time-bound goals are a deeply imbedded part of our learning community.  Eagles set these goals each Monday, along with their Running Partner, and tally up the points earned at the end of the week.

Use the tracker to ask deeper, more specific questions – about books read; Khan skills mastered and progress on Quests.  The number of points scored or goals achieved in any one week aren’t important – but setting and reaching goals is an important lifelong habit for heroes who want to change the world.

Plus, you can add even more by sifting through several weeks worth of SMART goals, and helping your Eagle spot longer term areas of interest and skills.

In many ways, SMART goals over a long period of time deliver two of the most gifts we can give as parents: solid process skills and perspective.

Profound Happenings

Progress is messy. Noisy. Full of angst.

Often you wonder if lessons about pricing; rapid prototyping; and haggling are getting through. Then you have a day of profound happenings.

Today’s Friday Adventure requires finding the most efficient and effective production process for making sandwiches for the homeless; applying lessons learned  from MBA level challenges in Pampered Pooches and Galactic Zappers.

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Those who have earned the adventure are split into two teams and armed with $30 for supplies: one team assigned to Costco; the other to Whole Foods.

The goal: Build as many “excellent sandwiches” as possible, at the lowest possible cost per sandwich.

Immediately a question: “Can we haggle to reduce the cost?”  Eagles find a way to use last week’s hard earned skill again.  A great start.

A list of ingredients.  Estimates of amounts needed for each ingredient and the expected cost per sandwich. We are ready.

Overheard on the way to Whole Foods:”At Acton we work hard all week on an impossible set of tasks, to earn the right to do something even harder where we learn even more.  But that’s OK, because  it’s so fun you can’t wait to get started.”

A profound lesson about motivation.

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Eagles split into teams in the stores.  Every minute counts because labor costs are $1 per hour, per person.  One team hasn’t planned as well and has to start over. Precious time is wasted.

We return to the studio.  The first task is for one Eagle to make sandwiches by hand.   Five sandwiches take a little over seven minutes, requiring 2.5 cents per sandwich in labor.

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Next Eagles are assigned a role in an assembly line, still paid by the hour.  Five sandwiches take one minute and forty seconds.  A much faster cycle time, but with six on a team, a cost of 3.3 cents per sandwich in labor.

Management theory is wrong.  An assembly line is not more efficient than artisan labor.

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Then one more test.  We pay Eagles by the sandwich instead of by the hour.  Workers are given the right to self organize.  Productivity doubles and the labor cost per sandwich plummets.

Lessons begin to tumble out:

“It’s better to work alone than in an assembly line, if a boss makes the assignments.”

“But if you pay people for completing a task and let each person do what they do best, working as a team is more efficient and more fun.” A profound truth; one of the bedrock lessons of entrepreneurship and a civil society.

One Eagle observes: “If you see a bottleneck, you can assign two people to relieve it.”

Another disagrees: “It’s cheaper to just add WIP in front of a station.”  (Adding Work-in-Process inventory is an insight most Harvard Business school graduates would have missed.)

A third Eagle adds: “If you put WIP in the middle of the table where everyone can use it, the process moves even faster.”

This is an  intuitive leap into cell manufacturing and the Toyota Method – never mentioned in the readings but discovered through trial and error by a twelve year old. It might have saved Detroit but eluded American auto executives for decades.

Much math is done on the board, in search of Unit Economics.  The Costco team is declared the winner, with lower cost ingredients and far higher output.  Then a voice from the crowd: “We have to inspect quality.”

Another agrees: “We can’t ask the homeless to eat anything we wouldn’t eat ourselves, just because they don’t have a choice.”

Half of the Costco sandwiches fail inspection; most Whole Foods sandwiches pass.  The Unit Economic results are reversed – the Whole Foods team has won.

One last insight: “Increasing volume doesn’t count if you can’t keep quality high too.”

Profound insights.  Lessons for a lifetime, deeply imbedded by authentic discovery. Plus forty homeless in Austin who won’t go to bed hungry tonight.

What’s a parent to do? Part I

It’s often hard to be an Eagle Parent.  Your child won’t tell you much about school. You hate to press.  And yet, you want to know whether or not your Eagle is making progress.

What to do?  Here’s one idea: Use the Contract of Promises (shown below) to ask your Eagle if her Running Partner and classmates would agree that she is living up to her promises.

Press for specific, positive examples and explore ways to improve.  Ask your Eagle to “force rank” which three promises she is doing her “best work” which three she needs to “try something different.”

     Acton Middle School

Contract of Promises

 As an Acton Eagle, I promise to:

  •  Relentlessly pursue my “next adventure,” so I can find my own special purpose for being on this earth.
  • Always do my best work.
  • I promise to hold my classmates accountable and help them on the path to success.
  • Learn from my failures and never give up.
  • Respect others, their choices, differences, and beliefs.
  • Never accept snarkiness, poor sportsmanship, or bullying of any kind.
  • Never give up on myself or my fellow travelers.
  • I further promise to learn something new every day as I gather the tools I will need for later in life.
  • To be positive.  To be curious.  To keep an open mind. To have fun and find joy in daily activities.
  • To be honest and speak the truth, even when it is difficult.
  • To have the courage to be different.
  • To be respectful and treat others how I want to be treated.
  • And to follow through on my promises. EVERY TIME.

I hereby solemnly pledge to uphold these promises.

Signed, this 13th day of September, 2013.

At Acton, the choice of work and pace often are left up to the individual Eagle.  But keeping one’s promises is a non-negotiable part of the learning community.

War or Peace?

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Do not let the smiles fool you.

Consider Stalin, Churchill and Roosevelt at Yalta.

Picture Khrushchev and Kennedy nose to nose over Cuba.

Imagine Serbs and Croats at a backyard gathering in 1990.

Pure power politics, as the duly elected members of the Middle School Council and Elementary School Council meet to discuss an agreement over joint usage of the play fields.

But consider this.  No adult was consulted.  The Council members contacted each other to set up the parley.  Then they peacefully negotiated a settlement to take back to their respective tribes for ratification.

Today the play fields; tomorrow the Middle East.

For sale. Baby shoes. Never worn.

Legend has it when Earnest Hemingway was challenged to write a short story in six words, he picked up a cocktail napkin and wrote: “For sale. Baby shoes. Never worn.”

At once, the mind races with questions.

Today, as part of revising their Bestselling Books, we asked our Eagles to do something similar. In six words or less, answer each of the following:

1. I promise my book will: _____________

2. You should believe me because: ______________

3. The main sub-points (chapters) of my book are:

  • _________________________
  • _________________________
  • _________________________
  • _________________________
  • _________________________

4. The order in which they are arranged is ___________ because _______________________.

5. Each chapter is further subdivided into ________________, then ________________, then ________________, then ______________ because ______________.

Brainstorming is important.  So is letting the words flow onto paper, as part of a rough draft.  But eventually you must organize your thoughts so the real writing can begin.

For this, clarity is everything. (Five words.)

Brevity, a close second.  (Four words.)

Could you run a real factory? Some of our Eagles could.

This week’s entrepreneurship focus is on operations – breaking down and sequencing a series of tasks in a cost effective way.

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Above, Eagles record their scores on the Pampered Pooch exercise.  Think it’s easy?

Then try your hand by clicking the link below :

https://s3.amazonaws.com/myej-static/assets/experience/flash_assets/ops_101/ops_101.htm

Feeling especially good about your operational skills?  Then give Galactic Zappers a try at

http://sims.myej.org/galacticzappers/

Pay careful attention to the relationships between revenue, variable, fixed period costs, primary sunk investments and profits if you want to progress.

A few of our Eagles made it past Level 21, which would be considered a feat for a Harvard or Stanford MBA.

Critiquing a Bestselling Book

Today was our first major peer critique of the bestselling book project.

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Eagles have brainstormed ideas; chosen a topic and finished (most of) a rough draft. Next comes the hard part, revision, where main points must be clarified, ordered, deleted and supplemented.

Revision is the most difficult part of writing, more like major surgery as opposed to the finer shaping and tucking that occurs while editing.

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If you a Guide, now is when your palms get sweaty.  Have we asked too much?  After all, it’s crazy to expect middle schoolers to write, produce and sell a book in an eight week period. Right?

Today the Eagles formed into three to four student critique groups.  Each was asked to force rank each rough draft based on the following criteria:

  1. Main point: The main point or question of the book is crystal clear and stated in the introduction.
  2. Chapters: Each main point or question clearly and seriously contributes to the overall  main point.
  3. The order of the chapters makes sense.
  4. There are enough facts, quotes and stories to back up the main points in each chapter.
  5. The perspective (first, second or third person); tense (past, present, future, other) and mood are consistent.
  6. The introduction: immediately engages me; makes the audience and main point or question clear by making a promise and describes the journey we will go on together (the main points.)  The conclusion restates the main point or question; describes the journey we have gone on (main points) and makes a persuasive case that the promise has been fulfilled.

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Some books were surprisingly bad. No central point. Little organization. Evidence of wholesale “cutting and pasting.” (This brought forth a spirited discussion about plagiarism.)

These will improve.

Other books were surprisingly good. Original. Witty.  In need of work, but with some revisions and refining, viable projects.

How will all of this end?  That’s a very good question.

Eagle Buddies and the Power of Feedback

Each middle schooler who has earned an Independent Learner badge has can serve as an Eagle Buddy, guiding a team of elementary school Eagles in setting and delivering on their weekly SMART goals.

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Being an Eagle Buddy is an honor, it must be earned.

Each Eagle Buddy leader has negotiated a relational covenant with his or her group, setting forth clear expectations and consequences.  This covenant was signed with great ceremony.

If an elementary school Eagle is not keeping his or her part of the bargain, the Eagle may be asked to leave the group.

Every week, the elementary Eagles rate the effectiveness of their Eagle Buddy leader, using Survey Monkey to provide feedback.  One low score means probation for the leader; the second low score means the leader must resign.

A worthy task. Serious promises.  Clear feedback loops. Reasonable consequences, quickly enforced.

We’re well on the way to equipping and inspiring Eagles to run the school.

 

 

“Is that the best you can do?”

Entrepreneurship is one of our themes this session, part of the Quest to write and peddle a “Bestselling Book.”

Today many of our Eagles learned how to haggle – the art of buying something at a discount – as a Friday Adventure earned by delivering their “best work” on a week’s worth of difficult challenges.  Many were successful; some failed; but all learned to overcome the fear of asking for a discount.

So what prepared our Eagles to haggle?

First a series of readings and on-line experiences on Unit Economics, learning to set price and to calculate revenues, variable costs, contribution, fixed period expenses and primary sunk investments – and more importantly – break even; payout and total profits.

Then playing the Acton MBA PricePoint game, a difficult online simulation where Eagles battled each other as they learned to start, avoid and survive price wars, honing the skill of setting marginal prices in that slippery region between maximizing profits and encouraging competitors to enter.

Next, Eagles read Everyone Needs a Little RLC – a note that describes the “rat-like-cunning” that entrepreneurs develop in the marketplace: enjoying the art of selling; reading people; haggling; not paying cash; protecting your downside and collecting free options.

Finally, Eagles prepared for battle with role plays, asking: “Is that the best you can do?” after a price was quoted and sitting in silence, for as long as it takes, to receive a discount.  And then it was off to used bookstores; used sporting goods stores and other retail outlets and bazaars to work on haggling in the real world!

Does haggling work?  It does for Eagles.  Simply by politely asking and tolerating silence, many Eagles received discounts of 40%; 50% and in one case 71% off list price.  Some Eagles even received major discounts at a popular sandwich shop for lunch.

Today’s lesson?  That simply by having the courage to ask politely and take advantage of the motivating power of marginal economics, you can  reduce you average daily cost of living by 50% or more.

Not a bad lesson for young heroes, preparing to take the real world by storm.

 

 

 

 

A 360 Review: Is my self-image aligned with how others see me?

Last week we experimented with 360 reviews, a community building tool used at some of America’s top companies, like Apple and Google.

First, each Eagle was given the survey below and asked to rate every classmate’s Tough- mindedness (a measure of how they hold themselves and others accountable) and Warmheartedness (a measure of how encouraging they are to others) on a 1 (low) to 5 (high) score.

The purpose of this survey is to provide anonymous feedback to your fellow Eagles to help them become more “tough minded without being hardhearted” Level 5 Leaders.

 Below you will be asked to rate each of your classmates on their “tough mindedness” and “warmheartedness,” each on a 1-5 scale.

Level Five Leaders are toughminded and warmhearted. They are encouraging,  draw boundaries, set consequences  and keep promises to themselves and others, while remaining cheerful and friendly.

Policeman hold firm boundaries but tend to focus on criticizing mistakes and individuals rather than praising behavior and progress.

Pushovers praise often but are afraid to hold people accountable; because of a lack of courage they do not help their friends grow.

Snarks make the poorest choices of all.  They criticize and tear people down AND fail to hold themselves and others accountable.”

We collected the surveys, then summarized and plotted  results on a 2×2 matrix (low to high Tough-mindedness versus low to high Warmheartedness)  and made the output  anonymous by substituting a number for each Eagle’s name.

Each Eagle then was asked to (silently) assess and write down where they thought their classmates had ranked them, before each learned his or her actual position on the graph (results were privately distributed to avoid any embarrassment.)

In most cases, Eagles accurately assessed where they would be ranked.  Those in the lowest quadrant were the most accurate, while those in the higher quadrants tended to be more modest about their studio-mates’ opinions.

The effects on motivation?  We don’t know yet.  But at least each Eagle now has areas where they can improve, and a clearer sense of how their classmates view their contributions.

What is a Friday Adventure?

Friday Adventures are special events tied to the weekly Quests.  For example, last week’s Friday adventure was to go to the Bookpeople bookstore, and do rapid prototyping research to see how Eagles could improve the cover, title or organization of their Bestselling Books.

While Eagles may love the “adventure” – being able to go somewhere with their studio-mates, each outing also delivers a serious entrepreneurial lesson.

In order to qualify for a Friday adventure, you must self certify that you have completed the  fundamental challenges from the weekly Challenge Envelope, and delivered your “best work.”  If you miss earning a Friday adventure, the outings can be completed later with a classmate or friend – you just miss out on the fun of going with the group.

What is this week’s adventure?  We can’t tell you, because this week’s Friday Adventure won’t be announced until later this morning, adding more intrigue and (hopefully) motivation.

One hint: It will involve the question: “Is that the best you can do?”

Stay tuned.

Freedom and Accountability Part II

James Madison wrote in Federalist 51: “If men were angels, no government would be necessary.”

Our middle schoolers are no angels, at least not all the time.  But they are an impressive group of young men and women, learning to govern each other with a grace and dignity that few adults could match.

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Today we had a model Town Hall meeting: the choices well framed; each welcomed to speak; the rules of engagement enforced.

Starting next week, we’ll experiment with another self-accountability experiment, and see how it affects motivation.

First each Eagle will certify which weekly challenges from he or she has completed.  Then the Council randomly will draw one computerized deliverable (like Khan Academy) and another non-computerized deliverable (like a journal entry.) Each Eagle will be asked to publicly post his or her results for these deliverables and self rank whether the contribution was in the lower, middle or bottom part of the class.

There is no penalty for choosing not to complete a challenge, except the loss of points towards Eagle Bucks, and possibly missing the weekly adventure, if that specific deliverable was required to qualify.

The penalty for certifying you have completed a deliverable and done “your best work” if it’s obvious you haven’t, will be being sent home, no questions asked, since this is a serious violation of the community honor code.

Next week we elect a new Council, as other Eagles earn a chance to lead.  This Council will be missed.

Self-Reporting and Accountability

We trust our Eagles to report whether or not they have completed a challenge and done their “best work.”  Human beings, however, are fallible, especially when given too much to do, in too little time, with special adventures being offered for delivering everything on time.

Last week we decided to focus on the importance of self reporting, and accidentally created a firestorm of confusion.

We paid special attention last week to self reporting in Socratic discussions, stressing the importance of reporting accurately and turning in “the best work you can do.”  On Friday, when it came time to qualify for this week’s special adventure, we read the checklist of deliverables item by item, asking Eagles to sit if they had missed an item.  Many Eagles sat down, acknowledging that they hadn’t completed one task or another, understandable, given the workload they’ve been under.  By the end, fifteen or so Eagles had certified that they had completed all the items.

Afterwards, a Guide checked the No Red Ink program and noticed that five of those who reported they had scored a 90 or above on this week’s quiz had not achieved this goal, according to the program’s dashboard.

A Council meeting was called, and the Council agreed that the misreporting was serious enough that the five Eagles would be asked to remain home on Monday, and decided to inform each privately to avoid embarrassment.

After the Eagles were informed, one Eagle showed one Guide a screen shot that showed he/she had scored a 100 and the dashboard had not accurately captured his/her score.  Another Eagle swore that he/she had finished with a 90, but the dashboard showed otherwise.  A third Eagle claimed to have accidentally done the wrong test and the dashboard confirmed that the Eagle had scored a 100, but on the wrong quiz.   The last two Eagles, as far as we know, did not lodge an immediate appeal.  Later, one would report that he/she had scored a 90.

At this point, with only a few minutes before Friday’s field trip adventure would begin, there was mass confusion.  It is important to note that there were several categories of errors: (1) An apparent technical glitch in the program; (2) A possible error in submitting a final score, either by the program or an Eagle not hitting “submit;” (3) An Eagle who had done the wrong test but accurately reported his/her score;  (4) An Eagle who reported a 90 but had no independent verification; and (5) One Eagle who said he/she just failed to listen/read carefully enough.

Which of these were “the dog ate my homework” errors; which were forgivable and which were more serious lapses?

Because of all the confusion and ambiguity, the Council voted over the weekend that all Eagles will be invited back to campus on Monday, and this incident will be put behind us.

Further investigation this weekend suggests that while some Eagles may have been genuinely confused, the computer program appears likely to have been accurately reporting scores all along, and that there is a high likelihood that several of the Eagles did not score a 90 or above.

As you can imagine, still lots of confusion and some hard feelings, which we will sort out this week, being careful to separate the personal issues from the governance issues and to prevent long term hard feelings or factions. Those with a personal issue with another Eagle will be encouraged to address the person openly and directly with a facilitated process, either in private or publicly.   Governance issues and strengthening due process in the studio will be addressed in a Town Hall meeting.

As parents, we’ve learned at Acton to listen empathetically; equip our Eagles with the right words, and then send them back into the fray to sort things out for themselves.  It’s hard to do, but the best way to learn to cope and stay healthy in the real world, in high pressure situations.

Human communities are messy, but the Eagles (and Guides) are learning lots of important lessons, especially about self governance in an Eagle led learning community.

Subject: Freedom and Accountability Part I

How do we provide Eagles with freedom and accountability?

We started the year with Evidence Tickets, individual examples of work Eagles were asked to publicly post to earn specified privileges.   High quality work was praised by Running Partners, who also identified places where more effort was needed.

While this system encouraged accountability, having Evidence Tickets arrive unexpectedly made it feel to Eagles that they weren’t in control of their own schedules.

Now we’ve shifted to Challenge Envelopes, providing a week’s worth of deliverables at a time, allowing Eagles more control over their schedules (a suggested weekly schedule is provided, for reference, but Eagles can disregard this and tackle objectives in any order they want.)

Challenge Envelopes ask Eagles to check their long term Personal Learning Plans to set weekly goals for reading and Newsela (critical reading and critical thinking skills); journaling and No Red Ink (grammar) for writing and Khan Academy for math and learning badges for 21st century skills. Also included are a series of Quest related goals for “writing a bestselling book” and “entrepreneurial skills to help sell the book” once it’s written.

But how do we make sure that Eagles are doing “the best you can do” without reading and grading every assignment?  That’s the subject of the next post.

Whew!

Sometimes it’s helpful to realize just how much work our Eagles get done in an average day and a week.

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As one of the Eagles said recently: “It’s hard to explain to friends that I get a lot more work done than they do, even though we don’t have any homework.”

So here’s a sample from today:

  1.  Check your Personal Learning Plan and SMART goals to make sure you are on pace with your Khan math, reading and Learning Badge plan for the year.
  2. Finish No Red Ink grammar lessons 3&4 and make a 90 or above on the quiz.
  3.  Read the Newsela article on Massive Open Online Courses, score a 90 or above on the critical thinking test and participate in a Socratic discussion. A sample question: “In many countries, cell phones were such new innovation that they “leapfrogged” the old landline technology.  If other countries go to “new type schools” while America clings to old style schools, could that be a threat to America?aa ms 10.31 2aa ms 10.31 3
  4. Do independent research on Darwin; Evolution and Natural Selection and bring a great Socratic question as your entry ticket.  While completing an Art lesson in how to draw with the “right side of your brain,” listen to a college level lecture on Darwin.  afterwards, participate in a Socratic discussion. A sample question:                         “What exactly was the “turning point” about Darwin’s theory that made it so
  •  Man is not the center of the universe;
  • Creatures evolve and change over time or
  • Those with the best characteristics survive?”

5.   Answer the journal question: A rare bird is set to disappear in West Austin because of real estate developments.  Given Darwin’s theories, should we pass a law to curtail development and protect this species from going extinct?

6.  Write enough in your bestselling book to deliver a minimum of 50% of your rough draft by Friday.

7.  Role play how to deliver warm praise and make time to go to the Elementary School and provide “warm praise” to your individual group members.

8.  Be sure to clean the studio at the end of the day, since we don’t have a janitor.

Whew!  No wonder the day seems to go by so fast!

Eagle Buddies to the Rescue

Today marked an important turning point for Acton Academy.

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Ten Middle School Eagles began guiding in the Elementary School, helping the ES Eagles set and record daily SMART goals.  Each SMART goal group will have a learning contract and every Eagle will work hard to remain in Socratic mode and respect the Rules of Engagement.

Most importantly – no adults involved.  Eagles guiding Eagles.

Young Entrepreneurs: Our Hope for the Future

The Seventh Annual Acton Children’s Business Fair: more than one hundred and twenty five new businesses; nearly two hundred young entrepreneurs between ages six and fourteen; over sixteen hundred eager customers.

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Observing adults in America can leave you with a cynical bent.  But even the hardest of hearts would have melted today in the face of the creativity, energy and enthusiasm of our young entrepreneurs.

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Alexis de Tocqueville wrote movingly of civil society in America, those voluntary gatherings of free citizens intent on bettering the community.  Score one today for the power of civil society and hope for the future.

Why do some civilizations rise and others fall?

Today we tried a new experiment in Civilization, our integrative study of history, economics, philosophy and geography.

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Eagles watched a DVD lecture from The Skeptics Guide to American History, a college level Learning Company course taught by University of Vermont award winning professor Mark Stoler. Today we explored The Great Awakening; over the next nine months we’ll tackle 35 different turning points between 1850 and the present, sampling from several college level course.

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Prior to the lecture, Eagles were asked to explore the Great Awakening, Predestination and the Progressive movement on their own.   Contributing a Socratic Question about the period or one of these topics was the required entry ticket for the session.

Just prior to the start, Ms Abigail gave the first drawing lesson from Drawing on the Right Side of the Brain, as Eagles began working on a “before I learned to draw” sketch of a familiar person or object.

Then this launch:

Imagine this.  Years from now, you begin to see stories about roving religious leaders, moving from town to town, having large, emotional meetings in tents.  They are questioning everything about society; some are saying the old world is about to end. Everyone seems swept up in emotion.  Everything that once seemed settled now seems open to change.

As a leader in the world, you have to decide whether this is an opportunity or a danger?  Which is it?

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For thirty minutes Eagles watched and listened as they worked on their sketches.  Then we followed with an intense Socratic discussion in Pods of 8 Eagles each, featuring questions like:

  • What was the most important positive or negative consequence of the Second Great Awakening:  public schools; prison reform; temperance movement that banned alcohol or the women’s movement?
  • Do you believe there’s more truth in predestination – that you have little control over life – or Progressivism – that mankind can be perfected?  Are these similar or different to the idea of the Hero’s Journey?
  • Should churches be involved in politics?  Should religious people be involved in politics? 
  • When Jefferson and the Founders wrote that there should be no established religion in America, did they mean no government church or that religious matters had no place in politics?
  •  Are there real differences between men and women real or imagined?
  •  If drugs are illegal, should alcohol be illegal?  Why isn’t it?
  • In total, was the Second Great Awakening positive or negative? 
  • Do you believe strongly enough in anything to be willing to go to jail for it?

Finally, each Eagle chose one person, trend or event to illustrate, and placed these on the master civilization timeline that charts history from the Big Bang to the present.

How did the Eagles rate the experiment?  On average, a 9.8 out of 10.  They loved being able to watch, listen and work on art.  They found the lecture fascinating, even though they had to look up some of the more advanced terms.

Did they learn anything?  Here are a few of the Socratic questions they posed:

  • Why did the Second Great Awakening happen?
  • If mankind could be perfected, would that be a good thing?
  • Who was the most powerful person in the Second Great Awakening?
  • What is the biggest way the Second Great awakening has impacted our lives?

College level work.  Deep questions.  A sense of perspective.  Debating why some civilizations rise and others fall, and the impact of military, economic, political and ideological forces.   Learning to draw like a master while you study the turning points of human history.

It simply doesn’t get much better than that, as Eagles prepare to take on the world.

A Hero who disrupted the world of publishing

A real treat today.  Clint Greenleaf, an entrepreneur who disrupted the publishing industry by launching Greenleaf Publishing, shared his Hero Story.

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Here’s Clint’s tale: As a 22 year old accountant he was working sixteen hours a day, successful but not fulfilled.  Then Clint wrote a book about shining shoes; a simple, somewhat crude book, but to his surprise customers bought hundreds of copies each day.  This led to new editions.  Finally to launching a highly successful self-publishing company that changed the world.

The message to our Eagles?  You can do it.  It takes hard work and passion.  Start small. Fail early, cheaply and often.

A powerful message for young entrepreneurs, hard at work disrupting education at Acton Academy; hard at work this session, dedicated to writing and marketing a bestselling book.

Thirty minutes of one man’s generosity that may have launched several budding authors and publishers.  Not a bad morning’s work.

Beware Eagle Buck Inflation

Eagle Bucks are the Acton Academy currency.  You earn them for brave or kind acts or by delivering excellent work on time; you lose them when a fellow Eagle asks for an Eagle Buck as a consequence for behavior that falls outside the community standards.

Early this year, we made an error by setting the rewards too high on the weekly points tracker.  Eagles who were reading several books at a time began ten or more Eagle Bucks a week, where two had been the norm.

Now getting called for an Eagle Buck meant less, because you had plenty to spare.  Community intentionality began to suffer.  What to do?  Just like the Fed, we decided to drain the excess reserves from the system and ask Eagles to trade in old currency for new.

When the new policy was first announced, one Eagle, remembering an economic simulation from last year, cried out: ‘But will that cause the Acton Great Depression?”

Thankfully, it didn’t.  We auctioned off the rights to some special desks; Eagles bought cardboard partitions they could use and decorate; a few special Lego creations drew high bids.  Inflation plummeted.

Today we exchanged the old currency for a new one, and tightened up the points system for earning new Eagle Bucks.  We also adopted a “three strikes” policy, setting serious consequences for Eagles whose behavior repeatedly left them with a negative balance. Then came a Socratic discussion about why Eagle Bucks were so important in our community.  some of the responses:

“So we can have our own currency.”

“To provide consequences.”

“To give us self-worth.”

“To reinforce that with freedom comes responsibilities.”

“It’s our system of rewards and punishment.”

“Motivation.”

“To keep us in check.”

“Compensation for our hard work.”

If only American Politicians understood the reasons for a free economy as well.  Perhaps someday soon we’ll have a much wiser generation to replace them.

Looking Back; Looking Forward

Last session seems so far ago.  Creating a Learning Community; researching Motivation Heroes; conducting a crisp debate; constructing a Personal Learning Plan for the year.

At times it felt like an all out sprint; at other times frustratingly slow.  Some days the community hummed with intensity; other days Lord of the Flies seemed just around the corner.  And yet, the Eagles owned it; all of it.

Perhaps it’s fitting we saw the movie Gravity the last day of the session, because looking back, it seemed an out-of-this-world experience.

Now it’s time for Session Two.  The overarching question remains the same: “What motivates a Hero?”  As a civilization, it seems we know so little about motivation, despite dozens of theories.

This session we tackle Entrepreneurship and Writing a Bestselling Book.

What motivates an entrepreneur to create and innovate? How do you motivate a team?  Is it really money that drives the world or the love of using your gifts?

Middle schoolers writing a bestselling book?  In nine weeks? Is that really possible?

Most people would say “no.”  What a ridiculous idea. But they haven’t met our Eagles.

 

 

Favorite quotes of the week

My favorite quote this week from an Eagle:

“It’s really hard to explain to my friends who attend other schools that I work harder and get more done than they do, yet I never have homework.  They just don’t get it.”

Another favorite from an Eagle parent following the debate:

“The debates on the porch were amazing!  I was a speech major at UT and never participated in a debate—how can that be?

When my friends ask me about Acton, I tell that that my middle schooler very simply goes to college!”

Out of this world

Work hard; play hard. That was this session’s motto.

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Yesterday we worked hard, with the Hero’s Motivation Debate and Personal Learning Plan Exhibition.  Today, when the Eagles arrived we announced a surprise: We were all invited to ride the train downtown to see Gravity, a hauntingly beautiful new movie about space, with award winning cinematography.

A perfect prelude for Session 4, when we’d be studying the motivational effects of “feeling small” – standing on the edge of the universe as we build rockets, versus “feeling big” as we explore a microscopic world and perform chemistry experiments.

There was a twist with today’s trip, however.  The Eagles paid for the outing, popcorn,  lunch and drinks with the Eagle Bucks they’d accumulated during the semester.

A “well earned” celebration indeed.

And the winners are….

The big day finally arrives…Freud vs Jung; Machiavelli vs Victor Frankl; Plato vs Carol Dweck.  Some of the world’s foremost experts in motivation stand toe to toe, debating which theory best describes human behavior.

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Tension was high with last minute preparations.

The opening: rock, paper, scissors to see who goes first. The Opener has two minutes “in the box” minimum to begin; three maximum. The Challenger follows.  Each then has two minutes to rebut and another one minute to close.

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The pace was fast; the barbs sharp.  Allegations of logical fallacies were as thick as the ethos; pathos and logos.  But in the end, only one Motivation Hero would be the winner for each pair.

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After the debates, each Eagle has two minutes to show his or her Personal Learning Plan, an electronic portfolio that describes an individualized learning plan for the year – created by the Eagle.

Parents and visitors then tour the studio looking at writing samples and displays of individual work.

Who won?  It would be easy to every Eagle, because there was so much learning. But at Acton Academy, just as in the real world, not everyone gets a trophy.   Failure is just too big a part of learning to ignore.

In the debrief, the question was asked: Do we want to equip and inspire successful Eagles or Eagles who succeed and fail?  The Eagles unanimously supported the latter, and firmly rejected the idea that everyone should win an award.  Our Eagles know they are preparing for the real world.

In the debrief, Eagles describe three kinds of failures:

  • When you prepare all you can and leave everything on the field, but come up short;
  • When you prepare all you can, but make some mistake that costs you a victory;
  •  When you don’t put your heart into preparing, and aren’t ready to compete.

The first type of failure is noble; you can’t ask for more.  The second is a learning opportunity.  The third happens and should be acknowledged, but never excused.

Lights, camera…dress rehearsal

Today was Dress Rehearsal Day.

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Eagles formed in groups of six.  Each debating pair faced off, one by one.  Rock, paper scissors to decide who would start.  The Opener had two minutes minimum; three minutes maximum “in the box;” then the Challenger followed.

Rebuttals came next; each side allowed two minutes to spot logical fallacies or attack with logos, ethos or pathos. Finally, one minute each to close, with the Challenger going last.

All of this captured on video, for later debriefing.

Some Eagles had too little material, and had to stand “in the box” (a taped area on the floor) until the minimum time expired, a reminder of what would happen on Thursday if you didn’t have enough to say.  Some had too much material, and would have to pare.

Each Eagle received a critique; first warm critiques of praise; then cool critiques with advice of how to improve.

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Then it was time to download and review the video. All getting ready for Thursday’s Debates and Personal Learning Plan presentations.

Soon “standing in the box” would be all too real, in front of a live audience.

 

Influencing the world

“Oh great. No pressure. It’s just that the whole future of education depends on us.”

Yes, it reads as a little snarky; even a bit sarcastic. But the tone was much more accepting; more like the recognition of a serious truth.

We don’t talk about it much, but deep down our Eagles know they are leading an important experiment; a bold experiment that just might change the world.

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Pictured above is Paulette, a visitor from one of the most disruptive education companies in the world.  She came to Austin to see Acton Academy for herself.

Paulette watched the elementary and middle school Eagles in action: launches; Socratic discussions; preparing for this week’s exhibitions.  Then she convened a focus group.

One by one she heard strong statements about the importance of having the freedom to control your own education.  And then one that was heartbreaking, when Paulette asked about failure at Acton compared to other schools:

from an elementary school Eagle: “Failure at Acton is part of what we do: heroes fail early, cheaply and often.  At my old school, the three students who scored the lowest on a test had to go and sit in the bathroom, on the floor, and think about why they were failures.  The three students with the top scores got candy.”

Sometimes we forget the great wrongs done to little heroes by adults, and the grace with which they bear them.

So what did Paulette think about Acton.  Her parting words: “Even after this short exposure I know I would have loved for my own children to have experienced the learning environment at Acton.”

The whole future of education depends on a determined band of Eagles?  Yes, it just might.  And that’s what gives us hope for the world.

Newsflash: A Guide is About to Answer a Question!

But first, a congratulatory shout out to the nine Eagles who earned their Independent Learner Badges over the past month.  We celebrated them in a special school-wide ceremony Friday morning.  There are only 7 pictured below because two were pursuing dreams off-campus that day; Eagles lead busy lives!

Though there will never be homework assigned at Acton, completing the missions and challenges to earn the Badge involved making time at home for things like baking bread and doing research to pitch a trip, garden or new pet to their family.  These Eagles have proven their ability to work independently, analyze information, solve problems by themselves, and follow instructions carefully.

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These nine now join seven other Middle School Eagles (and one in the ES!)  in working towards earning the next badge in the series, the Running Partner Badge.  They will learn how to help others set goals and identify and reach for their greatest dreams; they will learn how to have difficult conversations, how to set a relational covenant, and much more.  Some of this work will be done while guiding younger Eagles in the elementary school, an exciting development for our student-centric community.  The Badges are a crucial part of the work Eagles do at Acton.  If you haven’t, consider asking your child which badge challenge they’re currently working on, which has been their favorite, which has been the hardest.  The standard for “passing” each challenge is that the Eagle certifies they’ve done their very best work.

Okay, so about that question mentioned in the title.  In the middle school you’ll hear, “Guides don’t answer questions,” sometimes many times each day.  A bit sassy perhaps, but never meant to be discouraging or indifferent.  The polar opposite, in fact:  it’s a gesture of deep respect.  In the studio on Friday, Eagles discussed the role of Guides.  One offered that the most important thing a Guide can do is “to set up guidelines then sit back and let the classroom function on its own”.  Another wrote that Guides should “ready us so we can turn the classroom into a student-run studio”.  Many thought that for Guides to keep their promises to the Acton students and parents was the most important thing.

One promise we make to the families is that we believe each child is a genius capable of changing the world in their won unique way.  But answering a question says that we don’t trust them to be able to come up with their own best answer, to engage in the potent thinking, research and analysis we believe each of them are capable of, or to learn from their mistakes.

Eagles, the number one reason WHY Guides won’t answer your question is…. drum roll, please…. we absolutely positively 100 percent completely respect your intelligence.

( Okay Gage, you got me.  I answered that one.  But never again!)

Slouching towards intentionality

Don’t let anyone kid you that building a self governing learning community is easy – for adults or middle school Eagles.

We’re still struggling with intentionality, and the Eagles not living up to the promises they made to each other.

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Finally, noise became such a problem that it started distracting the elementary Eagles below, so we gave our neighbors the right to take 24 Eagle Bucks and a Mason Break/Charlie Break away anytime they are disturbed.

Yesterday, a “red card” signalling a violation was deliver on two occasions. 48 Eagle Bucks – ouch! We’ll see if these natural consequences from violating a neighbor’s property rights will help.

We also realized it was a mistake to make it too easy to earn Eagle Bucks, which takes away the sting of losing one for poor choices.  So we’re making Eagle Bucks harder to earn in the future and asking anyone with more than ten Eagle Bucks to cash them in ( one Eagles Buck = $1) to buy something fun for their classmates.

Despite our struggles, lots of powerful learning taking place:

After hearing that we’re draining Eagle Buck liquidity from the financial system, one Eagle, remembering the “inflation game” from last year, asked: “Will this cause an Eagle Buck Great Depression?”

A parent sent this:”Last night, <our daughter> told us ‘I have just realized something so interesting and special! Did you know that so far NONE  of the guides have taught me anything … It’s ME, I  am learning everything on my own , all on my own?'”

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Lots of collaboration in preparation for the Personal Learning Plan Exhibition and Debate next week.

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Today we received a gift of some terrific books, and Eagles swarmed around the box, eager for new reading.

 Next step – draft a clear contract between each Guide and each Eagle – something we should have done long ago.

 

 

Nothing concentrates the mind like a…

Nothing concentrates the mind like a public exhibition.

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Samuel Johnson said: “Depend upon it, sir, when a man knows he is to be hanged in a fortnight, it concentrates his mind 

In this same spirit, the air is sizzling in anticipation for next Thursday’s Motivation Hero Debate and Personal Learning Plan exhibition.  Nothing like having to perform in public to motivate an Eagle.

Today, we upped the ante with the following Personal Learning Plan Challenge:

“Eagles,

  • Do you want to impress your parents and friends with your Personal Learning Plan (“PLP”)?
  • Do you want to “prove what you can do” to land an exciting apprenticeship this spring? or
  • Would you just like an Ice Cream Party next Friday to celebrate the end of the session?

Here’s the deal: If everyone meets the requirements below, we’ll have an Ice Cream Party next Friday afternoon.  You can even invite the Elementary Eagles to attend if you throw in 40 Eagle Bucks to pay for their ice cream.

All returning Middle School Eagles have to send an email (vetted by another Eagle or Running Partner for grammar) to the entrepreneur or manager who sponsored your apprenticeship with a “thank you for what you inspired me to do this year at Acton” note AND a link to your PLP by next Friday at 10 AM (copy Ms Abgail).

All Eagles new to the MS need to send an email note to your Running Partner’s parents saying “look what my Running Partner inspired me to do,” including a link to your PLP.

Each Eagle’s Running Partner must certify that your Personal Learning Plan has met the minimum recommended requirements, including the Evidence Tickets for each area below, presented in a clear and attractive way:

  • Math deadlines for Pre-Algebra and the next math challenge (Algebra; Geometry; Trig)
  • Reading goals;
  • Writing goals, including typed versions of your three best journaling examples.
  • Civilization goals;
  • Learning Badge goals
  • At least eight MyHJ tickets, including: Gifts; Flow; Opportunities and Injustices; Eulogy and Epitaph; My Heroes; My Three Apprenticeships;
  • For your Motivation Hero Debate:  at least one of the Mentor Text analyses; your final written presentation and at least one of the written video analyses.

Note: As part of the PLP Contest, every parent will receive: (1) a schedule comparing your commitments for this coming year in reading, writing, math and Learning Badges to your classmates; (2) a complete copy of all of the Evidence Tickets for the session; and (3) the minimum requirements listed above, so they can have more perspective on the work you’ve done this semester.

Please feel free to revisit and update your plans – especially for Math and Learning Badges.”

Making promises – to yourself and people you respect.  Public exhibitions, even when it’s hard, because real world consequences prepare heroes for the real world. Special celebrations, because hard work and fun are not mutually exclusive.

Spotted: an Entire Colony of Bigfoots!

Reported in today’s Edsurge is the sighting of Bigfoot – defined as “spotting kids learning at their own pace.”

According to the article, students mastering skills at their own pace is so rare that few educators can claim to have “seen it in the wild.”

Seriously?  Lots of what we do at Acton Academy is hard.  But convincing Eagles to soar at their own pace isn’t one of them.

So for those of you who like to chase legendary creatures, here’s an entire colony of Bigfoots.

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Perhaps next we’ll go in search of the Loch Ness Monster – Eagles guiding Eagles without an adult in the room.

PS.  If we went looking for educational Unicorns next, what would these beasts represent?  Extra credit for the best submission. (Whoops, I forgot that Guides don’t award credits.  Must be the influence of a misspent educational youth.)

   

The Perils of Leadership

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Today was the first Town Hall meeting of the new Council.  Let’s just say it was a little rocky.

During the meeting, the Council gave into the demands of a few loud voices calling for the easing of standards.  Allowing music back into the classroom.  Voting out the existence of Evidence Tickets (voluntary examples of work designed to help Eagles manage their many commitments.)

Bread and Circuses would have come next. Except the Council doesn’t have such broad authority.

There is a signed covenant covering music – parental approval is required.  Plus the Eagles already have failed to hold each other accountable for music distractions – another violation of a covenant they had promised to uphold, and already forgotten.

Evidence Tickets are a part of the curriculum, which Guides have the right to design and propose until Eagles take on the responsibility of creating their own courses.

So later in the afternoon, the Council had to apologize to their constituents for failing to do the hard work and preparation required to be leaders, and for allowing the Eagles to take that first slippery step towards a lowest common denominator.

The first real lesson of leadership.

 

Sleepy geniuses

Friday morning, and everyone’s tired.  Yet the Eagles lean in.  They show up.  They do what they said they’d do- they are present and real.  Fridays are a big day for the Running Partner relationship.  SMART goals set on Monday are reconciled with achievements made or missed; points are tallied.  Running partners sit next to each other to optimize encouragement and accountability.

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We’re asking questions about motivation all year long.  This morning, we opened with a look at the Latin root – “mot”, meaning “move”- and discussed whether a person is better moved by a push, from a pull, or from the momentum of someone beside them moving in the same direction.

At closing, another question:  what should I blog about this weekend?     “Clean-up; we’re really get good at that,” one Eagle suggested (parents please take note!).

“Collaboration.  It’s been very intentional and we are a lot smarter when we work together and learn from each other,” another offered.

“The DANCE!” Lillian begged, meaning of course the Carl Rogers dance (you’ll learn more at the Motivation Heroes debate on Oct. 10th….).

But the number one most popular answer to “what should I blog about?” was…..  Poker!!!  Have a great weekend, and try not to lose too many eagle Bucks to Jack.

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Dad, can I go back to school? It’s boring at home.

Today an Eagle broke her collar bone.  It was a simple game of tag; then feet tangled, followed by an awkward fall and a cry of pain.

After an hour or so at the emergency room, it was time to go home.  Except the young Eagle asked: “Dad, can I go back to school?”

“Back to school,” the father replied, “but you need to go home and rest.”

“It’s boring at home.  And I don’t want to miss something important.”

So back to Acton it was.  Only this time, no tag.  At least for a few weeks.

 

 

 

Working ourselves out of a job

At closing, Eagles responded to the question: What’s one thing you want to make sure any observer at Acton takes away, one thing they must keep in mind if they plan to open their own schools?

Several alumni volunteered “Our intentionality when we’re working; we can work hard and focus and get into flow”.  One 6th grader said, “Children must not be underestimated!”.  “They should get a council,” an 8th grader offered, quickly clarifying that he meant that the students should organize their own government immediately, and not that the observers should hire attorneys.  Then a new Eagle spoke up.  The most important take away should be… “Guides are not teachers!” she declared.  So what’s the difference?  “Guides don’t answer questions.”

Really?  Is that the only difference?  Another Eagle added, “Yeah, new Actons shouldn’t even hire Guides.  We can go there and show the students how to make their schools work.”

A show of hands to gauge interest in how many Eagles would be interested in actually doing that, perhaps as a pre-requisite for graduating from middle school or as a project in high school yielded a practically unanimous, very enthusiastic, yet notably serious and almost somber “Yea”.

ImageAfter that, The Eagles played poker to determine who’d get to be the first Acton Ambassador to help open a new school.  Okay…. not; this was during a Charlie Break.  Parents, those are Eagle Bucks, not Benjamins.

Though Guides don’t say much, we do listen, and when we hear, “I see your five and I’ll raise you thirty,”

Can We Try an Experiment?

Today an Eagle asked if he could try an experiment about motivation (Our overarching question for the year is: “What motivates a hero?”)

Our Eagle was was curious how caffeine and sugar affected motivation. So with the permission of parents, he wanted to offer each Eagle a six ounce cup of coffee at the start of the day.

In a blind test, some Eagles would get caffeinated coffee, others decaf.  Some Eagles would get natural sugar; others artificial sugar.  Eagles would be asked to track their motivation levels and accomplishments during the day.  The results would be discussed and published.

Suddenly the questions began.  About getting permission.  Setting up the trial.  Whether subjective or objective results would be more important to track.  Whether their was a large enough sample size.

A curious twelve year old.  Proposing a real experiment.  Debating the structure of the experiment and the questions that should be asked of classmates.

This is how real scientists are equipped and inspired.

Life Isn’t Fair

We’ve got a new way to encourage excellence at Acton.

Eagles manage several projects at once, with “Evidence Tickets” and deadlines tracked by various Eagle Champions (Math, Reading, Writing, Projects.)

Today we began asking each individual Eagle to post his or her Evidence Ticket on a board, choosing whether they believed it belonged in the top, middle or lower third of the class in terms of quality. Running Partners then either affirmed this judgment with a “check mark” or used an arrow to indicate whether they believed the work deserved to be ranked higher or lower.

This way, all work is displayed publicly.  There’s no place to hide.  And Running Partner judgments are displayed too.  While it’s acceptable to be in the lower third on an assignment, by tracking such self rankings over a long period of time, a Running Partner can ask classmates for support if his or her partner is struggling.

One new middle school Eagle was near tears when his Evidence Ticket wouldn’t print and he missed the deadline, so his ranking wasn’t recorded on the tracking sheet.

“It’s just not fair,” he complained.  No, it’s not.  Sometimes the dog really does eat your report.  Sometimes you get a flat tire on the way to an important interview.

It would have been easy for a Guide to intervene “just this once” and allow the distraught Eagle to post.  Instead, we shared stories about how sometimes you do get unlucky and life isn’t  fair, but that hard work and perseverance almost always triumph in the end for true heroes.

Real consequences. Even when it’s hard.  Even when unfair.  Because a caring adult won’t always be around to “fix things,” so you need to learn to pick yourself up and try again.

Time for an intervention ?

Friday, not so pretty. Guides are prone to slip, under certain circumstances, into parental mode: almost as if our own parents are about to arrive, and cast judgement upon us.

For one thing, there was rain. What a joy! (Later in the weekend, neighborhood children reported on how their schools went into “lock-down” or that it was an “emergency”… I’m keeping mum on this).

Another thing: on Friday, work that Guides felt should be getting done was not getting done, or more precisely, it was not being logged as accomplished in the ways we expected it should.

So, at Acton, we know that our role as Guides is to very much step back, and hoping that we’ve modeled the standards the Eagles have themselves asked for, give a nod to the Eagles and their huge accomplishment in putting together a set of guidelines for the Studio, and trust that this will all play out in a manner that’s ultimately beneficial to the community.

But Guides are human, and we make mistakes. Mistake number one: neglect to trust. Trust the Eagles, trust yourself.

Mistake number two: don’t rectify mistake number one.

Friday, with concern that the standards of excellence were heading south in a way that would impact the whole Acton community (and affect the plans for the rest of the session), Guides had a quick pow-wow while the Eagles had lunch. Should we re-launch the afternoon and draw some new lines in the sand about what’s necessary and what’s optional? Eagles that hadn’t chosen to set their own goals or deadlines were putting the community at risk, and it might be time for Guides to step in. We should outline the consequences of choosing NOT to to do the work that we’ve asked them to do, and within the time-frame that we’ve created. Right?

Thankfully, wrong.
The intervention needed was actually a guide-to-guide huddle, a quick re-set of the most basic tenets that we adhere to in contract and in spirit, but that can slip without accountability. So after we egged each on to come to the conclusion that it was, surely, time for guides to get parental… we realized that we were suggesting that it’s time for guides to get parental. And the real intervention was Guides using each other as a checkpoint, to make sure that never happens.

Trust, trust, trust.

It will or it won’t be okay, but your best chance to make it work is to TRUST.

The Results Are In

Ten candidates. Ten speeches.  Each making promises. Each putting their hearts on the line.  Not an easy task during middle school, especially when only three could win.

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A few speeches were pedestrian and could have used more work.  A few were stellar, even moving.

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In the end, it was close, but three leaders were elected by their peers: Mason, Anna and Sara.

Now its time to hand over even more of the responsibilities to the Eagles, because they are ready to lead.  The hardest time of the year for Guides is behind us.

An Election Update

Since Eagles run our Studio, Council elections are much more important than at traditional schools.  Energy is high as preparations continue for Thursday’s speeches and election.

Today, we combined our overarching question of the year, “What motivates a hero?” with the campaigns by asking: “Can an Acton election be earned or bought?”

The ten Eagles running for office were charged with collecting Eagle Bucks from classmates for violations of the Rules of Engagement or Community Standards (“Can you ask for an Eagle Buck while still being encouraging?”) and allowed to award Eagle bucks for extraordinary acts of kindness or accountability. (“Can you resist the temptation to try and bribe your classmates?”)

The results were impressive.  Only a handful of Eagle Bucks were collected or awarded, but the room hummed with energy during Core Skills and Project Time.  One Eagle accumulated 35 skills in Khan Academy in a single day.

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The Eagle Buck tally was tabulated and displayed along with campaign slogans.

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Campaign posters continued to proliferate.

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One group began to offer political consulting advice – for an Eagle Buck fee.  Another took a poll of likely voters – again, charging for their service.

All of this while still working hard on reading, reading, arithmetic AND finishing writing a Eulogy and Epitaph.  Civil society in action.  Alexis de Tocqueville would be impressed.

Motivating Voters

Motivation remains the hot topic at Acton Academy.

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We started the day discussing the Personal Learning Plan each Eagle will build for the year.  Is it more for Eagles, their parents, those who will hire them for apprenticeships or the world?

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Next came a posting of Evidence Tickets, deliverables from the Motivation Hero Debate project.  What motivated Eagles the most: a public display of work; force ranking from the top third to the bottom third or having your Running Partner sign off on the quality of your work?

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Finally, a discussion about the upcoming Council elections.  Since Eagles run the studio, Council members have a critical role.  Immediately after ten Eagles were nominated, campaign posters began to appear.

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The final question of the day: “What advice about motivating voters would you give to those who are running for Council?”  Suggestions ran from the Machiavellian to the mundane.

During Thursday afternoon’s campaign speeches, we’ll see how well the candidates listened.

 

 

 

 

Inspiration, Intentionality and Excellence

The high end prep school of the late 1990’s featured a didactic curriculum and a cadre of well trained teachers. Today that seems, well, so “old school.”

Given the resources available on the internet, crafting a world class curriculum today is more about curation than creation.  There’s simply so much great material to choose from, and quite a bit of it is high quality.

Even better, you can equip students to choose challenges for themselves, and order the experiences in a way that appeals to their individual learning styles.

Teacher training is an anachronism too. Peer-to-peer exchanges are far more powerful than having a gaggle of lecturing adults hanging around the teacher’s lounge.

What remains difficult is keeping our Eagles inspired, intentional and aiming for the highest quality work.

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Today we tried something different.  Taking volunteer Champions, Eagles who would take responsibility for different parts of the studio and learning areas.

Just another experiment in helping young heroes take control of their education.

“We mutually pledge to each other our Lives, our Fortunes and our Sacred Honor.”

On July 4th, 1776 the Founding Fathers sparked a revolution with: “We mutually pledge to each other our Lives, our Fortunes and our Sacred Honor.”

Today, our Eagles dedicated themselves to their own revolution, a revolution that promises the freedom to use your own gifts, in a way that brings great joy, to satisfy a deep burning need in the world.

It was not an easy path.  Earlier in the week we debated the views of John Locke and Thomas Hobbes, fundamental beliefs about human nature and whether men and women are capable of governing themselves, and if so, what form the self government should take.

The Eagles continued the creation and debate over four documents:

  • A Contract of Promises that contained their pledges to each other;
  • Rules of Engagement to encourage healthier Socratic discussions;
  • Community Standards to create a more civil society; and
  • A Governance Plan that describes the political contract that will bind them.

The path was not easy, and as the Eagles witnessed in a video about the Declaration of Independence, neither was the founding of America.

At the end of the day, Eagles voted to ratify the covenants and gathered in silence for a signing ceremony.

Each Eagle rose as his or her name was called,  placed a sacred object into a community keepsake basket, carefully read each document and added his or her signature.

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After the last Eagle had signed, the room erupted into applause and cheers.  Our Eagles understand the seriousness of giving your promise and the significance ratifying it with a signature.

It was indeed, a pledge of Sacred Honor. Perhaps even the start of a revolution that will change the world.

 

 

 

 

 

 

Democracy…. it’s complicated

Democracy.  Power to the people!   It sounds pretty, but it’s pretty messy.

ImageThis week, the 24  (plus a 25th in and out of Skype range) Eagles revisited the Governing Documents created by the very first crop of Middle Schoolers at the beginning of the last school year- the Contract of Promises, the Rules of Engagement, the code of Community Standards and the Student Governance Plan – and took on the task of refining them, revising them, or even tossing them away and starting over from scratch.

They divided into pods of 8; each pod elected a leader; and the leaders listened, took notes, added their opinions judiciously, withheld their opinions judiciously, and provided a calming base for the intense disagreements that frequently arose.

ImageClaire, Nikita and Sarah won deep appreciation (and an Eagle Buck apiece) for their willingness to take on those leadership roles, and their elegance in carrying them out.

It was intense this afternoon.  (Picture the Second Constitutional Convention, but with women and a/c. )

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The values the Eagles have already adopted- of making clear points in as few words as possible, avoiding repetition, listening respectfully and building on each others’ statements- kept this community forum from turning into an after school event.

(And they actually did have time to clean up afterwards; the resulting Studio was, according to our Clean-Up Champion Anaya Mehta, “almost pristine but with room for improvement”).

Try to get 24 people to agree on anything – anything important, that is, that affects their ability to do the work they’ve chosen and pursue the calling of their choice, to be on their own Hero’s Journey and support those of their Fellow Travelers- and it gets complicated fast.  Most adults understand how hard it, even with the perspective of maturity,  is to mesh one person’s Journey gracefully with that of another, let alone several or a dozen or two.

At the end of the day, they succeeded- they unanimously passed a set of documents:  drawn up by Eagles, argued about by Eagles, approved by Eagles- that they will ceremoniously sign, and sign off on, tomorrow afternoon.

How nice it will be to live under the rule of a benevolent majority… until dissent, the threat of mob rule, and potential tyranny bring everyone back to the Town Hall for another argument.  Probably sooner rather than later.

Vigorous Beginnings

Yesterday, Coach Paul Carrozza inaugurated his 2-month Athletics Project with the MS Eagles.Image

Eagles listened thoughtfully and worked HARD.  Later, they ranked the experience on the Daily Fun/Important graph:

blue = Fun (1 low, 5 high). and yellow = Important (1 low, 5 high).  Clearly, fitness is important to this group.

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Anaya would like to point out that taking a break to recover is important, too.

Another beginning: Computer Science Club.  After a rigorous school day, 12 Eagles, 3-8th grade, stayed late for an extra hour of collaborative coding, led by 8th grader Mason Dickerson.  They were probably ready to head home by the end of that, right?

In fact, the five-minute warning to save their work was met with groans and protests.  What motivates them to work so hard?  This is the question they’ll explore all year long.

These are times that try Guide’s souls…

To steal a line from Thomas Paine: “these are the times that try Guide’s souls.”

The early euphoria of the first week is wearing off.  Some students are working hard; others are not.  Some are too noisy.  The studio is messy, getting messier and beginning to have a slight, unidentifiable, yet sour smell.

If only an adult would step in and bring some order.  We need an expert to teach. Eagles  need some direction.

Eagles long for such authority, especially the new ones who keep pestering Guides with questions, even if  reply is always the same: “Sorry, I’m a Guide, I don’t answer questions. I bet you can figure that out yourself.”

Teaching and learning are not the same thing. Barely correlated most days. Learning requires struggle.  And failure.  Even when it’s hard to be patient.

A Guide has four important tasks:

1. Applaud great effort;

2. Hold others accountable for their promises; and

3.  Design challenges that are difficult and fun, including world class examples and the rules of the game.

The fourth task?  That’s the most important one of all.  To transfer the first three tasks to Eagles.  If we step in as experts or answer questions or solve problems, we destroy the chance for Eagles to learn their own lessons.

Today we’re going to call for Champions, Eagles who are willing to step up and assume a leadership role.

Stay tuned.

 

Decisions, Decisions, Decisions….

Work hard. Play hard. What comes next?

Decisions. Or better put, decision strategies.

Having a toolkit of decision strategies – different recipes for solving unstructured problems in different ways — is similar to a carpenter having a hammer, a screwdriver and a saw.

If all you have is a hammer, the whole world looks like a nail. If you have different decision making tools, it increases your chances of solving a difficult problem.  And it widens your perspective, so you see more of the world that’s in front of you.

Examples?

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Seeing how many “big rocks,” ping pong balls, sand and water you can fit into a container delivers lessons about limits, time, scheduling and the need to decide whether a problem is urgent, important or neither.

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Playing a game where you have a limited time to scoop up low and high dollar poker chips from piles located around the room gives you a visceral sense of the 80/20 Pareto rule, and the need for busy entrepreneurs to “focus and shift.”

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A challenge that simulates defusing a bomb teaches that some tasks must be done exactly right, requiring an entirely different approach to these types of problems.

Core skills like reading, writing and arithmetic. Fundamental.  That’s why Eagles spent three hours this morning in Core Skills “flow.”  But in the 21st Century, having a toolkit of decision making skills is every bit as important as mastering Core Skills for heroes who expect to change the world.

Celebrating a Milestone

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Friday morning, we gathered along with the Elementary School to mark an big milestone achieved this summer by four Middle School Eagles (and one highly motivated fifth grader!)- the completion of the Independent Learner Badge.
While Eagles don’t suffer homework “assignments”, at Acton they must teach themselves to manage their time, juggle projects, and prioritize. The work involved in gaining the Badges is completely up to the Eagles to organize, and make time for, or not. One  aspect of our over-arching Motivation Question for the year will be to explore what motivates them to work so diligently to accomplish the Badge Challenges.

One prediction: witnessing the pride on the faces of those who’ve mastered the Challenges, and the wonder and honor on the faces of their peers as their efforts are applauded by the whole community.

“This is important.”

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During three hours of Core Skills you could have heard a pin drop.  The room was alive with energy – directed, serious, purposeful energy.

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Likewise the room was humming with intentionality during Project time, as Eagles worked individually and in squads on The Contract of Promises and Rules of Engagement that would govern our learning community.

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There was even time for a team building exercise and some reflective reading.

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When asked to rate the day, it wasn’t as “fun” as Tuesday and Wednesday, but the results were a solid “5” for importance.

When we asked “Why?,” the response was immediate and unanimous.

“This is the foundation for everything that follows.”

“This school matters.”

“This is the beginning of my Hero’s Journey, so I need to focus and work as hard as it takes.”

Our Eagles understand that what they do matters. A lot.  There’s no more important foundation for a learning community that will change the world.

 

 

 

Our first battle cry for 2013-14: “Work hard, play hard.”

Battle cries for each session at Acton Academy are important.  We post them on the front door and refer to them often.  Today the Eagles chose our first battle cry: “Work hard, play hard” in a close vote (“Soar” and “Dream ” were popular too.)

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We started today with an evolutionary game of Rock, Paper, Scissors, where winners progress from eggs to chickens to dinosaurs to (finally) kings and queens, acting out each part with wild gestures and animal noises.

Why such a silly game?  Because it’s OK to be yourself at Acton, and sometimes that means acting with great abandon, even if it risks looking silly.

If Eagles are having fun and know it’s OK to be themselves, they’ll do anything to remain at Acton.  Even work harder at learning than they’ve ever worked before.

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Next Eagles worked in teams to build the tallest, most profitable and most beautiful Lego tower (reportedly the most popular experience at Harvard Business School orientation.)

Why such a challenge?  To learn that teamwork matters.  And to experience making difficult cost-benefit decisions under time pressure.  Because someday, our Eagles will have to make these decisions when real lives are on the line.

Finally, we introduced Running Partners to affirm and hold each Eagle accountable during Core Skills work in journalling, choosing favorite books and which books to read next and bearing down on math with Khan Academy. Because hard work matters too.

As we learn to work in Running Partner pairs of 2 to 3; Squads of 3 to 4; Discussion Pods of 8; Teams of 12 and a Tribe of 24 Eagles, important and complex 21st century collaboration skills are being absorbed, as if they were a natural part of life.

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Having fun is job #1.  Working hard follows.  So does having a Running Partner who cares enough to hold you accountable and affirm you, through those inevitable dips and struggles.  All basic building blocks for a healthy learning community.

Still lots to do, but a great start for our 2013-14 Eagle adventure.

Ready for Liftoff

Today was the launch of the new Acton Academy campus, complete with 25 middle school Eagles (of course, counting Ellie, who is on an around-the-world adventure, and will be joining us by Skype.)

So what did we accomplish today?

  • An icebreaking exercise where Eagles quizzed each other, one-on-one about  personal Portfolios and asked their favorite “What motivates a Hero?” question (our overarching question for the year.)
  • A “comfort zone/challenge zone/panic zone” hands-on experience.
  • A  competitive egg tossing contest, complete with complex cost-benefit calculations.

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What, no reading, writing or arithmetic?  Well, as a matter of fact, we did work in some Core Skills practice, including starting to re-evaluate Khan Academy’s new dashboard and some journal writing and “reading aloud” to group members (a brave task for some who had never before read their inner thoughts aloud.)

Plus, we practiced launches and Socratic discussions in groups of 24, 12 and 8, just to test the dynamics.

And finally, Eagles self organized for their first (messy) clean up, since they’ll be responsible for most janitorial services (including scrubbing toilets.)

Lots of work for a first day, but our goal these first few weeks is laser focused: To make Acton Academy so much fun that no one ever wants to leave, while setting sky high standards for being a member of the the learning community.

Because once you get this magic right, the rest is easy.

 

 

Preparing Scientific Heroes in the 21st Century

How do you teach science in the 21st century?  If you want to inspire young heroes to change the world through discoveries, inventions and innovations, our belief is that you don’t “teach” science at all.

Why not?  Because when you study the lives of world changing scientists, you realize that these heroes weren’t “taught” science in a traditional way.  Sterile historical experiments and textbooks do not provoke the imagination.  And the indoctrination of Scientism – that science is the ruling authority in the modern world and can explain the entire universe – discourages the irreverent curiosity and maverick spirit that lead to new breakthroughs.

Our goal is to equip and inspire our Acton Eagles to be brave scientific paradigm busters, puzzler creators and data gathers, even if they never choose science as a calling.  We invite them to deeply study the lives of paradigm busters like Galileo and Einstein, citizen-scientists like Benjamin Franklin and tireless trial and error scientific entrepreneurs like Thomas Edison or the pioneers at Bell Labs.

In the curriculum, we continually refer to Thomas Khun’s Theory of Scientific Revolutions, the paradigm shifts in the past and the brave heroes who led them, emphasizing how today’s accepted truths may be overthrown by future mavericks.

In real world projects our Eagles face the tensions between competing paradigms and heroes, learning to be skeptics who seek to disprove theories, gaining a practical understanding in hands-on challenges of topics like electricity, chemistry, genetics, biology, physics and cosmology, to name a few.

We want our Eagles to experience firsthand the ego clashes, catfights, accidents, missteps and reversals that made science, by standing in the shoes of Newton or Galileo or Einstein.  To see how scientific advances begin as stories, created in the minds of heroes, influenced by emotions and political intrigue, leading to theories, experiments, inventions  and eventually world changing innovations, all subject to later being overturned by new discoveries or innovations created in a competitive marketplace.

We long for our Eagles to be deeply curious and awed by the mysteries of the natural world and to focus more on provocative questions than answers.  That’s why we’ll often revisit the debate between Francis Bacon and Adam Smith.

Is Bacon correct that discovery leads to invention to innovation in an orderly process, and that government support of institutionalized science is the key to progress?

Or is Adam Smith correct that tinkering with real world problems, adding investment to old science in pursuit of practical trial and error experiments, in places like Edison’s Menlo Park lab and Bell Laboratories, creates the wealth that allows us to invest in basic science?

Teach science as a dry series of facts and an arrogant institutional worldview?  Never.

Expose Eagles to the rich history of scientific creative destruction, debating hard questions in the shoes of real world heroes?  Absolutely.

Equip them with the courage to ask difficult questions and seek their own truth, with the practical skills to design and launch trial and error experiments and the humility to admit when they are wrong?

Now that would be a real scientific advance, wouldn’t it?

First, you have to want to be here

What’s the first priority when you start a new school?  Your students need to love being there.

Acton Academy runs on an (almost) year round schedule, with five or six week sprints, followed by a week off for Eagles and their families.  This isn’t a week off for Guides, who are busily preparing curriculum for the next sprint, but I thought I’d use the time to reflect on “lessons learned” so far.

Lesson number one: incarceration is a poor motivator. That means in    is that  buy-in from students and their families is critical; and especially buy-in from the students.  We are blessed to have courageous families who believe in what we are doing, and are willing to live with a “trial and error” approach that corrects mistakes as fast as they (inevitably) occur.

Laura, Abigail, myself and the other Guides do believe that each and every one of our students is a genius, a hero on a hero’s journey, and we’ve taken every opportunity to show students we believe in them.

Students have created the “rules of engagement” and governance procedures for the classroom and contributed many good ideas on scheduling and curriculum.  They take pride in knowing that the learning experience belongs to them.

The last day of the school year

Came too soon!

The morning afforded reflection.

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We had one final Socratic discussion: Based on everything you’ve experienced and learned over the past year, does the past determine the future?

Evidence for both side was flung across the floor.   What do you think?  Ask your Eagle.  But give them a day or two to decompress.

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Christmas in July?

photoLots of wrapping going on in the classroom today. First, the Eagles got back down to business regarding creating their own and their Running Partners’ portfolio boards for the next session.

That work session was interrupted by a  flock of second-grade Eagles, flying in from the ES to demonstrate the best way to wrap electrical cords.