The Paper Quest

In our young adults’ first unschooling project, they collaborated to create an amazing 28 page multimedia paper. Deb and I were excited, surprised and very, very proud of them. We were also really excited to see that our first unschooling “experiment” worked. That was important because it is a big part of our new adventure. The project revealed the power of passion and motivation. Here’s the story. I hope it is as inspirational to some of you as it is to Deb and me.

As I noted briefly in Unschooling Begins, we actually ended up starting the unschooling with a “quest.” In gaming terms, this is often a side activity to the main game plot in Role-Playing Games. Quests involve the players performing some task or accomplishing some goal, usually for reward.

It started with a conversation at dinner about Diablo III and Borderlands II – two Xbox games we all play. We were talking about their game mechanics a bit and then we got a good idea. I offered them a “quest.” The quest was for them to write a “paper” comparing and contrasting Diablo III and Borderlands II across many different attributes/dimensions.

And then it happened. A spark. We saw Vie get visibly excited.  Really excited. Aidan followed quickly. We talked about what dimensions they could use, whether they wanted to collaborate on it (they do), and even what form the “paper” might take. That was a great spark to start with.

For some “back story” context, Aidan hasn’t generally been excited about writing at all. When we’ve helped Aidan with papers in the past, it was really tough pulling out more than a sentence or two. He seemed to be pretty typical of students his age. Vie enjoys creative writing, but doesn’t enjoy writing “school” papers. Notwithstanding that, both Aidan and Vie had a very good understanding of the basic components of a good paper and the steps to take to get there (rough draft, review, revisions, etc.).

Vie and Aidan worked on the paper for about 6 days, a few hours each day. This work included playing and watching games to get details, identifying details they wanted to talk about and then organizing these into larger themes, arranging the themes into an ordered outline using card sorting, writing a rough draft, gathering images and audio samples for the final paper, revising their content several times, and assembling everything into the final paper.

As an active and passive observer in all of this, I saw a number of interesting and noteworthy things. First off, their observation skills were beyond what I expected. They both knew the games pretty well. I suggested in addition to playing that they watch someone play. I humbly volunteered to play Diablo III while they watched J. For about 90 minutes they watched, commented, discussed, debated, and critiqued both the game and how I played it. They made some very shrewd and unexpected observations, such as noting that there is a definite pattern in Diablo III when a “rare” (mini-boss) monster appears. You can generally identify it by the type and cluster of “minions” it has before you even see it. It was pretty subtle. Their attention to detail was amazing; it would give a good field researcher a run for their money.

Another heartening thing was their focus. Several times in several of the days, they would work for 2-4 hours straight, writing, editing, formatting, capturing images, etc. I was there in case they needed help (which they rarely did), but they were driving their own focus. It wasn’t until the third time that I realized they were working like I (and many) do when I am in “flow.” I think this is important so here’s a brief description:

According to Csikszentmihalyi, flow is completely focused motivation. It is a single-minded immersion and represents perhaps the ultimate experience in harnessing the emotions in the service of performing and learning. In flow, the emotions are not just contained and channeled, but positive, energized, and aligned with the task at hand (Wikipedia, from Csikszentmihalyi).

This is the state we all strive to be in on a good day at work. Even in the best circumstances in school, I don’t think we could see this. Inevitably there are class distractions and certainly more limited periods of time to actually work on something. There were of course some occasions where they needed a little motivation to get started or they themselves got distracted, etc., but the fact that I was even able to see this is pretty surprising – at least to me. And when distractions came up, we just took a break and picked it up later. They drove their schedule.

One of the more surprising things to me was seeing them collaborate so well. They wanted to work together from the beginning. I was hesitant, but open to it. I think collaboration is an essential skill for kids to learn, which is why I like project-based learning. Like most siblings, though, they have their share of arguments, periods of bossiness, etc. I wasn’t sure if the two of them could really collaborate well. I was definitively shown that they could and they could do it well. Vie was more of the driver in the project but they both worked together on every part of the paper writing experience. And, testimony to good collaboration, the final result was stronger than either one would have been able to do alone.

Finally, they were really developing their critical thinking skills. Coincidentally, I, and then all of us, just watched the excellent documentary Race to Nowhere. It is an emotionally powerful look at what the volumes of homework students are now being assigned are doing to them. I highly recommend taking a look if you are a parent. One outcome the film pointed out was that because students are so over-tested, they are studying and memorizing for the test, only to immediately drop that “data” afterward. They are not learning how to learn and they are not developing critical thinking skills – two skills that are essential when confronted by novel problems. This is at the core of creativity and innovation.

When students study for tests, they may pass the test, but they likely won’t figure out how to solve the problem. As a pre-med at Stanford many years ago, I sadly saw this there as well. In a particularly tough Physics class after a test where I did poorly, the TA told me I as taking the test “wrong.” I needed to memorize more formulas and just write down all of the ones that applied so I could get partial credit. We weren’t really developing the skill to solve problems. I found it disillusioning that if I was a “real” physicist, or doctor, and could not remember a formula, I could look it up. But, if I didn’t know how to solve a problem, then I am at a loss in my field. Many pre-med classes taught you indirectly how to study for the tests through memorization primarily. The Race to Nowhere, showed the same exact behaviors, only now penetrating high school, middle school, and even grammar school.

We’ve always tried to teach the young adults that “I don’t know” is ok and that we often don’t know something. When we don’t, we go figure it out. We try different approaches until we get what we want. The internet makes this a bit easier as there are experts and “how to” videos everywhere, but the principle is the same. In the case of this quest, there was no test and no right answer. There was no model of what a good result looked like. They found no example papers on the Internet (not that they looked or wanted to). I wanted to see them create something they were proud of. They did.

To give you just a little flavor of what they did, here’s a short excerpt from Aidan and Vie’s paper that shows some of their analysis and how they crafted it:

Along with many things, the gaming styles are different. Borderlands being a first person view, and Diablo being third person. Each having their own advantages and disadvantages. Such as Borderlands with first person view

DIABLO borderlands

you are not able to see all around you and can’t see out of the line of sight straight forward. This can be an advantage sometimes, since you are able to aim accurately, especially with a scope.

scope

There are also some disadvantages though, for example enemies can sneak up on you easier when out of your line of sight. In Diablo however, you can see most of your surroundings and can see all directions. Your line of sight is a lot wider…

We saw a lot of potential in this “quest” for learning across multiple dimensions, but as I reflect on the kinds of skills they learned, I see several nuanced ones I didn’t initially appreciate. If I break the skills into two groups based on what we expected they would get out of this activity and what we discovered that they additionally got out of it, I get the following:

Expected”                                                

  • Expository writing
  • Research
  • Collaboration
  • Proficiency with Microsoft Word
  • Writing process
  • Critical thinking
  • Value of written communication

 “Discovered”

  • Observation
  • Finding “flow”
  • Forming and defending an opinion
  • Planning and organization
  • Time management
  • Design tools (e.g. card sorting

And since every activity is a learning experience, here’s what I learned in the process:

  • I really had to resist trying to have them fix every grammar issue. I focused on key principles and issues and left the rest for other papers. This could have easily become exhaustive and I did not want to lose their energy. I’m hoping it was the right call. It felt right.
  • I had no comparable bar to gauge their writing, since I had no other students to compare them to. I had to resist using my own bar. I can get really anal with some things. Vie and Aidan are still only 13 and 11.
  • I had to appreciate and celebrate their improvement and success, which was incredible. It was hard for me. I had to step out of my Microsoft (or in fairness, tech industry) mindset of focusing on the flaws.
  • I had to let them make mistakes, and watch it happen. Intellectually, I knew this was a good way to learn and wanted to engender it. It was just tough sometimes when I knew the path wouldn’t work out and I wanted to save them time.
  • On that note, I had to ignore time. I thought they could do it in a week. They could have if we didn’t take time for other fun things. But, this was my schedule, not theirs. I needed to remember what I tell them a lot: “do it well, not just quickly.”
  • And while it is something I firmly believe, it was reinforced again and again in this project: “kids” can do a lot more on their own than we (adults) tend to think they can.

One of the things I am excited about with unschooling is that I expect to learn a lot too. We don’t have much experience here. We’ve read a lot, but there is no “manual” of how to do this. Every learner is different. We certainly won’t get everything right. We’ll make mistakes. Then, we’ll iterate and make them better. It’s just like real world problem solving. And if Vie and Aidan see us making mistakes and figuring things out as we help guide them on this journey, then hopefully they’ll have a model that this approach is not only “ok”, but that it works.

 

9 thoughts on “The Paper Quest

  1. I think I see a Cargile book in the works here. Some combination of “Learning for the 21st Century Student” and “Tales from Margaritaville”.

  2. Pingback: My First Mistake | Intentionally Off Path

  3. Pingback: Why We Decided to Unschool | Intentionally Off Path

  4. Pingback: The Grammar Boss | Intentionally Off Path

  5. Pingback: Gamification | Intentionally Off Path

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