Category Archives: Quests

Syllabi versus Quests

A battle is raging over the Common Core curriculum, a nationwide effort to deliver a standardized syllabus to every teacher in America.

Yesterday, I asked our middle school Eagles how soon they would be comfortable designing their own Learning Quests, the series of real world challenges, set in a compelling narrative, that Acton Eagles use to acquire world skills and “learn to be” lessons.

“Probably a year and a half,” replied one, “I need to see a few more examples.”

“More like a year,” answered another, “if we made it a priority.”

“We could do it now,” chirped a third, “it just wouldn’t be our best work.”

Government committees, decreeing standardized lessons, designed to allow teachers in a classroom to deliver facts, at a cost of over $10,000 per student per year.

Aspiring heroes, creating their own personalized quests, full of real world challenges, guiding each other and preparing for paying apprenticeships, at a cost of $1500 per student per year.

Care to wager which approach creates more 21st century leaders?

I’m leaving, on a jet plane

Yesterday our Eagles posted their travel itineraries, budgets and Google Earth tours.

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Google earth

Knowing how to plan a trip and make difficult tradeoffs between time, distance, money and which sights to see.  Understanding how to navigate Expedia and compare reviews on Trip Advisor and use Excel to craft a budget.  Seeing how Google Earth can show you the world – from 22,000 miles away or as close as ten feet, all without leaving your home.

All important 21st century skills, and far more important for inspiring critical thinking and great questions than any textbook ever written.

Speeches that change the world

Winston Churchill.

Martin Luther King.

Ronald Reagan.

At key turning points, great leaders use powerful words to change the world.

Yesterday, each MS Eagle gave an original ten minute speech, standing in the shoes of a great leader, at a particular place and time. Winston Churchill; George S Patton; Joan of Arc; Nat Turner; Sam Houston; Ethan Allen; Pocahontas; William B Travis; George Washington and others.

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Over a six week period, draft after draft of the speeches were written, focusing on Ideas; Organization; Sentence Fluency; Word Choice; Voice and Convention (grammar.)  Peer critiques were provided, but not one word of text was changed because of advice from an adult Guide.

Then time to verbally draft.  To listen for which words had impact, cadence and flow; to eliminate others.  To hone the delivery and solicit the advice of peers.  Could middle schoolers really teach each other how to give powerful speeches?

Yesterday, we found out the answer, in front of a roomful of parents, elementary school Eagles and other guests.  The results were stunning.  Truly stunning.  At times you felt that Churchill or Houston or Joan of Arc were in the room.  The words were beautiful.  So were the deliveries.

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Then time for a celebration.  A well earned celebration.

Our Eagles now know that when called on to give a world changing speech, they can deliver.  Quite a skill to have in your quiver.  Even more amazing that you and your friends taught each other how to do it.

“Blood, toil, tears and sweat”

Winston

A young Winston Churchill prepares to address Londoners during the Battle of Britain, 1941.  Nothing quite concentrates the mind like a good hanging, unless it’s a fast approaching speech deadline.

The Acton Academy classroom is humming with intentionality.  Energy is high.  Deadlines are looming.  There’s a hint of anxiety in the air – each and every speech must change the world by moving people to action. A high hurdle indeed.

A pause at the end of a busy day and a Guide’s question:

“What will be more important for your long term Hero’s Journey:

  • Setting and reaching milestones and long range goals?
  • Planning a trip to anywhere in the world?; or
  • Delivering a a speech that moves people to action?”

Some of the answers:

“I’ll use goal setting more frequently, and it will be an important skill for my Hero’s Journey.”

“Yes, and being able to plan a trip will come in handy, if I have to travel for my calling.”

“But the technology for trip planning will keep getting better; someday machines may be able to do it.  A machine will never be able to give a speech that moves people to action.”

Where will tomorrow’s Churchill’s, JFK’s and Martin Luther Kings come from?  Tune in next week for an answer, as a flock of aspiring heroes prepare to give their first world changing speeches.

Intentional Water Fights

Lots of serious intentionality today.  During Core Skills, you could feel the brainwaves in the air, made even more serious by complete silence.  Eagle Heroes at work.

During PE and lunch, a high energy water fight broke out and continued full force. The far ranging water war became the subject of an Elementary School Town Hall meeting, with younger Eagles split between censuring and joining in the fun.

As Project Time kicked off at 12:30 PM, many Eagles dripping wet.  But wet or not, the mood changed back to serious learning.  After all, deadlines loomed next week for Hero Speeches, travel budgets, itineraries and Google Earth tours of far off lands.  The deep concentration continued until 2:45 PM, broken only by a brief Charlie Break at 2 PM.

When asked about the day’s blog theme, one Eagle suggested “Intentional Water Fights” and heads nodded all around.

Work hard. Play hard. Work hard again.  Not a bad motto for becoming a hero who changes the world.

Take me to your leader. (Beeeeepp…. Does not compute?)

If a Martian had shown up on campus today and presented that demand, the outcome would vary depending on the moment.  Core skills?  An elementary school guide who came in to verify the Friday pizza order was amazed at the intensity of the Eagles’ focus.  Who led that?

The Socratic discussions during Civilization learning?  Well, it depends on which question was put to the group.  If it was “If you were a noble during the French Revolution, would you have joined the fight or stayed loyal to the Second Estate?” it would have been Sarah, who came up with the question, which was deemed by her peers to be worthy of discussion. Different question, different student leader.

If our otherworldly visitor had shown up during the journal reflection contest, it would have sought out Claire, who MC’ed the event (after a guide misguidedly tried to tap a student to MC only to be told indignantly that “we’ve already decided who’s doing it”).

Any Mars native who floated in at 2:45 would have been certain that the go-to guy was Crayton, who assembled the troops and set them to task with the surety of General Patton, the notable figure he’s delivering a powerful speech in the shoes of in just a couple more weeks.

And if the Martian had come during Game Time, it would have been certain that the committee of  four guests from the elementary school (in the MS to guide our Eagles in learning a rhythm game) was where the power dwells.   Happy Friday, and here’s to all the leaders of tomorrow!

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We play games.

Clue, Boggle… Alamo Dodgeball, check. But we also use games to inspire and motivate, to gauge comprehension, and to challenge the Eagles to keep striving towards excellence.
Yesterday the Eagles spent the morning doing core skills as usual, with the added twist of acting as members of the clergy, nobility, bourgeoisie or peasantry of late18th-century France (didn’t take long for a revolution to manifest). In the afternoon, they competed in the Anticipate the Questions game, putting their virtual travel itineraries through a series of fun but grueling real-world troubleshoots.

Thanks to the dad of an incoming Eagle for sharing this article about the latest research on the creaky monarchy of the A-F system: http://www.slate.com/articles/double_x/doublex/2013/05/the_case_against_grades_they_lower_self_esteem_discourage_creativity_and.html
Games, projects and discussions instead of lectures, tests and grades. In the words of King Louis XVI’s advisor, it’s not a revolt, sire, it’s a revolution.

Your Hero’s Journey

Every Eagle at Acton knows that he or she is on a Hero’s Journey that will change the world, in a profound way.

We learn the most as Guides, when we ask important questions.  Today we asked which experiences in the last seven months havebeen the most valuable for each Eagle’s individual Hero’s Journey.

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The results surprised us:

  • First Place:  My Apprenticeship
  • Second Place: Setting and Achieving My Own Goals
  • Third Place: Exhibiting My Work in Published Exhibitions.

The lessons for us:

  1. The real world is far more important than any classroom.
  2. “Learn to Do” and “Learn to Be” trump “Learn to Know” in the 21st century; and
  3. Incentives matter but grades do not.

If it’s Tuesday, this must be Belgium…

“If it’s Tuesday, this must be Belgium” is an old movie about a nine country, eighteen day bus trip from London to Rome.

These days, Acton Academy feels a little like the whirlwind tour in the movie, as Eagles are using Google Earth, Tripadvisor, Expedia and other tools to virtually visit and plan trips to England, New Zealand, France, Angola and other countries to prepare to give a world changing speech, in the shoes of a historical figure, at a particular place, at a pivotal time in history.

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Acton Academy – a school where you can visit nine countries in the morning, and still make it back to Austin in time for a 3 PM Socratic Discussion.

Be Amazed

We expect far too little of our young people. Really.  Even when we know they are geniuses-in-the-making.

Our Middle School Eagles just published a Mystery Anthology, and presented two copies to the Elementary Eagles, who have been competing to see who can devour it first.  Today we received this email from on of the ES students:

Hi Ms.Abigail,

I have a blog called Read This! and I recently reviewed your                                 storybook   on there. I am sending you the link so if you would like to read it you can. The link is http://readthisnk.blogspot.com/

Sincerely,

Nikita

This afternoon, we found out a Middle School Eagle will have an editorial published in the Austin paper next week, as a result of her apprenticeship.

Finally, and most powerfully, today we asked our MS Eagles to “stand in the box” as they read the rough draft of their hero speeches.  We even invited in a flock of Elementary Eagles as an audience, to increase the pressure.

Frankly, I didn’t expect much. It was a first draft of a difficult speech, performed by two of our more reserved Eagles, who had struggled with the assignment.  The goal simply was to get them in front of an audience.

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Then the first Eagle began to read, and we were all mesmerized by her words.  And the the second Eagle delivered a powerful plea to save his homeland from invaders.  In both cases, I promise you that anyone within earshot would have answered the calls.

Later, as I was describing the impact of the performances, one of my high powered MBA’s said: “It’s so good that you are teaching them such a critical life skill.”

But you see, we didn’t teach them anything.  Each Eagle knew all along how to write and deliver a moving speech, in an original voice.

An eight year old with a blog, writing book reviews.

A twelve year old publishing an editorial in a major metropolitan newspaper.

Two moving speeches – each from a first draft.

Today, as most days, I didn’t teach at all. I learned something new.

Be amazed.

The Alchemists

Being on a Hero’s Journey is not easy at any age.  Heroes face challenges, they fail and get up again, they take risks, they show vulnerability.  And they use their natural gifts and the tools they’ve developed along the way to guide themselves forward.

Changing the world is hard work, as is writing a speech that you’ll soon deliver in public.  Planning a trip for the first time can be a tremendous challenge, but even if you’ve done it before, troubleshooting all the potential pitfalls and organizing myriad details is hard work.  And can be extremely…. stressful.

Some say young people should be protected from stress; others say they should “learn to deal with it”.  Maybe there’s some truth in both approaches, but the Eagles have found a third way.  Drawing upon the work they did finding and understanding their own “shadow selves”, and then finding the gold in those shadows, Eagles are teaching themselves and each other to find the gold in the stress and transform those negative feelings into tools they can use to increase their focus and commitment to the tasks at hand.   Alchemize stress into productivity, using their gifts and the tools they’ve aquired along their journey so far? If anyone can do it, it’s the Eagles.  Foremost among those tools:  friendship.

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The Speech Quest

At the end of this six week session, our Eagles will deliver a world changing speech: standing in the shoes of a historical figure, at a particular time, in a particular place.

Learning to move people, to call them to action, is an important skill for a hero.  But the Speech Quest is about more than writing, polishing and delivering a powerful speech.

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Eagles also will be required to use Expedia, Trip Advisor and other travel related sites to create an itinerary and budget for a multi-day trip to visit the city where their speech will be delivered, including touring historical sites, museums and other point of interest.

While planning the trip, Eagles will make a “bare bones,” “luxury” and “actual” budget, so they can learn to make the difficult trade offs in time, money, breadth, depth and comfort that traveling requires.

Also included in the Speech Quest is the requirement to create a Google Earth guided tour of the city, including street level views of the sites to be visited, including pictures, images and historical commentary (if you haven’t tried Google Earth – it’s an amazing tool.)

Even the introduction to these tools and the various adventures and expositions has raised important questions, like:

“Why do we travel?”

“Is it for new adventures and new experiences or to learn deeply about a culture?”

“Is it better to spend a little time in many places, staying in hotels, or to spend an entire week or month living with one local family?”

Learning to ask questions is as important as the final product.  So is making difficult tradeoffs between time, money and goals. So is learning new cutting edge tools.

All a part of becoming a hero in the 21st century.

And the vedict is….

“All rise. Court is in session.”

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Today the Elementary and Middle School Eagles recreated the Salem Witch Trials.Would those accused of witchcraft and sowing illness in Salem hang or go free?

The setting was 17th century Salem, but Eagles were free to submit 21st century forensic science and psychology experiments as evidence.

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Elementary Eagle Townspeople protested outside.  Opening statements came from the prosecution and defense.  Witnesses were questioned and cross examined.  All written by the Eagles, based on 17th century characters they created.

Finally it was time for closing statements in the Middle School trial. Then the judge delivered instructions to the Parent Jury.

After fifteen minutes, the verdict was in: the defendants were “not guilty,” but asked to close a local bakery that may have been responsible for illnesses in Salem.

Case closed – and the end of another successful Quest.

What would you change about Acton Academy?

Today, I asked in group: “What would you change about Acton Academy?”

The answer below, but first a few glimpses of our Eagles hard at work, making the final push on Core Skills, Portfolios, Apprenticeships, Learning Badges and the Salem Witch Trial (tomorrow.)

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Q: “What would you change about Acton Academy?”

The first response: “I wish we could spend more time at school, because there’s so much to do.” The next four students agreed, each adding their own reasons for wanting more time at Acton.

Gamifying PE

Coach Carpenter was out of town, pursuing an entrepreneurial mission.  So did we cancel PE?  Not a chance.  Before any Guide could intervene, several Eagles seized the moment and began planning the day’s physical activities.

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They even added an element of gamification to PE – with the puzzle problem below.

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In the afternoon, Eagles reviewed the Social Psychology experiments we have conducted, in preparation for Wednesday’s Salem Witch Trial.

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Preparing for Trial

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Today Eagles prepared for next week’s trial, analyzing a large decision tree that laid out the possible outcomes for accusers and those being accused.  More Process Drama followed, as characters and scenarios were refined (each Eagle must stay in character the entire period.)

Forensic experts (from the last session) submitted scientific evidence; judges ruled whether evidence was admissible, using standards derived from yesterday’s courtroom simulations.

Then lawyers, defendants and experts prepared opening statements and written testimony.  Immediately afterwards, Eagles watched a series of film clips about opening statements, testimony and closing statements, engaging in pointed critique and debating the most important elements of each.

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Then it was back to work revising statements and preparing for court.

Last night one Eagle went home and spent hours on the courtroom simulator, working  through a complete trial.  This morning she said: “I think I want to be a lawyer.” (The world may have more than enough lawyers already, but not enough great ones who believe in leading heroic lives. )

The virtues of the legal profession notwithstanding, it’s a good bet that our Eagles know more about courtroom procedures than graduates of elite law schools, where rough and tumble courtroom antics take a backseat to legal theory.

Next week, we find if the witches hang or go free.

Something wicked this way comes

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Today the MS Eagles were introduced into Process Drama, where after being given a set of rules, they created characters from Salem, who by interacting with each other, write a drama as they interact.

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All of the lessons we’d learned earlier about crowd psychology and game theory came to life in the town.

Later the Eagles played a rich interactive computer simulation to teach them how a real courtroom works, and how questioning and cross examination can be used to convict or free a defendant.

All of this in preparation for next week’s trial, where a real jury will decide if the Witches of Salem go free or hang.

Is it possible to teach creativity and critical thinking?  Not from a book.  But you can learn to solve difficult problems and overcome challenges – if the stakes are high and you are given the right tools — and freed up to “learn to do” as you explore the “learn to be” parts of your human nature and those around you.

Double, double toil and trouble; Fire burn, and caldron bubble

This week marks the start of our Salem Witch trials, re-enacted with modern forensics.

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Eagles first played a complex game resembling the Prisoner’s Dilemma, where townspeople were given a series of choices to accuse their neighbors or risk being accused themselves (a game that Federal prosecutors increasingly are using to coerce confessions from lower level operatives to convict higher level bosses – whether they are guilty of a crime or not.)

In eleven minutes, almost every citizen in the town had either been afflicted or put to death – showing just how quickly fear can spread in a mob.

Later, Eagles watched a clip of Scout in To Kill a Mockingbird, and discussed persuasive techniques that an individual could use to disperse a mob.

Next Thursday, Acton Academy parents will sit as jurors as we reenact the trial, deciding whether the witches live or die.

From Tribes to Prison

Today we continued the Psychology Quest by recreating (with kinder and gentler oversight) the Stanford Prison experiment made famous by Zimbardo, with Eagles tribal loyalties still fully intact.

During launch, Eagles were informed that there were secret police among them, armed with the power to arrest for a “lack of intention” or even on a whim.  Tension was in the air during Core Skills.

Mid-morning, we paused to run the Prisoner’s Dilemma, and discussed what game theory can teach us about human nature; how “past determines the future” and the importance and fragility of trust.

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Then, at 11 AM, one Eagle donned a hat, reflective sunglasses and a badge and made the first arrest.  Soon, another arrest followed and more Eagles were deputized to serve as jailers.

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At first, all of those jailed were Oranges, leading to charges of prejudice.  Then a few Reds filled out the prison. Only a few Eagles remained as bystanders.

Grievances were filed.  Privileges taken away. Punishments levied.  Punishments increased.  Soon a few guards – surprisingly some of the kindest Eagles – began to let power go to their heads.  Duty became cruel delight.

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One Eagle prisoner agreed to denounce his tribe (photo above as an Eagle changes his tribe colors); in a real prisoner’s dilemma bind, an Eagle ratted out an innocent classmate; another prisoner agree to become an informant in return for pay and privileges.

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Before long, a number of Eagle prisoners were in solitary confinement.  And even some taunting began.  It was time to call the experiment before things got out of hand. (Guides commented how eerily the posing mimicked photos from Abu Graib.)

During a lengthy debrief, it was clear that powerful lessons had been learned, like:

  • “Given power, a human will become an animal;”
  • “Power hides the truth;” and
  • “Absolute power corrupts absolutely.”

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Then it was time to heal the tribe.  In a powerful ritual, the Eagles tied their tribal bandanas to a rope that was used in a trust exercise, and then following a discussion about and photos from Abu Graib and how each of our shadows can cause us to treat fellow human beings as objects, we buried our shadow objects and reunited a tribe.

Understanding the power of Tribes and Shadows.  Feeling the power of a Shadow unleashed. Turning Shadows from projection to Gold.  All experiences that leaders who will someday change the world should experience, long before they hold the corrupting influence of real world power in their hands.

Tribes II

Today was our second day of dividing MS Eagles into the “reds” and “oranges,” an experiment launched by giving each Eagle a red or orange bandana.

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The results were startling. Below, statements overheard during the day:

“We are the Orange Empire.  We must assemble to protect ourselves.”

“Red’s have the smartest and best.”

“We are  going to hold you hostage.”

“From now on, only the Red’s can…”

“You, Orange, you are going to jail in the girl’s bathroom.”

“Freeze Red, in the name of justice.”

“You Oranges are weaklings.”

“Who is your leader?  We will assassinate him.”

The most aggressive tribe began wearing bandanas over their faces, outlaw style, as if to protect their identities.

All of this occurred after Eagles watched a video about mass killings of Hutus by the Tutsi in Burundi, and Guides pleaded for all to work together in harmony.

In the Elementary School, where the experiment was running in parallel, a study group that has worked together for over a year split up.  One identical twin Orange turned against her Red sister.

All because some Eagles were handed red pieces of cloth; others orange.

Only one Orange said he couldn’t turn against the Red.  His family has strong ties to the University of Oklahoma (red jerseys), rivals to the hometown Texas Longhorns (who wear orange.)  Apparently some tribal affiliations are stronger than others.

Many years ago, I met a man who worked for General Electric in Yugoslavia.  He told of being warned by the US State Department to leave the country because ethnic tensions were on the rise:

“I told them the warning was ridiculous. I knew these people. The Serb and Croat neighbors on my street had lived and worked together for decades and were peaceful people.  Yet I was ordered to leave.”

He continued: “Less than 24 hours later, neighbors on my street, people I knew, friends who had barbequed together and  whose children were lifelong friends, were butchering each other.”

Tribal affiliations are a powerful and deeply imbedded part of our human nature.  Something Eagles who want to change the world should understand, on a gut level.

Tomorrow, a powerful twist on the experiment. Then we bring all of the Eagles back together into one tribe.

Tribes

Once the world was patriarchal. Then hierarchical.  Today the world is much flatter.  But relationships still matter – self organizing tribal relationships.

As a continuation of our Psychology Quest, we moved from individual dream and shadow analysis to group psychology. Today we gave each Eagle either a red or orange bandana.

No instructions, except to tie the bandana around your arm.

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In less than five minutes, the groups had formed into tribes and engaged in “us versus them” behavior.  Less than five minutes.

Today the experiment continues.

Only the Shadow knows

Today our Eagles explored their “Shadow,” the unclaimed part of the psyche that leads us to project our fears and worries on others.

Is there a politician you truly despise because he or she seems “dogmatic?”  Carl Jung would say this is a part of you disowned at an earlier age, more than likely because you were shamed when you exhibited a similar behavior.  (Shadows also show up as the dark or scary characters in your dreams.)

Shadow projections cause us to blame others.  Shadow projections are the root of scapegoating.  Shadow projections waste an incredible amount of energy that could be put to a more positive use.

The antidote to your shadow is to turn the negative into a positive – “dogmatic” becomes “principled” when the cause is just;  “laziness” becomes “rest” when used wisely; “silliness” becomes “fun” with a different perspective.

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Above Eagles trace their real shadows.  The interplay between symbols and ritual in the real world can help reveal new insights in the inner world.

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Here Eagles turn “dark” shadow images into their positive counterparts.

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Why does this matter?  Because our young Eagles are going to change the world.  Having the tools,  intentionality and courage to take an inner Hero’s Journey provides reserves of moral judgment and energy for the times our Eagles will need them the most.

Active Imagination and the Hero’s Journey

As part of the Forensic Psychology Quest, Eagles today experimented with Active Imagination, a challenging technique invented by Carl Jung.

Building on their work in dream analysis and word association, Eagles learned to “daydream” in an intentional way to invite and record conversations with different archetypal characters inside them, revealing inner thoughts and conflicts and clarifying real world struggles.

While Active Imagination at first sounds somewhat “far out,” it was Jung who championed the idea of an inner Hero’s Journey as an important part of fully lived life, and many people have found the technique brings great clarity to important life decisions.

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Theory aside, the Eagles were fascinated with Active Imagination, not only taking quickly to the technique, but begging for more time to continue the conversations with the characters who emerged from their unconscious.  Several learned extremely powerful lessons about themselves.
photo (241) photo (242)Add the Active Imagination challenge to a day where Eagles listened to and analyzed a Winston Churchill speech, and several guided younger Eagles in the Elementary School as part of their Learning Badge project, and it was quite an important day for our young leaders who someday will change the world.

Apprenticeships: Ready for Lift Off

We launched this morning by listening to Ronald Reagan’s Challenger speech and comparing it to Franklin Roosevelt’s First Inaugural Address.

The goal is to have Eagles luxuriate in great speeches – soaking in the most powerful words, phrases and symbols as they listen and observe more intentionally.

Next session each Eagle each will choose a historical figure and write and deliver a speech as that character, at an important time and place.

This morning Eagles rehearsed and polished their final Apprenticeship pitches – determined to secure each a real world apprenticeship by April.

  • How do you grab someone’s attention early in an email, call or in person meeting, long enough to ask an important question?
  • How do you explain a complex idea like an apprenticeship, in just a few words?
  • How do you ask for the job; clearly, directly in a way that’s difficult to refuse?

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Bravely, our Eagles explored these questions and prepared for the “Big Ask” next week.

Then, in the afternoon, ink blot tests and more Jungian dream analysis, the beginning of understanding the power of that FDR and Reagan’s symbols – and especially the Hero’s Journey — are deep inside each one of us.

Inner work and the dreams of heroes

This week our Detectives-in-Training become Forensic Psychologists in training, as our Eagles begin to dig into their own inner worlds.

Why do some people keep repeating unhelpful behaviors?  How can understanding yourself make you a more successful athlete or a better friend?  How can you decide whether the boy or girl you just met is the “right one” for you or a passing infatuation?

All pressing questions for middle school students.

During the next five weeks in the Psychology Quest, we’ll explore dreams, the shadow self (projecting); active imagination, scapegoating and mob mentality, all as the Eagles began preparing for a reenactment of the Salem Witch trials with modern day forensics.

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On Day One of the Psychology Quest, Eagles were introduced to Carl Jung as a hero, and explored the unconscious, sub-conscious and conscious mind through word association, free drawing and free sculpting.

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A psychologist would have a field day with the symbols, archetypes and emotions that poured out.

Our Eagles also received dream journals and pledged to start recording their nightly dreams, for later analysis.

Let the dreams begin!

Making Waffles, Planning Parties and Standardized Tests

Today the Middle School Eagles had a self organized Waffle Party – each bringing recipes, supplies and equipment.

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Yes, we had Core Skills today. Yes, we practiced how to pitch for an apprenticeship. Yes, we reviewed “lessons learned” from the Detective Quest.

We even had an inspiring Hero Talk from our Acton Academy Guatemala Guide Daniel, who challenged our Eagles to concert their dreams into reality – today!

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Life is short.  Our Eagles worked hard these last six weeks. So as we near the end of this six week “sprint,” celebrating achievements — and learning about cooking waffles and party planning — is well within the Acton curriculum.  Even if it never shows up on a standardized test.

Mystery Solved; Suspect Arrested

So who had abducted Detective Anna?  The Acton campus was in an uproar, as Detectives-in-Training fanned out to collect evidence and interview suspects, using all of the tools and skills they had earned during the Detective Quest:

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  • Documenting the crime scene;
  • Fingerprint analysis
  • Footprint analysis
  • Handwriting analysis
  • Deductive ability
  • Decomposition
  • Life cycle of flies
  • Microbes
  • Tooth impressions
  • DNA and genetics; and
  • Facial reconstruction.

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Detective Anna’s first cousin “Dora” appeared to help as a lab assistant.

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Evidence was carefully analyzed and weighed.

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The prime suspect was relentlessly questioned until she finally broke down and confessed.

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A grateful Detective Anna was rescued, and the Eagles shared their top “lessons learned” about the scientific method and forensic analysis:

  • You have to get it exactly right, because an innocent person might go to jail if you make a mistake;
  • This means that details matter; and
  • What you do impacts others; so
  • You most go slow, and work hard to uncover evidence and clues far beyond what’s given; and
  • Be careful to cross check your team’s work for accuracy.

A pretty good checklist for any scientific project that’s going to change to world.

Whodunnit: An Acton Guide Goes Missing

For six weeks Acton Eagles have been learning forensic skills during the Detective Quest – everything from fingerprint analysis to microbe decomposition to how to detect when someone is telling a lie.

Yesterday, these skills became a blessing when Detective Anna failed to show up for class.  Eagles soon realized that Detective Anna had been kidnapped!  Quickly they self-organized; marked off the crime scene and began their own investigation.

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Who to suspect?  The other Guides, of course.  For days there had been dark hints: Mr. Jeff’s interest in Detective Anna’s job; Ms. Laura’s grumpiness about Detective Anna’s performance; Ms. Kaylie’s frustration with Detective Anna using her school supplies.  It seems that every Guide had a motive.

Interrogations began immediately and are ongoing.

“Being around others who are better than I am makes me want to do my best work”.

Given the choice between five motivators to rank, based on this TED talk by Dan Pink, http://www.ted.com/talks/dan_pink_on_motivation.html, many Eagles gave top billing to other options of their own invention.  Beyond reward, pride, praise, mastery and autonomy they spoke matter-of-factly of deadlines, competition, and for one student, “Getting good at this will help me in the long run”.

Monday, with two weeks to go until the end of the session, Eagles recommitted to excellence in all their work, which on this day included tracking bacteria growth (excellence in keeping their lunches down)photo

carrying out science experiments of their own design (excellence in interrogation techniques)

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And of course, excellence in Poppy design.photo

Imagine this…an Acton Eagle who at age fourteen….

Imagine this…an Acton Eagle middle schooler who at age fourteen:

  • Simultaneously and successfully is taking online courses in Udacity; Coursera and EdX from universities like Harvard, Stanford and MIT, while serving as a consultant for her prestigious local university and some Silicon Valley venture capitalists  on distance education.
  • Recently gave a TEDX talk on the future of education.
  • Just a few months ago became the youngest person ever to attend billionaire to Peter Thiel’s “20 under 20” conference for the best and brightest youth in the world.
  • Most importantly – imagine this Acton Eagle is convinced that even Khan Academy is “like putting PDF’s of the Encyclopedia Britannica online” because the teacher still determines and sequences the lessons.  This Eagle believes that a Wikipedia revolution is coming where individual students will source, curate and sequence videos, problems, simulations, projects, real world challenges and other learning experiences, with each student finding the pattern that works best for them, for a particular knowledge area or skill.

Her analogy is DNA.  Sequencing chunks of educational material is like sequencing genes; each individual has a unique sequence that works best, but you can learn a great deal from sharing and  studying the similarities and differences in the patterns, and how they vary between different people.  She already has designed a website where students are sharing and comparing different sequences for different topics and is in discussions with venture capitalists to fund an expansion.

There’s no need to imagine Maria Teresa, because she’s a real person, a fourteen year old Eagle at our Acton Academy sister school in Guatemala City, Guatemala.

Maria Teresa - Founder of Makeducation

Yesterday, I introduced our Austin Eagles to Maria Teresa’s story at morning launch.  At the end of the day wrap, I asked our Eagles what Maria Teresa has that they don’t, and one by one, individually challenged them to a Hero’s Journey as inspirational as hers by age fourteen.

I have faith that each and every one of our Eagles will do just that.

You can read more about Maria Teresa at http://ideamensch.com/maria-teresa/ 

What’s the Connection?

Shift gears overmuch?  Your transmission will suffer.

So what’s the connection between a rotten banana and correct usage of the past progressive*?  What about a link between precise language, kindness, and a rather annoying buzzer?
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Scattered and smothered are fine at the Waffle House but less than optimal for the pursuit of excellence.  At Acton, we strive toward holistic cohesion in our curriculum, though juggling many tasks is a real-world skill that also comes into play in our classroom.  Ironically from a guide’s standpoint, the task juggling unfolds quite naturally, while the cohesion requires a bit more forethought.
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To connect the above dots: Eagles are working as Detectives-in-Training, learning valuable science as they pursue the skills they’ll need to not only solve crimes but also make a persuasive case against a suspect before a jury.  At the same time, they are creating their own mystery crime stories, using logic, artistry and their fabulous imaginations to pursue excellence as writers.  (* and brushing up on their grammar along the way- though a quick survey of adults on campus suggests that while it’s incredibly important to be able to use tenses effectively, no one actually cares what the tenses are called).
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Underlying the “Learning to Know” and the vital “Learning to Do” is the even more essential “Learning to Be”, and a focus on character building and discussion skills permeates every “know/do” quest.  In today’s launch, we went over the new student-generated community standards and honor code with a careful focus on defining any potentially vague terms.  Terms like “scapegoat”, “cheat” and “bully” were hashed out to a unanimous understanding by the community.  Students circled the discussion back to the positive by brainstorming what steps to take to prevent negative situations from beginning/escalating.  At the end of the day, we introduced a new reward for our daily Kindness Hero, challenging all to channel their detective skills toward looking for evidence of kindness in their peers.
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Throughout all of this, Eagles passed around a buzzer, to hold themselves accountable for accidental use of the verbotten “um”s and “like”s.  Hooray for excellence in discussion skills, but here’s one vote for Buzzer-Free Fridays starting, um, now.

“Ummm…I mean like…ummm…like”

Have you ever been driven half crazy by Valley Speak, that teenage compulsion to pause every millisecond to insert “ummm” or “like” into the conversation?

If so, you might find our Eagles’ latest middle school experiment interesting.

In an attempt to improve the quality of discussions, Eagles now “buzz” during a Socratic discussion whenever the work “ummm” or “like” is used.  A “buzz” means your comment is over, and you’ve lost your turn to speak.

At first, eight out of ten comments were “buzzed”.  The conversation moved forward in fits and starts, seemingly engulfed in an angry beehive.  Many speakers were shocked at how often and how much they relied on filler words.

Now, after only two days, the use of filler words has dropped eighty percent or more.

The surprise?  Discussions are now full of purposeful silence.  Listeners lean into the conversation, engaged, instead of tuning out.

As a parent, this may be Acton Academy’s greatest gift to humanity, at least for our family.

A telling detail; a piece of moldy bread, an awkward pause….

What do a telling detail; a piece of moldy bread and an awkward pause have in common?  The are all part of a day of learning at Acton Academy.

Yesterday the Eagles were hard at work completing the first draft of their mystery stories.  We even suspended journalling for most of the week, to allow for more time to add plenty of the telling details that make for excellent writing.

Then came project time, where the science of decomposition (moldy bread) and lie detection (an awkward pause) were two new skills Eagles needed to be investigate, practice and perfect as part of solving the “whodunnit” in our Detective Quest.

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Learning to communicate and persuade in ways that matter in the lives of our Eagles.  Putting science into action by practicing skills that not only help solve a quest, but will be used in real life for decades to come.

That’s the difference between “learning to do” and “learning to be” for our Eagles — and the monotony of  regurgitating “learn to know” facts that soon will be forgotten.

Friday’s Lessons Learned

At day’s end, Eagles reflected back to lessons learned from the morning’s weekly wrap-up, discussing the amount of effort they’d put into their work vs. the amount of payoff they received in terms of personal achievement and our classroom points-tracking system.  In Core Skills they determined individually which work to focus on to best reach the goals they’d set for themselves on Monday.

ImageWhile all journaled in hopes of winning the weekly writing contest (congratulations, Kenzie!), some focused on Khan skills, others on their Mystery Fiction writing, others on their Apprenticeship Quest work including some beautifully rendered Mind Maps.

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Looking for tools to increase focus and help in their pursuit excellence, some students experimented with making their own “Claire Boxes”, named for the Eagle who first had the idea of creating a sensory-deprivation space to block out distraction and help her dive deeply into her independent work.ImageImageLater in the History Yurt, all Eagles were able to enjoy special personal space with our new eye pillows; Eagles lay back with the lavendar-scented pillows weighing pleasantly against their eyelids and listened to stories from 17th Century England, including the military and political strategies of Oliver Cromwell during and after the English Civil War, and a look at daily London life through the diaries of Samuel Pepys.  We learned that one of our Eagles’ ancestors was likely the actual executioner of King Charles!   All students are working towards learning about their ancestry as part of their ongoing series of History Challenges.

Enjoy the three-day weekend and have a Happy MLK Day, see everyone on Tuesday!

“Dr. Watson, I presume?”

Our Detective Quest entered a new phase today.

Eagles added handwriting analysis and lie detection to their list of investigative tools.

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And began to piece together all the clues, and to narrow in on a prime suspect.

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Discussing and voting on the most important piece of advice offered by Sherlock Holmes.

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Earlier Eagles met in small groups to critique the first drafts of their mystery stories, the best of these to be published in a collection at the end of the session.

Learning to do, in real world projects, where the end result matters.

How do people learn?

How do people learn?  An important question, and a reminder that “teaching” and “learning” are only loosely connected.

The article below summarizes some of the most recent discoveries about how people learn: http://www.farnamstreetblog.com/2013/01/how-people-learn/

Here’s what we’ve found at Acton Academy:

1.  Deep learning requires context.  This means having a clear visual  “journey map” and milestones ON THE WALL  that our Eagles can track. (“You are here; Here’s where we have been; Here’s where we are going and WHY it matters”); plus a diagnostic Framework (“Below are some questions you can ask to decide what to do next.”)

2.  Every launch must put students “in the shoes of a protagonist” facing a decision that will matter in their lives, and somehow will shape their identity and determine their destiny.  Otherwise, who cares?

3.  Our primary job is to set the rules and incentives so as to shape the learning environment.  Then let the students learn through “learning to do.”  Experiential learning is best; Socratic discussion next best.  Experts/lectures are allowed, but Eagles can access this information on their own.

If we deliver:

1.  End goals that add richness to our Eagle’s Hero’s Journeys;

2.  Maps and milestones.

3. Frameworks; and

4.  Enticing rules and incentives;

then great learning happens.

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Here’s a photo of this morning’s launch. Below an example of a Mind Map for the upcoming Apprenticeships – Eagles learning to create their own visuals.

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Of course, the ultimate goal is to equip students to create learning journeys, frameworks and incentive systems for themselves and others,  so the “learning to learn” becomes a deeply imbedded habit, and one that spreads exponentially.

Learn Math; Forget Math; Learn Math Again

Learn math; forget math; learn math again.

Most of us learned math in school for a test; forgot the math; and learned it again when we had to use it in the real world.

Our first efforts weren’t wasted.  Modern neuroscience suggests our early work was  laying down pathways that made math easier to learn the second time.

Our experiences at Acton Academy are crystal clear on one count: there’s no more need for traditional math teachers.  With game based adaptive programs like Khan Academy; Dreambox; ST Math and Manga High, students can learn math on their own and teach it to each other much more efficiently and effectively than with a traditional math teacher. Plus, Eagles can move at their own pace and have a lot more fun.

Perhaps even more importantly, a 70% score isn’t “passing;” in fact, even a 90% score won’t do.  You have to work on a math subject until you master it, before moving on.

But let’s not kid ourselves,  In time, this mastery will fade unless the skill is used repeatedly in the real world, in a way that matters.  Only those neurological pathways will remain, waiting to be reactivated.

At Acton Academy, we try to put math skills to use as soon as possible.  Today, Eagles worked to gather measurements from shoe impressions from a crime scene; sample the heights and shoe sizes of classmates; and use probabilities and ratios to predict the height of a possible suspect in the Detective Quest. In doing so, they had to create their own approaches and formulas – some admittedly a little complex and convoluted, but in the end all coming to the same answer.

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Will our Eagles forget this math too? Surely.  But they are less likely to forget the logic, reasoning and teamwork that was required to use the math to solve a real world problem.

This means our Eagles will want to learn more and more math and to put it to use, every repetition preparing another neural pathway, until the habits of math and science are deeply imbedded.

Writing their own stories, in every way…

Do what you say you’ll do, or follow your conscience?  Do you have the courage to be honest about your choices?  In this morning’s huddle, Eagles discussed adding a West Point-style honor code to their governance documents.  At issue in particular is internet use during free time.  While exploring the repercussions of offering our bodies junk or nourishment, and to what degree the level of tidiness reflects the learning space as a “landfill” or a Studio of Excellence, this age group is facing decisions re drawing boundaries for their interaction with the Web.  Student-generated guidelines will be introduced tomorrow after a town hall-style debate, and the decision is firmly the students’ to make.  Guides and parents stand together watching this important process, reinforcing the message that this is serious, the community is involved, and we absolutely trust you to argue with each other until you create an agreement that’s right for you.

Today saw the launch of Thursday morning Writers’ Workshops.  First project, tying in with the afternoon hands-on Detective Science quest: write a great detective mystery.  Eagles brainstormed about elements crucial to a great crime story, listened together to a classic Sherlock Holmes short, then revised their megalist to create their own rubric of excellence in crime/mystery fiction.  Agreeing that a detective (whether casual or pro) is a crucial character, they used StoryMatic to jump start ideas for character generation.  Until they didn’t.  Whoops- a Guide set a guideline without thinking it through all the way to make sure there’s an ultimate WHY.  Naturally many students rebelled; they can smell bogus a mile away.  In this case, the students were set free to use StoryMatic, or not.  Ask your Eagle which they chose.  The MS’ers take this seriously at least in part because they know that what they do matters, and that they, as brave and thoughtful adventurers, are creating a path for others to follow.

New path in PE: after an invigorating awards ceremony with certificates for Olympic Champions (whoever exceeded their previous best by largest percentage increase) and trophies for Best Sportsmanship (congratulations Ellie and Pace!), down to the field for….. Wiffle Ball!

Ms. Anna and Ms. Terri challenged the D.I.T.s (that’s Detectives in Training) to learn the science behind fingerprinting and analyzing data from footprints left at a crime scene.   Also a great lesson in following directions, as it turned out, and in cleaning as you go.
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Tomorrow, a look at goal tracking for the week, a Town Hall meeting, the journal reflection contest, history in the yurt and a more meaningful version of (offline) Game Time.

Back in the Flow

The first day back from break almost always is a challenge.  The second day, better.

We opened with a clip from Whodunnit – a wonderful test of our Eagle’s observational powers.  Attention to detail matters. It matters for a writer who uses crisp details to hook you into a story; it matters to a cook who needs “everything in its place;” it matters to a detective at a crime scene.

We also are tightening the focus on goals – long term goals for the session; weekly SMART goals; daily goal check ins with Running Partners.

After setting ambitious goals for all three, Eagles were back at work in Khan for math; were introduced to our new Mystery Writing challenge by Ms Abigail; and continued on their Detective Quest with hands on work collecting fingerprints and documenting a crime scene.

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In Pursuit of Excellence

How do you encourage a learning community to strive for excellence?  That was today’s challenge, with a roomful of energetic Eagles back from Christmas Break.

We opened the day debating whether our overarching goal this session should be Excellence or Mastery?  Excellence won the day, based on the Eagle’s logic that the practice of Excellence must precede Mastery.

So Excellence became the “word of the session,” with signatures as a sign of commitment.

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We continued with a review of the spring session, which will include a Crime Solving project and a reenactment of the Salem Witch Trial.

Silent Core Skills time began with Eagles setting long term Khan goals, including mastering the last of the basic math skill sets, before individual Eagles will be asked to choose whether to dive deeply into Algebra, Geometry or Trigonometry in a few weeks.

We followed with a Socratic Discussion about how you decide what book to read next.  Should the decision be based on ”fun” or some other criteria?  Fiction or non-fiction? Genre? A focus on the time period we’ll cover in History this spring (1600 to 1776); a scientific subject we’ll explore in projects like DNA or genetics or psychology?  Improving a skill like writing or speech making?  Or perhaps going deep into a biography of a hero.

Eagles get to choose what they read, but we want them to choose wisely.

Just before lunch we unveiled this spring’s plan for securing an apprenticeship in April, and how Mind Maps might encourage some new paths or people who can help.

Then after lunch, the launch of our newest project, using science to solve crimes, complete with a real crime scene.

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How do you encourage a learning community to strive for excellence?   Paint a vision of an exciting journey. Offer choices.  Insist on clarity.

No guarantees, but a good start.

Roll out the red carpet….

The last minute preparations were frantic – the final editing of films; the fine tuning of games; last minute pitch practice: all underway while Eagles simultaneously built their semester end portfolios and shared final “lessons learned” in a number of important areas.

And then it was showtime.  The room filled with customers, and the game play began:

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Pitches were made to real customers, with each Middle School Eagle trying not only to best their classmates, but to defeat the dreaded Elementary School Eagles competing alongside them.

Once the games were finished, it was time for the film festival to begin:

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The smell of popcorn in the air.  The anticipation of launching something you created out into the world, for all the world to see.  Two noted filmmakers in the audience.

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In the end, there were technical glitches.  Two of the films weren’t very good; one was fantastic. An Oscar for the Best Picture and awards for the games were presented.

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Yes, excellence matters.  So does pleasing customers.

But how do you learn how to work in teams towards mastering a skill?  By working on exceptional teams and teams that fail.  How do you learn of the importance of setting and reaching milestones?  By trying to do everything in the last week, and failing.  How do you learn to set deadlines early enough to have a series of dress rehearsals? By failing to do so, and suffering the consequences.

Our Eagles have far to go, but oh they have come so far.

And the dreaded Elementary School competitors in the Game Expo?  Final score: Middle Schoolers, a average of 2.9 votes per student; Elementary Schoolers, and average of 2.96.  Beaten, but not defeated.

Now it’s time to rest, recharge and look forward to a rematch in the spring.  For all real creative ability comes from challenge, failure, rebirth and the kind of steely perseverance that leads, in the end, to the excellence of a personal calling.

Closing the loops; looking forward to the future

Now is a time to close some of the powerful learning loops we opened just a few months ago.

Last week, we started by closing the Art loop with an exposition of the Acton Dragons at Amy’s Ice Cream.

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Monday, we closed the PE loop with the Acton Olympics, returning to the same challenges Eagles faced in September, to record new personal records (Thanks Coach C!)

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On Wednesday, we close the loop on Projects, with the Game Expo and Film festival.

Below, yesterday Eagles practice and critique Game Expo pitches, with the Middle Schoolers feverishly working to defeat the Elementary School challengers by gathering more customer “votes” at the Expo.

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All week we are recording reflections on “lessons learned” from Math, Reading, Writing, Building the Community, Science and the Pursuit of Excellence, as Eagles prepare their final end of semester portfolios for Thursday.

Then – on Friday — a review of next semester’s adventures and a final CELEBRATION!

Having Fun versus Working Hard

So how do you inspire Eagles take control of their own learning?  Not an easy question.

Here’s a start. Today’s launch featured three stories:

1. 18-year-old Stacey Ferreira saw a tweet from entrepreneur Richard Branson about a charity event he was sponsoring , flew halfway across the country to meet him and left with $400,000 in funding for her new website.

2.  Harvard Education professor Richard Elmore, who has observed over 2,000 classrooms, writes a blog post blasting traditional schools as “custodial institutions, designed to hold adolescents out of the labor force and to socialize them to adult control” adding that the “only other public institution in our society that works this way…is the prison system.”

3. A group of Silicon Valley entrepreneurs announces a new school where “every child is a genius,” giving credit for its inspiration to Acton Academy.

Stacey Ferreira is a hero who shows what our Eagles can accomplish. Professor Elmore paints a dismal picture of the educational alternatives.  The Silicon Valley entrepreneurs are proof that what our Eagles’ efforts matter in the world.

During the day, progress continues in Core Skills, including an early glimpse of math in spring, where Eagles will choose independent paths in either Geometry, Algebra or Trigonometry. We also debate a change in self-governance designed to simplify SMART goals.

One Eagle pays off the loan she took out to start the school store:

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In the afternoon, Eagles work hard on their Game Quest, some creating board games, others making electronic games, all knowing that next week’s public demonstration is fast approaching:

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Story lines and critical thinking are stressed below.

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Near the end of the afternoon, two Eagles demonstrate their game prototypes and receive formal critiques.

The end of the day discussion asks what advice our Eagles would offer to the Silicon Valley entrepreneurs.  Is “hard work” or “fun” more important for creating the right learning environment?  Which should be stressed first?  Should the approach in the elementary school be different than the middle school?

No two students can agree.  And that’s exactly the point.

Anxiety versus fear

How does a hero differentiate between healthy fear and anxiety?  That was the subject of today’s launch, and a continuation of our exploration of risk as we ask: “Does the past determine the future?”

We started with video from Gavin DeBecker, the world’s leading expert on predicting violent behavior; an adviser to Presidents and celebrities and author of The Gift of Fear, one of the best books I have ever read on any subject.  Here’s the link to the video: https://www.youtube.com/watch?v=MgNuw-YlBxA

The basic messages:

  • Trust your instincts.  If you sense danger, respect that warning.
  • Fear is in the moment; the prospect of serious and immediate harm.
  • Anxiety is worrying about the future; a waste of time and energy.

After listening to DeBecker, we role played various encounters with strangers.  Did it have an impact?  Just ask your Eagle about the risk versus reward of getting into a “soundproof metal cage” (an elevator) if your instincts suggest otherwise.  Or ask how you should handle an approaching stranger, if something doesn’t seem right.

Some schools build walls and create a virtual prison.  That’s unlikely to deter determined criminals, and just makes students feel like helpless victims.  Our goal is to empower courageous leaders to make difficult choices in the real world, and especially when the stakes are high.

Lots of hard work in Core Skills followed, then a Skype “hero call” with Scott Rogers (shown below), one of Hollywood’s most famous stunt men, to continue the theme of “risk versus reward” in the real world.

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The room was buzzing with energy in the afternoon, as Eagles worked on Gamestar Mechanics to design, build and play test their creations, in preparation for the Game Expo in less than three weeks.

Rumor has it that the Acton Elementary Eagles are confident that their games will triumph – a challenge not taken lightly by the Middle Schoolers, who have redoubled their efforts.

Inspiration, learning and storytelling

One of the biggest surprises about guiding Eagles has been the realization that people learn at a 10X rate when they are inspired, and hardly at all when simply instructed to do so.

Of course, this isn’t surprising when you think about your own learning.  Who cares about learning something simply because you are ordered to do so?  It also explains why most corporate training fails.  Training is for guinea pigs; human beings want to be free to accept or reject challenges, not to be trained..

As Guides, much of our energy goes into creating challenges that matter to Eagles. Difficult, meaningful – and yes, fun challenges.  Our goal is to “inspire,” a word whose root means “to breathe life into.”

Long lasting inspiration requires an important quest or journey – a clear path to a worthy Grail.   We need an end that matters to our Eagles and a map we can continually refer to update our progress as a group, as in “you are here” and “here’s where we are going together.”

Below is an example of such a map from this section of the gaming quest.

In the gaming project, Eagles have entered design mode.  To unlock the final challenge of designing a game for the Game Expo, this week students are working through a series of mini game creation challenges.

Yesterday they designed simple, single-player games of luck, and then manipulated the rules to make their games easier or harder to win.  Today they designed games of skill, then added an element of luck to these games to see which version playtesters enjoyed more.

 

Tomorrow Eagles will get a taste of online game design on Gamestar Mechanic.  Next week, students will choose whether they want to design an online or offline game for the Game Expo at the end of the session, at which they will pitch their games to parents and fellow eagles.

Is creating games a trivial skill?  Not in the 21st century.  Arguably, being able to weave a compelling story and keep people engaged may be one of the most important 21st century skills of all.

In storytelling, images can be even more important than text.  And in the Hero’s Journey story, dragons are not only possible, but to be expected.  That’s why Eagles have been working in Art on drawing dragons.  As they create, Eagles have been listening to “A Tale of Two Cities,” immersed in images drawn with words, as they create visual metaphors of the challenges each will face on their hero’s journey.

Here’s a sample of dragons in the making.

 

Inspiration, storytelling and maps – keys to learning in the 21st century.

Learning to Gamble – Not!

Friday was Casino Day at Acton, as Eagles spent the afternoon putting their new found probability skills to the test at Blackjack, Craps, Roulette and other games of luck (and some skill.)

Each Eagle traded in Eagles Bucks for chips, and kept careful track of the number of plays, amount wagered and won and lost at each game.  The goal was to decide which game offered the best odds, and why.


The overall lesson – games of chance are not a good bet.  Eventually, the law of large numbers means you will lose!

from Luddites to Las Vegas

Are you more likely to be disappointed by your laptop or by your best friend?  Does it feel worse to be disappointed, or to disappoint someone else?  If you don’t keep yor commitments to the community, who are you letting down- your running partner or yourself?  Tough questions met with candor and courage by our brave Eagles.

So, back to that laptop… or not. The middle school experimented with 30 minutes of Luddite time, focusing on (analog) reading and writing, before plugging in for their SMART goals,daily check-in and their online work.  Collaboration reigned, writers brainstorming monster story plots and presenting drafts for informal peer critique, and math geniuses unleashing their exponential  powers of encouragement.

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Sometimes it’s Yurt time, and the MS is always grateful when that time rolls around. Ms. Laura launched with the news that scientists have discovered a powerful correlation between happiness and gratitude.  After a quick survey of Thanksgiving fun facts, including info about the persuasive letter written to President Lincoln that helped make Thanksgiving a national holiday, students eagerly shared their family Thanksgiving traditions and had the opportunity to write their own letters of gratitude.  Those that chose to tackle History Challenge #2  took us back to ancient Rome for some detailed analysis of similarities and differences between their culture and our own, and earned a treasure from the Yurt Treasure Box for their efforts and courage.

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Ms. Anna launched today’s probability quest with a video addressing the Monty Hall problem.  Initially as confused as the general populace, the Eagles has a collective Aha! / Eureka! moment as they absorbed the implications of the probability swap.  Then they got to play games to further their insights, poor things.  At the end of the day, Mr. Jeff asked:  If you take a chance and lose, is it gambling or investing?  What about if you take a chance and win?  What if you break even?

Eagles will have a chance to test their hypotheses tomorrow afternoon, when the classroom is transformed into a casino, complete with free sparkling cider for all players.  Do you have to be in it to win it?  Who knows when to hold ’em and when to fold ’em, and can they back up their instincts with evidence?

And most importantly- who will hoarde/hold out out to cash their accrued chips in for an Eagle buck, and who will choose to spend them on donuts?  All bets are off, from this blog’s point of view.

Curiosity and hospitality

How do you judge the health of a learning culture?  Two good measures might be curiosity and hospitality.

Our MS Eagles showed the first when recently sending a letter to the Elementary Eagles, asking various questions about why the ES learning culture works so well.  The ES Eagles today graciously responded with a long and thoughtful letter, complete with attachments.

Hospitality was showcased today when the Eagles greeted Mia, a recent applicant who was shadowing before joining us this summer.  Without any request from Guides, the MS’ers created a sign to welcome Mia, who as you see below, was well liked by all.

We are trying out a new trick in room design, cardboard “walls” that can be rearranged in moments to create semi-private focus space for one or two Eagles in core skills, and also provide more personal portfolio space.  Just one of many experiments as we continue to design the interior of the new campus.

Finally, today we introduced normal and lognormal-power curves, and how “discovered” probabilities from each could be used in two challenges involving oil exploration and “guessing the height of the next person who comes into the room.”   As you see below, lots of energy in the room.

Which challenge was investing and which was gambling? (The answer was deceptively complicated.)   Which of the five heroes: Gauss; Galton; Pareto; Bezos and Hastings, made the most fundamentally important discoveries?  Which ones used power curves and the internet to build large businesses?  Which one will have the biggest impact on the world?  Which one owns a spaceport?

All questions we will continue to explore and debate the rest of the week.

Quick MacGyver, the Secret Code

Terrorists are threatening to attack the City of Austin.  You have to decide whether or not to evacuate the city.  Luckily, you have intercepted a coded message.  If you only you can decipher the code, you have a chance to save the day.

You decipher the code by guessing at the frequency of various letters, and where they occur.  This leads you to a clue, and one chance to draw from a collection of beads – the frequency of blue beads equals the probability of an attack.

Then you realize, the more groups who crack the code, the more draws of the beads, the better probability distribution you can create, the better the odds that you make the correct decision.  But the only way you can help is by asking A/B questions – no direct hints.

Welcome to another day at Acton Academy, preparing the Eagles with the tools to answer:  Does the Past Determine the Future?

PS.  Our Eagles determined that the odds were against an attack – and they were right (this time.)

Self-directed, self-aware

Students entered the classroom to find a new desk arrangement, inspired by their own ideas about reducing distraction and enhancing productivity.  This tool served them well as they applied themselves to core skills with quiet intensity (well, not so quiet after about an hour when the Rosetta Stone headphones went on… but they quickly worked out a plan that allowed the few who weren’t doing foreign language learning to still have the quiet they wanted for their own goal-striving).

PE offered a well-timed physical break.  After the tough (but getting a little easier as we get a lot stronger) Acton Insanity work-out, volleyball was a chance to merge focus and sweat into a happy competition.

History came alive in the yurt post-lunch, when a special guest archeologist (and Acton mom!) inspired the Eagles with tales from her own Hero’s Journey, digging up the past to try to solve the ongoing mystery of pre-literate human culture.

During Project Time students were challenged by the probability quest projects as well as the basic human problem of sharing space and addressing your own needs without compromising those of your community.  “I’m really disappointed in the way I acted,” one student volunteered during a quick critique session on classroom behavior during the Quests.  (Her offense? Getting a little too enthusiastic about probability assessment!)

“This will help me later in life, when I’m trying to decide whether to take a risk,” another offered unprompted, as the lessons learned debriefing moved from behavior critique to real world application of concepts.

Last but far from least, this wonderful group of young adults modeled curiosity, self-management, and terrific discussion and critique skills for a young visitor who skipped kindergarten to learn more about what happens in a real middle school (and find out what the heck his mom does all day)- and were the most gracious hosts imaginable.  Go Eagles!!Image

Critiquing critiques

Today, along with Core Skills and our Gaming Quest, we worked on critiquing skills.

Abigail began the day with our Halloween clad Eagles by asking:  “Is it more important when pursuing excellence to practice hard or have a world class example?” and demonstrated how feedback improved a butterfly drawn by a six year old child.

We then each critiqued writing from the Eagle’s journals, so students could practice the art of writing as “re-writing.”

Ms Anna continued the day with a workshop on critiquing itself, using fresh baked zucchini bread as a tool to practice the four rules for critiques: (Be kind; Be specific; Be helpful; and Critique the work and not the person;) as well as a procedure for giving powerful feedback:  (1) Presentation of work (audience is silent; presenter asks a focusing question); (2) Audience feedback (warm; cold; warm) and (3) Presenter reflection (comments on how and why the feedback was helpful.)

Eagles ended with a story boarding exercise, sequencing and editing photos to hone their storytelling and story boarding skills for the film project.

In between, Mr Temp held court as Curious George’s Man-in-the Yellow-Hat, discussing this week’s MyHJ “look-in-the-mirror” experience on loyalty (look closely, and you’ll see George in the background.)

probability and the choices we make

This afternoon, Ms. Anna launched a new series of probability-based Quests for the MS’ers.  After discussing the concepts (and even the morality) of games of skill vs. games of chance, students relished the opportunity to expand their own informed opinions based on their Quest discoveries.

Meanwhile, back on the Commons… The Elementary School, with its rigorous yet self-generated standards of decorum (specifically in the areas of focus, sportsmanship, and cleanliness), has threatened legal action against the Middle School for a perceived defamation of brand image.  The MS will meet tomorrow morning in a Town Hall format to discuss these accusations and formulate potential responses.

As they weigh the potential outcomes of various possible actions and reactions, they will likely indulge in the quintessentially human hobby of also considering probable counter-moves by their fellow travelers/adversaries.

Stay tuned!

Friday at AA MS

Friday started with videos and a discussion about the power of compounding – both in terms of the compounding of interest on money and the power of good deeds to spread throughout a population.

The morning included an intense focus on Core Skills and MyHJ, as Eagles worked hard to catch up on SMART goals before Monday’s deadlines.  Ellie also won a close contest for the best “end of week written reflections,” barely edging our Kenzie in voting for the weekly honor and then besting Jack’s entry last week.

Eagles reading and critiquing weekly reflections.

After lunch, there was a mad dash to the finish for the 3 D Game lab challenges on “the past determining the future.” Next week we begin a new quest on probabilities and statistics.

Friday winds down with an hour of Game Time.

Tragedy of the Commons and de Tocqueville

Why can a few distracted students infect an entire learning community?  Why is it so hard to keep the classroom clean?

Today we opened with a video on the Tragedy of the Commons and a discussion about why public spaces so often are abused.  This was followed by video on Alexis de Tocqueville’s Democracy in America, followed by a discussion of how a civil society helps intermediate between individuals and government, civilizing the first and restraining the latter.

These discussions, and observations by our MS Eagle “industrial spies” of the alien culture in the AA Elementary School, led our Eagles to propose changes in the classroom architecture and governance.  Now we have “quiet zone” three sided cubicles (see http://rubble.heppell.net/places/ ) in one area and two other dedicated classroom areas, each with its own Mayor in charge of maintaining “focus.”

All of this led a a burst of productivity: in Core Skills; in 3D Game Lab and in the Film Project.

Intense focus in Core Skills.

Working on story boarding the Film Project (thanks to Matt Hovis for yesterday’s expert advice!)

Working hard to unlock the final “Does the past determine the future?” challenge in the 3D Game Lab quest.

Integration and Accountability

Many people ask how we integrate the disparate parts of a day into a single narrative.

Here’s an example:

We launched our morning huddle with a video clip of Susan Boyle, the surprising singer who bravely overwhelmed skeptics with her powerful voice on the 2009 version of Britain’s.  The point?  That following your dream requires perseverance and courage in the face of overwhelming odds.

Each Eagle then contributed an “imagine this” scenario, playing the part of the hero in his or her special moment (like winning the Super Bowl or debuting on Broadway.)

Next we focused on SMART goals for the morning in Core Skills; listened to Ms. Samantha’s “trial and error” hero story; finished self portraits in Art and continued with the Game Lab 3D work on probabilities and decision trees.

Ms. Samantha’s Hero Story.

At the final huddle, all this was wrapped into a discussion about using probabilities and decision trees, the need to adjust (but not abandon) our dreams as life happens – for example, a severe knee injury might require you to become an NFL team owner instead of an NFL quarterback  — and how our work with SMART goals in Core Skills not only imbed perseverance as a habit, but provides basic skills to fall back on when life throws us a curve.

All of this served  as a reminder that our Eagles need to be weighing what type of Apprenticeship they want to test in the spring.

Above, the decision tree used at day;s end that links an Eagles gifts, joy and opportunities to his or her dreams for tomorrow, providing a visual map of how life can force us to adapt.

Finally, we are adding even more accountability and consequences to the mix, so be prepared to hear some squawks.

Above – a more obvious signalling device to help students understand which “discussion mode is in effect: “red” is full focus; “yellow” collaboration; “green” free time.

The first five weeks we focused on building the community – making it a gathering no one ever wants to miss.  Then we added SMART and Excellence goals to encourage the habit of hard work.  Soon the few students who are still struggling with committing completely to day to day work will find themselves increasingly removed — literally hell for middle schoolers – until they find the focus needed to excel.

Because at Acton Academy, we are very serious about the learning covenants that our Eagles and Guides signed.

Eagles spent much of today in collaboration mode.  They held group discussions on decision making and process vs.result, ran quick meetings among film crews, had an usually competitive PE, and worked with running partners on 3D GameLab Quest projects.

On top of the nuts and bolts learning they foment, these team activities provide inspiration and joy- but character and life skills are in the forefront as students learn for themselves how to manage the occasional frustrations and disagreements of group work.  Balancing their individual needs and desires with those of their team and community proves an exciting challenge, and balances the individual and intensely focused work the students do as they go ever deeper into math, reflection writing, and other core skills.

The day ended with a beautiful surprise note from Ms. Laura, presenting her Gift of the Yurt.  Starting next week, the Eagles will meet for world history stories and discussions in a real yurt (which will move with us to our new campus next September), another way for these young men and women to come together as a meaningful, synergistic community.

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Breaking ground

Today was a big day for Acton Academy as we broke ground for the new campus, which will open this summer just east of the University of Texas on the corner of Alexander and Manor.

While the facilities will be “state-of-the-art,” the most important part of Acton Academy will remain the courage of our Eagles and their families.  Far too many schools lose this perspective when it comes time to move into new buildings; ours won’t be one of them!

After the celebration, it was back to Core Skills and the re-introduction of SMART goals to focus the attention of our Eagles.  And Ms Anna introduced the 3D Game Lab project, which will focus on probability, statistics and prediction for the next nine weeks, as Eagles learn the 21st century skill of game creation and we continue to explore the “Will the past determine the future?” overarching question for the year.

Where did the time go?

With gravitas and quiet excitement, the Eagles welcomed parents and grandparents into their classroom this morning to share their hard work from the past five weeks.  Students led their parents on math tours of Khan Academy, talked them through the scientific paradigm shift timeline they built together, and shared writing and art.  They demonstrated their rules of engagement and how they hold one another accountable for keeping the classroom a terrific learning environment.  The Eagles regrouped after a brief critique session with their running partners, and with the honesty, candor and courage they regularly show during discussion mode, shared their thoughts and opinions in front of a captive parent audience.

More courage about public speaking followed after lunch when the Eagles recreated the Trial of Galileo.  The Pope and his allies presented their case to a panel of judges, then Galileo and his allies presented their well-reasearched defense.  As in the real world, judges were faced with hard decisions- not just about the facts of the case but about their own ethics as well.  Would they let their opinions be bought for the price of gold?  Your Eagles can talk you through the outcome.

Congratulations to a remarkable group of young men and women on the first leg of their Hero’s Journeys at Acton.  Enjoy a well-earned week of down time!  See you on the 15th for our groundbreaking ceremony at the new campus (then back to Riverside campus for our launch of the next session).

Pitching your film idea

Core Skills time featured lots of work on Khan Academy, as well as the Eagles  pitching their script ideas to the class. Later in the day, the Eagles voted to turn Charlie, James and Mason’s scripts into real films over the next few months

Later in the afternoon, Ms Anna continued to work with the Pope, Galileo’s team and our panel of judges to prepare for Friday’s trial, and Jasper’s dad David Herman came to give his Hero’s story about working in Hollywood, as well as sharing some tips on acting and directing.

We also implemented Pace’s idea of signalling what mode the class was in: Red for discussion time, with all Rules of Engagement in force; Yellow for collaborative time when students can mill around freely, as long as no one who is focused on work is being disturbed; and Green for free time.  Interestingly, we calculated that in the average day Eagles spend 1-1.5 hours in Red (discussion) mode; 1.5 hours in Green (free) mode (including the 30 minutes before class officially starts); and 4-4.5 hours in Yellow (collaborative) mode.

Spending 5.5 to 6 hours intensely “on task” every day is the reason we can pack so much discovery and learning into a single day.

Striving for Excellence and Galileo Galilei’s Trial

Our Eagles love learning and being with each other.  Now it’s time to aspire to excellence.

Inspired by Po Bronson and Ashley Merriman’s NutureShock and Ron Berman’s An Ethic of Excellence, we are turning over even more responsibility for managing the learning environment to the three member Council and the Eagles themselves, but providing them with language to hold each other accountable (see below):

We also introduced a new accountability system run completely by the students themselves:

In Core Skills, students began planning and executing their Khan Academy lessons for the next nine weeks, by which time we expect every AA MS student to have demonstrated mastery in arithmetic and the other AA Elementary School Math skills (many students already have accelerated past this.) Ms Abigail continued guiding students in writing the storyline for their the “Past/Future” film project.

Ms Zoey continued the self portrait project in Art.

Ms Anna introduce the Galileo Trial debate, where over the next several days Eagles will research and assume roles to recreate Galileo’s dilemma of whether to advance or abandon his heliocentric paradigm, with real world consequences for all – either lost freedom for Galileo and his friends (lost free time) or lost riches for the Church (a loss of chocolate coins.)

Researching the trial of Galileo.