Why We Decided to Unschool

The decision to home school or to unschool may be as unique as the families that do it. We actually made the decision to unschool a number of months before we committed to coming to Costa Rica for our new adventure. This is how we came to our decision.

Before jumping in, there is a big difference between home schooling and unschooling, or “hack schooling,” even though they share some similarities. Susan Wise Bauer, author of the Well-Trained Mind has a good description of home schooling that begins with:

Home schooling occurs when parents take charge of their children’s education — organizing subjects, teaching lessons or arranging for tutors, evaluating progress, and supervising social contacts.

Unschooling goes a bit further. There are several good descriptions of unschooling: Earl Stevens, John Holt, even Wikipedia. John Holt is one of the early pioneers of unschooling and we like his definition, which can be summarized crisply as:

This is also known as interest driven, child-led, natural, organic, eclectic, or self-directed learning. Lately, the term “unschooling” has come to be associated with the type of homeschooling that doesn’t use a fixed curriculum.

While one key difference between home schooling and unschooling is no fixed curriculum, the bigger difference for Debbie and I is that in unschooling, the students direct their own learning based on their individual interests. As Holt notes, unschooling is “…the natural way to learn.” It is “…the way we learn before going to school and the way we learn when we leave school and enter the world of work.”

Debbie and I are both human-centered designers. Human-centered design is basically a design process that emphasizes creation of artifacts based on the understanding the goals and needs of people (as opposed to making the user have to adapt to the product). For us, unschooling is the educational equivalent. We tailor learning to the interests of the learners.

We had three big reasons for why we favor the unschooling approach, but like many things, there was an initial “trigger.”

By the end of year 2 of middle school, Vie absolutely hated school. While it was the largest middle school in Seattle, it had many of the same challenges as other public, and many private, schools: large class sizes, emphasis on memorization and testing, little individual creativity, lots of effort spent on managing the class, and little actual time spent on learning.

I remember going to a science fair and seeing a number of signs in the classrooms about what the kids could not do, right next to equally large signs about what the consequences were if someone did them. I asked if they actually spent much time learning and Vie said “no”. Add to that all the mental bullying among pre-teens and Vie was ready to try unschooling.

In contrast, Aidan had a fabulous experience at University Cooperative School. We loved the place, the teachers, and the parents – and continue to be inspired by them – but he had graduated from 5th grade and was destined for a similar middle school experience.

We had planned to start unschooling this year in Seattle. As we first planned and then started making Costa Rica a reality, we saw our adventure as yet another way to enhance unschooling.

With that, here are the 3 big reasons why we decided to pursue this path of unschooling. Like most things, this is a change we are trying. We hope and expect it will bear great fruit. We don’t expect to get everything right but we all expect to work together to fix things when they aren’t working.

The Challenge – A Failing System Under Pressure

Our schools are under incredible pressure these days and are less and less capable of achieving the goals we all put on them. There are growing demands on what teachers have to cover in their curricula, producing more and more homework and focusing on memorization. Take a look at the incredible documentary Race to Nowhere for some sobering reality here. Add to this consistent budget cuts to education and the consequent growing class size, reduction in class diversity (especially the arts), and other downstream challenges. John Taylor Gatto talks about a lot of this in his “underground classic” Dumbing us Down and his other books.

Probably the most telling challenge to me is that so many bright and creative teachers – the ones who can bring change, the ones who are willing to take risks and try new things – are getting burned out or pushed out of the system.

That saddens me especially since, at least generally in our system, every student has to experience the same thing. An incredibly gifted teacher, and we’ve seen many, can make almost any subject interesting. But that places all of the weight on one part of the system and those teachers are getting to be few and far between.

The Opportunity – Learning to Love Learning

Lifelong learning is an important value for both Deb and I. We embrace it completely and continue to learn every day. We want to help our young adults embrace this value as well. That’s one reason why we left our high-tech jobs for a year – so that our young adults have an opportunity to experience another culture. However, to get our young adults to embrace lifelong learning, they have to love learning, which is difficult if they “hate school.”

We wanted to get Aidan and Vie back to the point where they loved learning as young kids. Letting them experience learning more naturally by what drives their interests harnesses their natural passion and curiosity. Basic skills like reading, writing and math can be learned in the context of something they care about in ways that help them understand why it is important to learn those skills.

A good example is what Vie and Aidan when they did their “paper quest.” Aidan generally didn’t like writing, even at UCoop. Vie was uninspired at best, except perhaps for creative writing. Both did have a good foundation of how to write a paper though. They just had assignments that didn’t engage their interests. It used to be like pulling teeth to get Aidan to write more than a few sentences, even though he loves speaking and has an incredible vocabulary.

Aidan and Vie’s “paper quest” was a “quest” to write a paper comparing two of their favorite video games. They were both excited to write about it. Their final paper was a 28 page multimedia paper. That’s more than I’ve seen either of them write before – or anyone in their schools for that matter. The incredible part is that we didn’t say anything about length; we just let them go. They wanted to write this much. This example just reinforces for me the benefit of harnessing their natural, and different, interests and using them to cover the more basic things.

An unschooling approach is really tailored to each of them naturally. We aren’t designing curricula around their interests. They are. We simply help them bring some structure, take responsibility, find resources, act as sounding boards, and yes, help motivate them – especially now in our early days of doing this. Logistically, this doesn’t fit the one-size-fits-all approach in schools; that’s not how they are structured. And unlike home schooling, it doesn’t rely on Deb, me, or anyone for that matter to find or create a curriculum to teach them. They learn naturally because they want to. Or at least, that is what we are hoping.

Almost by definition, an unschooling approach focuses on building confidence, interest and passion – more than mastery. It’s the fuel for mastery. There is a place for mastery, but I believe mastery is actually not possible without the former, otherwise it ends up being short term memorization to pass a test. I even saw this at Stanford, a school I love dearly. As a premed (who decided not to pursue medicine), I saw many people studying for science tests, writing memorized formulas and facts down on those tests to get “partial credit,” rather than actually trying to solve the problem. That approach may work well in the short term for tests, and perhaps for some schools, but not for creating mastery.

Creativity, along with mastery, allow people to do or solve things that they have never seen before. To get there, people need to be good at learning new things, applying knowledge in new ways, and fearlessly trying new things that might not work out. In other words, they need to know how to learn more than what to learn. With the latter, you can do what you know, if you manage to remember it. With the former, you can do anything. We need more of that in our world, especially now. And it won’t be on any test you can study for.

Learning is changing

There’s one more reason for why we are unschooling. It wasn’t on our radar as much before we started this journey. We are seeing learning itself changing, not through some plan, but rather organically, shaped by the economy, generational differences, technology, the internet, and Universities themselves.

According to IBM, “90% of the data in the world today has been created in the last two years alone.” Much of it is available online now. If we want to learn about something, or try doing something, it’s likely that there is a YouTube video on it. [As a fun aside, Aidan wanted to make Deb and I Margaritas the other day. He looked up a video on YouTube, made the drink, and brought it to us, all without us knowing about it. He made a great Margarita to boot.] We are getting good at looking things up “just in time” when we need them. People are learning how to learn differently as part of the digital world most of us live in.

Now think about all of the incredible resources that are becoming available online. For younger folks there is Khan Academy of course. But college classes from some of the best instructors in the best Universities in the world are available through services such as Coursera, Udacity, and edX. They are available to the whole world, not just their “home” Universities.

I heard an amazing story at the IIT Institute of Design Strategy Conference last year (thanks to Carl Bass). A few years ago, Sebastian Thrun and Peter Norvig at Stanford put their “Introduction to Artificial Intelligence” course online for anyone to take for free. More than 160,000 students from around the world enrolled. Evidently, the top ranking Stanford student in that class of 160,000 was somewhere in the 300’s. The company Udacity was created out of this experience. Talk about levelling a playing field.

What happens when instead of paying a large sum of money to one University (even a top one), you can pick and choose the best of the best University classes from all of the top Universities for a fraction of the cost? This is reality today.

On top of this, we have a worldwide job market that is trending to care less about degrees and pedigrees and more about what you can do and what value you can bring. David Wong describes this well in his scathing Cracked post 6 Harsh Truths That Will Make You a Better Person. Be sure to watch the video from Glengarry Glenn Ross (warning: it has NSFW (not safe for work) language).

Vie will be college age in perhaps 5 years and Aidan in 7 or maybe less. That’s a very long time in our digital world. Would they even want, or need, to go to a physical college? One thing is clear to me, however. Taking advantage of resources like this, creating your “own path” as a “major”, circumventing the institutional system entirely and yet learning what you want, will all take a honed ability to know how to learn as well as a curiosity and passion for learning itself.

On our unschooling road, we have really just started taking baby steps. We are working hard to create interest and passion. We can then can work toward confidence. There is still a lot of work to go on helping Aidan and Vie learn how to learn and at least for now it comes a little at the expense of learning some basic skills such as math and science. We’ll get there. That’s part of this journey we are on – one that itself will hopefully be a model for how to learn new things.

Our First Unschooling “Period”

Aidan and Vie are motoring on their unschooling fronts as part of our new adventure. It’s been challenging for all of us in a few areas as we try to find an unschooling rhythm. It’s also been rewarding to see the young adults start to do some very interesting things.

There are so many things to write about as we get going. Here I think I’ll focus more on what the kids are doing. There are some higher level themes we are trying to engender, but I’ll go more deeply into those later.

I’m fortunate that I made my (over)scheduling mistake early and was able to correct it. Aidan and Vie have now mostly found their schedules and are getting into their respective rhythms. Aidan needs a little more structure so I developed a spreadsheet for him to track his unschooling hours, reading hours and technology use. I‘m secretly hoping he likes using Excel enough to use it for more planning activities as a tool.

Our primary goal for this first “period” (aka semester, quarter, etc.) of unschooling is really building confidence, engagement, and passion for learning more than mastery of any particular thing. We don’t think that mastery can come easily without the former. We are also using this first period to get the young adults familiar with some basic digital tools like Microsoft Word, Excel, Publisher and even some more specific ones.

Toward that end, Vie and Aidan both chose two projects to work on based on their interests. We added in some dedicated reading time and also learning Spanish. Learning Spanish was the one thing we asked them to add as a project because we’d like to get them starting to speak the native language here soon. We got a few grumbles from them over Spanish but they understood the importance and are working with it.

As I describe the projects Aidan and Vie are working on, you’ll see a gaming, or “gamification” theme influencing them. This is intentional on our part. I’ll speak more about this in another post soon, but gaming is a great way to foster engagement and really understand the core aspects of what they are learning – and they are both very interested in gaming.

Aidan chose two cooking related projects. He loves cooking, cooking shows, and trying new foods. We actually call him “Chef Aidan.” His first project is to create a cookbook of recipes that he’s created on an online site like Food.com. This is a big project that will require several big steps and a lot of learning about foods and cooking. His first step in this project is to get to know all about herbs and spices. As part of this, he is creating 20 flash cards that each describe one herb or spice. Here’s an example.

spice flash card

He’s nearly finished laying out all of the flash cards in Publisher and is working on tying them to the cuisines that they are used inn (the flags on the cards). Deb wants to get them printed and see if Aidan can sell them!

In the process of doing these flash cards, I gave Aidan a side “quest” of writing a description of the difference between herbs and spices such that it would definitively categorize something into one or the other (or not applicable). In other words, nothing would end up being both or somewhere in the middle. I can’t immediately do this, mind you. Aidan is working on it, but he started off with “something off the top of his head” he says: “hydration”. It was pretty brilliant. I’ve been throwing different spices and herbs at that one word and so far it is working pretty well to distinguish the two (notwithstanding the fact that one “could” dry herbs).

Step 2 in Aidan’s first project is to start cooking and getting to know some basic techniques and recipes. Clearly, this is a lifelong project, but we’ll just start cooking a variety of things in Aidan’s “test kitchen” so that he can begin to try some of his own creations.

As his final step, he’ll create and write up 10 recipes. He’ll need to perfect them in order to actually write up the recipe so this will get him very familiar with prototyping and iteration – part of a good design thinking process. We’re hoping that he can write up one of the recipes in Spanish to help compliment his learning of the language. Look forward to some updates, and fun stories, around “Chef Aidan’s” recipe project. I understand he wants to create “sour gummies” as one recipe. That will of course involve chemistry!

Aidan’s second project, which he wants to start after his first one is complete, is very cool. It is a baking card game. It is similar to some of the more popular thematic card games like Munchkin. He’s thought a bit about the game mechanics and play as part of his prep work. It will not only help teach players baking concepts, including chemistry, but it will also be a lot of fun to play. More importantly, combining a constructivist (i.e., “making”) approach to learning with gamification principles, we expect that Aidan will learn a ton about how to learn in general.

If Aidan is our chef, Vie is our artist. Vie already has quite a following on Deviant Art. It was natural that one of the projects would involve digital art, and so it does. Vie is already very proficient with indirect digital drawing tools such as Wacom tablets, where you look at the screen while drawing on a small pad with a digital pen. Vie is now mastering direct digital drawing – drawing directly on the screen (of a tablet, for example).

Vie’s first project is to learn 3 different programs for digital drawing and then compare the three of them, possibly in a video format. Vie is already very gifted at drawing and is a master at SAI, a digital paint tool used in a lot of fan-based anime art. For some reason that “product loyalty” means that learning Adobe Photoshop is out. However, Adobe Illustrator is one of the chosen ones. Illustrator is a vector based (drawing) product vs. a raster based (painting) tool so that should provide some new skills and learnings. It may be useful in the second project as well. Vie is still working out what the other two tools will be. One might be a 3D tool such as Maya, which is a high-end tool for creating 3D animated characters. You’ve likely seen its results in most recent animated films.

These are all professional art and design tools, and they all have “professional” price tags. Vie is using the one month free trial period most have for this project and to see if they might be of future interest. Meanwhile, I’m trying to see how an “unschooler” can qualify for an educational discount given all of the institutional verification forms. Who said it would be easy J ?

Vie’s final result (“deliverable”) for this project will be the same character image drawn, painted, or rendered in 3 different programs, highlighting the strengths, weaknesses and differences of each tool. It should be pretty awesome to see and we are hoping that vie does a simultaneous “speed painting” video of the three for YouTube. We haven’t seen that sort of comparison before.

This brings us to Vie’s second project. It is still getting defined but Vie is trying to bring together several interests, both near term and long term (i.e., career). Vie is very interested in being a professional game videographer, game tester or game designer. A “game videographer” (my term) is someone that creates videos showing how to play aspects of a particular game and then puts them on YouTube to make money. (It was a new one for me too.)

There are really 3-4 projects wrapped up here and we are working to separate them a bit so we can have a clear, focused project with some sort of deliverable. Vie is leaning toward learning how to make a video, in this case of someone showing how to play a sequence in a game. Vie is already working on learning video screen capture tools (TinyTake or Camtasia), audio tools for voice-overs (Audacity), and video editing tools. For now we are using Microsoft Movie Maker but if this interest grows, as I suspect it will, then we will move to Adobe Premiere – and that is a serious professional tool that will be great to learn early.

There is a lot of tool learning, and consequent frustration, going on right now. That is expected. Most of us who use these tools have gone through it too. I expect that this project will be more about learning the tools. I hope that Vie can then develop some deeper learning about the gaming industry in the next several projects. Those projects will likely involve things like gamification, coding, testing, designing, interviewing gaming professionals, and project management. An exciting possibility is that there are now online certifications you can get in gamification and Vie may pursue one. More on that soon.

On top of these projects, I am still sending Aidan and Vie links to TED talks, articles and resources that are relevant to what they are doing in order to get their juices flowing more. One which I’ll talk about more in a future post is the first 18 minutes of a Harvard Law School course on philosophy. It is surprisingly accessible and makes you think.

While I am still trying to figure out how to bring math more into the mix, these projects all involve reading, research, writing, problem solving, critical thinking, project management, and design skills above and beyond the specific subject matter knowledge and tool skills inherent in each project. Vie and Aidan are getting very digitally literate. Most importantly, they seem to be enjoying their projects and learning in general so far. And for us that is a key metric of success for this first “period” of unschooling.

My First Mistake

It’s inevitable that we’d make mistakes along the way in unschooling in our new adventure. It’s part of the learning process. It’s part of good design thinking and iterative design. It’s how you make something better. You rarely get anything right the first time, after all. Still, knowing all of this, I walked right in on this mistake.

Now, I’m sure it wasn’t really my first mistake; I’m sure I’ve made a bunch along the way. Those were probably so quickly or easily corrected that we didn’t dwell on them. This one was in the end still fairly easy to correct, actually. I still dwell on it though. I think it’s because it never would have happened if I had actually listened to myself…or even read my own blog 🙂

The young adults had just completed their awesome 28 page paper comparing Diablo III and Borderlands. That was a “quest” and a sort of warm-up to unschooling. We were now ready to really dig in and start getting into the meat of unschooling. As I had written before, we had already done our prep work to begin unschooling. I had had Vie and Aidan think about and write down 10 things they were interested in. I was starting with their interests and needs, which were different. We’d build a set of projects from that. This part started well. That’s where the learning from my mistake also started.

I had good intentions. I wanted to provide a bit of daily structure for our young adults in their unschooling path, especially because it was new to all of us. We had decided to try about 4 hours per day as a target for unschooling work. Deb had read that kids on average need only about 2-3 hours per day to cover a traditional daily school curriculum and we figured that if we kept to about 4 hours, we could accomplish all of our goals and the kids would still have more time. I suggested that Vie and Aidan get up at 10 am and be ready to start by 10:30 am. There wasn’t anything magic about 10 am though really. It also happened to be convenient for me and gave me a few hours to get my stuff done and look for inspiring material for them before we started. That should have been a clue.

In comparison, last year, Vie had to be at middle school by 7:30 am and Aidan had to be there by 8:45 am. We knew that teenagers’ body clocks aren’t ready for school at that time (and yet that seems to be when they get a lot of tests). I figured 10 am was a good start. It seemed to work well during their paper quest. I even told them that the time before 10:30 am was theirs to do what they want – sleep, watch videos, etc.

I thought I was doing pretty well until Wednesday this week. We had pretty slow starts on Monday and Tuesday. On Wednesday, I got frustrated. I guess it had been building. Vie would get up at 10 but then snooze on the couch until 10:30 am and still be sleepy. Aidan would get up about 9 am and then watch videos until 10:30 am. On Wednesday, I was excited to start but I got a luke-warm reception from both of them. Vie was still sleepy and not really into it and Aidan had been ready for awhile but now got engaged in something else and didn’t really want to switch. I felt like I had to play the role of “unschooling cop”, which I disliked. We were all frustrated.

I felt like I was pushing rope. I’m sure Aidan and Vie felt like they were back in school with lots of rules. No one was happy. With some help from Deb, I realized that I wasn’t following my (our) own intent. And then I had the “aha” moment I needed.

I was trying hard to help Aidan and Vie really drive their own unschooling with their interests. It is one of the core tenets of unschooling. They should be responsible for their learning. My misstep was not taking that all the way to how we structured the days. They are different people with different needs and rhythms and yet I was putting this schedule on them that wasn’t working for either. More importantly, I wasn’t really giving them responsibility for it, as we said we’d do. I wasn’t listening to their needs and I wasn’t iterating when it wasn’t working. I didn’t even think of the 10 am start as a prototype that would not be correct in its first version. The “aha” moment was actually a “duh” moment.

I changed several things after that. Aidan and Vie don’t have to start at the same time. Aidan is usually up earlier and ready to go. He takes more breaks. Vie gets up later but works continuously. I told them they were responsible for their schedule but we still wanted to unschool for an average of about 20 hours per week (4 hours a day or so). They didn’t need to even work the same schedule every day unless they wanted to. The real point was that they have a goal to work toward and that there are many flexible ways to get there.

Things got a lot better. And as a reflection, today Vie, Deb and I had a great conversation about it. Vie volunteers for a few hours Friday through Sunday and mentioned that there really isn’t a day “off” between school and volunteer work. It was a good observation. We all brainstormed ways that Vie could get a “day off”, settling on taking Monday off and unschooling Tuesday-Friday, working a bit more on average each of those days.

As I reflect, this kind of flexible schedule is exactly what I like, and expect, in work. We are fortunate to have worked in the tech industry where this is pretty common – and for good reason. It gives us the opportunity to be at our best. Vie and Aidan should get no less of an opportunity.

I learned a lot from this whole experience. It should have been more obvious and easier to learn, but sometimes the best and most memorable learnings come this way. Just like life. And hopefully for our young adults, they also learned about flexibility and responsibility. Just like life.

Unschooling “Begins”

This past week we started the process of unschooling with a “warm up” week to help transition from vacation to more of a regular unschooling “schedule” as our new adventure officially begins its fourth week. As Deb noted, it’s a bit hard to say that the unschooling is “beginning” because, truly, it has been going on in a background way for several months. But, let’s call this the “structured beginning”.

Deb and I have read a lot about unschooling, starting with John Holt, who is one of the early pioneers of unschooling. One of the other best initial sources was Grace Llewellyn’s Teenage Liberation Handbook: How to Quit School and Get a Real Life and Education. One of her and other’s recommendations was to give the unschoolers a “break” from school – a time in which they can disconnect from all of the unhelpful structure, memorization, tests, and directed work. Essentially, that’s what we were doing with Aidan and Vie from September, when formal school started this year, through our departure and arrival, until now.

Deb and I thought the transition from “vacation” to unschooling mindset might be a little abrupt and so we decided to do a “warm up” week. The goal was hopefully to get the young adults inspired and ready to jump in to unschooling pursuits following their interests. Part 1 was some light reading, exploring, reflecting, and video-watching. Part 2 was surf camp. The other benefit to the warm-up was helping and I and Deb prepare for something we’d never done before.

We sent several good warm-up references to Aidan and Vie. As articles/blogs, we sent them a few good descriptions of unschooling (Earl Stevens, John Holt, Wikipedia), as well as some tenets Deb and I will try to strive for, and a third article espousing what Vie often does, which is that teens and pre-teens can do a lot more than we (adults, as well as Deb and I) give them credit for.

The videos were mostly TED videos to get their juices going. They included the excellent TED talk by Sugata Mitra: The child-driven education.  Another key one was a TEDx talk by 13 year-old Logan LaPlante: Hack Schooling. We actually love the term “hack schooling”. I think it fits what we are doing even better.

Finally, we gave them some links to Khan Academy as well as Coursera and edX to explore their areas of interest and potential “classes” they could take on those subjects.

The tricky, and interesting part, was figuring out what indeed they were interested in. We like to think that we had a good idea but we were happily surprised in several cases.

To understand what they were interested in, we relied on our own background in design. As designers, we use a very simple process to design things that really provide value to people. Some people use the now controversial term “design-thinking” for this. High-end design firms like to coin their own steps for the process – even using the same letter for each step to seem more unique and cool. It truly is a very simple process and is really just a step above common sense.

The steps are simply:

understand – create – iterate

You begin by understanding your customer – what they (think they) want, what they are trying to accomplish, their hopes and desires, and what they truly need. You need to take what they want with a heavy grain of salt though; rarely do customer descriptions of what they want lead to good or successful products. What they say though helps designers empathize with what customers want to accomplish. In this case, our “customers” are our young adults whom we are unschooling.

You then create a prototype solution, which you know will initially be wrong, but it gives you something you can try out with your customers and test your assumptions. Then you listen and learn as your customers try the prototypes and you iterate, making the product better – until you get it right. It’s worked well for designers across the world as well as for us in our careers spanning education, startups, web sites, healthcare, legal software, Microsoft software and hardware, aviation and more.

We started by asking Aidan and Vie to give us their “top ten” list of favorite “things” to do or “things” they are interested in. They could be “subjects” like chemistry, activities like “writing”, just topics they want to know more about. The one topic we asked them to include was learning Spanish. We felt that was a “must have”. Here are their lists (they also provided descriptions of why they chose these):

Aidan                                                   Vie
1. Surfing                                             1. Drawing
2. Cooking                                            2. Photography
3. Making videos                                  3. Creative writing
4. Building on Minecraft                       4. Sewing/costume making
5. Baking                                              5. Transgender studies
6. Making my own video game             6. Cosplay
7. Making a card game                         7. Computers
8. Making my own board game             8. Coding
9. Make my own cereal                         9. Gaming
10. Spanish                                          10. Spanish

We won’t do all of these things at once, but we wanted to start with things they are interested in and then work towards things they might not think that they are (such as math) but which they will need.

We then asked them to think about 2-3 projects that might combine some of these things, such as Aidan creating a game involving cooking. We didn’t lock in on anything specific yet, but that’s because we unexpectedly found a great collaborative project for them this coming week, and we went with the flow.

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” (a popular component of Role-Playing Games). 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. It’s now this week’s project. You’ll hear more about this soon. But the big takeaway for Deb and I was that we saw them get excited not just about something unschooling related, but writing a paper no less. That was a great spark to start with.

After a few days working on the warm-up activities, we switched gears a bit and ended the week with one of the top surf camps in the world: Witches Rock Surf Camp in Tamarindo. We spent 4 days learning to surf and practicing. It was incredibly fun and incredibly exhausting. It also provided some good physical balance to the mental work.

As a start on our first week of unschooling, I’d say we had some good initial success, but Deb and I have a lot to learn and a lot to improve. True to our process, we didn’t get it completely right, but we learned what worked and what didn’t and we’ll make adjustments (iterate). One key thing we need to evolve is how to get the kids more engaged in discussion about what they like and what they are doing. We have no doubt that will come. Meanwhile, stay tuned for more on the “paper”. It looks to be an exciting week.