Engagement

Back from our new adventure, we are all still settling in. I recently started my new job at SMART Technologies. I’ve been noodling on something for almost two months now since my interview there. It’s a disturbing insight on schools, an intriguing insight on unschooling, and a telling insight about our digital native children.

Some of you might recognize SMART as the company that makes digital whiteboards. They have a long history in the education market and a recent one in business. In my interview, I was talking with some folks working on the education side. They told me something that I could not get out of my head. Teachers love the SMART Boards because it helps them with the thing they focus on and worry about most: engagement. The striking thing was less the part about the SMART Board and more the point that their biggest challenge is engagement.

At some level, it isn’t terribly surprising, especially if you have seen classrooms where teachers, often alone, have to manage a class of an ever growing number of kids with a wide range of learning styles and aptitudes. This isn’t about teachers. It’s about where we are with more traditional education – a field that’s very slow to change. Add in digital natives who are very comfortable with tons of streaming content on various screens and instant information gratification and you have a perfect storm in which engagement ends up being the desirable outcome and at some level a bar for success.

But engagement seems like such a low bar. What about interest? What about learning? What about mastery? To me, engagement is the lowest level of outcomes to achieve in education. This is what got me noodling.

I like to try to make sense of things by diagramming them. I often use a simple 2×2 matrix to do that because it forces me to really distill the key aspects. Here was my start at noodling over this problem. I don’t claim correctness here. It helped me and hopefully will provoke some thinking.

engagement 2x2 part 1[Basic Learning 2×2]

Generally in such diagrams, the lower left is not a good place to be. The upper right is. In this case, the model I was thinking about was how kids learn. I simplified it into learning by thinking and learning by doing. Most kids, and adults, use a combination of course. Some kids, like Aidan, may start out just trying things (doing). It’s especially the case with technology. I’ll call that play (more doing, less thinking). Other kids may start with more thinking and less doing. I’ll call that interest. When you put them together, you get learning in the upper right. It’s a bit like the Chinese saying:

I hear and I forget.

I see and I remember.

I do and I understand.

So, if you take the goal as getting to learning, what helps kids with more doing or more thinking?

engagement 2x2 part 2

[How You Get There]

I boiled down into structure and tools. Give a kid a tool, whether a hammer or a computer or something else, and they’ll inevitably start playing with it. It’s a great start. Some kids thrive in this space and keep playing until they get better at it. Other kids need a little more help, which is where structure comes in. Also, just playing with something to eventually land on how to use it well isn’t terribly efficient.

Now take the converse. Some kids like to start by reading about or “studying” something. (Those kids may grow up to be people like me who reads the manual first! 🙂 ). It certainly helps, but it can remain academic unless and until they actually try doing something; i.e. using a tool.

Take math for example. You can spend lots of time doing multiplication. Eventually you may notice some patterns that lead to higher level math. But some structure certainly helps. Or, you could read a lot about how to do multiplication, but it’s hard to “get it” until you actually try to do it. All of this is really scaffolding. It’s a term coined by Jerome Bruner and used in education to describe the support given during the learning process, tailored to the needs of the student, to help them achieve their learning goals.

Scaffolding works well, but it’s hard to do when you are struggling to achieve simple engagement. It must also be a huge challenge with digital natives and the sensory explosion they’ve been exposed to since birth – unlike, for example, children at the time our first models of classroom education were developed. Now, outnumber the teacher with many students in a large class and you can see the perfect storm.

In contrast, engagement tends to be less of an issue in unschooling for a few likely reasons. First, there’s usually an adult around who can help when needed and knows the student well. When students have a hand in choosing what they want to learn and how to learn, it’s certainly makes the process easier. The challenge is that most of us doing unschooling aren’t fully versed in all the best ways to help our kids with tools or structure, when they need it.

As I looked at all of this, I kept noodling about engagement. If engagement was the biggest challenge in many classrooms and something desirable to achieve, then it should be in the upper right corner. What, then would be in the other quadrants?

engagement 2x2 part 3

[The Road to Engagement]

I started with boredom as the “lowest” state, sitting in the unenviable lower left quadrant. Unstructured thinking to me represents daydreaming. It’s not bad in itself, and indeed can be the source of great inspiration, but it doesn’t help the learning process or the teacher. On the flip side, and I know it may be a provocative term, but unstructured doing can be disruption (certainly more to a teacher than a student).

Now, put anything with a screen, including a SMART Board, near a digital native, and you can see how engagement might occur. Many classrooms still prevent students from bringing in smart phones, tablets or computers or severely limit their use. Here’s where I’ll share some very “off path” thoughts.

To a digital native, devices with screens – and truly, it doesn’t matter the form factor – are their core tools. They are almost extensions of their body. We may not want to admit it, but it’s true. Is it really so different than pencils and paper were to those of us who are not digital natives?

One can argue that they can be a source of distraction or a means for teachers to lose control of a class. I’d argue two points. First, paper and pencils can also be a distraction to a (non-digital native) student who is bored. For example, you could tell which high school and college classes I was bored in (even meetings I’ve been in at work!) – by looking at my notebooks. I drew detailed sketches, wrote song lyrics, generally found lots of creative ways to be distracted.

More importantly, while they can no doubt be sources of distraction – and I think all of us as parents have struggled with this – they can also be sources of incredible power and motivation for learning when used well. There are a number of schools that are allowing some devices in now and harnessing them as part of the learning process. I recently saw one example of a grammar school in Kent where the students each had a Surface Pro and the class had a SMART Board. There was one teacher and 20 students. Sure, it was chaotic at times with some daydreaming and disruption going on to be sure. But if I imagine that class of digital natives without the devices, I’d expect things to be far worse. And indeed, she wasn’t just achieving engagement. She was getting some interest, some play, and a good deal of learning as well.

Of course, as Ben Franklin remarked, “Everything in moderation.” Being plugged in all the time can certainly be unhealthy as well. We’ve had our share of discussions/arguments with our own two digital natives growing up with screens and trying to be responsible about screen time. I think digital natives fundamentally embrace technology differently. It is intertwined in their beings and they find ever new ways of using it. While I might be different, I do understand their habits and needs – well at least a bit in this respect at least. I might consider them a little “off path” compared to me and many of us non-digital natives, but then you know where I stand on being “off path.” Pura vida

 

PS: For the record, having taken my “noodling” below the threshold of engagement with my diagramming, I also had to noodle on what “lived” above learning.

engagement 2x2 part 4

[The Final Level]

I see a “doing” path going from learning to experimentation. You might think of it as a deeper level of play, but a highly structured one and generally very goal directed. Some of the best constructivist learning principles follow this route. On the other side, I see going down a thinking path from learning leading to research. I know that word can have a lot of meanings but here I see it as a structured knowledge pursuit. When you combine the two, you can get to mastery. Malcolm Gladwell in his book Outliers notes that it takes about 10,000 hours in a skill/field to achieve mastery. Very likely, it requires both thinking and doing to some degree.

I wonder if, armed with the proper tools, digital natives, at least in some areas, can achieve mastery more quickly. I’m an optimist. I would like to hope so. The amount of information is growing at staggering rates. According to IBM in 2012, “90% of the data in the world today has been created in the last two years alone.” Our digital natives growing up in a world with increasing challenge, complexity and information will need all the help they can get.

Transitions

Change has certainly been something constant while on our new adventure in Costa Rica. Now that we are back, we are experiencing lots of change in the transitions each of us is going through as we “readjust” to routine and life here in Seattle. After what we’ve experienced though, change itself is easier for all of us and very exciting. That was a key benefit we hoped that Aidan and Nev got from our experience. I’m not sure though if they realize how differently they – actually all of us – approach things now.

I started my transition back in August really. That’s when I started reaching out to folks and looking for a new job. I had a pretty firm set of things I was and was not looking for in my ideal new job. Perhaps that’s why has taken several months to find my place.

Leaving for a year, and especially having the opportunity to spend so much time with my family, made me think hard about what type of job I wanted to have that would take me away from them for so many hours a day. Deb and I had the luxury of spending all of our time together. We love working on things together. That’s why it’s a big deal for me to transition back to seeing co-workers for more hours per day in many cases than Deb.

I didn’t feel compelled to return to any sort of “ladder climb” in a company. I could have managed a large team again, but I wanted something different. Ideally I wanted to find a place where I could be more “hands on.” I wanted to do something that had benefit beyond corporate success. So I took a position as an “individual contributor” in a company and industry that will get me right back to my roots in helping to evolve education.

A year or more ago I probably would have worried a bit about taking a “step down” from a bigger position and title. Not now. I feel solidly centered on how I want to spend the precious time I have. For me it’s about the “why”, not the “what” or “how much.” And I expect this ride to be even more thrilling than the previous things I’ve had the privilege of doing.

Deb is choosing not to return to the corporate world for now. True to her nature, she has a wild idea about want she wants to do next. That transition is far more in her nature and will include being out in nature a lot more. Deb is not ready to talk about it yet here in more detail. It will take some explaining to do, hopefully in a future post.

Nev has decided to go to back to public (high) school – but not just any high school. Nev enjoyed home schooling and was doing well. As we mentioned awhile back, a large public middle school was a nightmare for Nev with all of the posturing, bullying, cliques, and stress. We were a little surprised about the interest in going back to a public school, but this one could not be more fitting for Nev.

Nova is indeed a Seattle public school but it is very alternative. When we first drove up for a visit, we saw a bunch of students in the parking lot and a lot of diverse hair colors, piercings, and tattoos. This was clearly a place where people felt comfortable being who they were and Nev said that it felt like “home.”

But Nova is not alternative because of the students. Rather, I think it simply attracts more alternative students. Nova is run more like a college where you choose your classes and everyone’s schedule may be different. They have some incredibly interesting and non-mainstream classes like Experimental Animation, Feminism and Fashion, and Naked Truth on Stereotypes. Students and faculty work together to make the school a very open and accepting forum for ideas and place for people. And the teachers are as refreshing as the students.

Transitioning from a year in Costa Rica being homeschooled to even an alternative high school will be a big transition, but Nev is ready and excited.

Aidan, as usual, is open to everything and excited about trying new things. He and Deb are attending a home school cooperative program Mondays and Fridays where different parents teach different classes and where Aidan can meet some new friends. That leaves lots of time for doing some activities Aidan and Deb work out. It’s a bit different approach to unschooling, but it will be a fun, new adventure for Aidan.

The most interesting thing to me about our transition back isn’t what we each are doing; it’s how our general perspectives have changed, especially Aidan and Nev’s. We are living much more simply. We don’t need much “stuff.” The young adults are taking on much more responsibility. And change is something we take in stride pretty easily.

I expect that all of this didn’t simply come from living in Costa Rica. Some of it would have happened naturally, I’m sure. I think our experience though may have hastened and facilitated much of it.

We each have our own work, school, and life transitions back to the world we knew. On the surface, they seem fairly normal compared to our previous year. But they are all very definitely, and very intentionally, “off-path”. I hope our off-path perspectives don’t dim as we return to reality. I don’t expect they ever will, though, and that’s a good thing. Pura vida.

Giving back

Wherever you live there are opportunities to become involved in helping your community. Our community here in CostaRica is no exception. My current project is working with a group of local residents to plan and host a fundraising event, called Books and Barks, to benefit two organizations that consistently improve the community here – Abriendo Mentes  & Costa Rica Pet Care.

Our party will be held June 21. A local restaurant, Oasis, is donating the whole restaurant and kitchen. Many, many businesses – from restaurants, resorts, and bars, to markets, ice suppliers, and musicians – are donating food, drinks, supplies, and musical entertainment. It should be a very fun event with 4 bands confirmed. We have a core team of local folks headed by our fearless local yoga instructor, who are planning, coordinating volunteers, advertising, selling tickets, and procuring. Fortunately, I have our fabulous UCoop school auctions to look to for models of how to run very fun and successful fundraising events.

Here is a little bit about our awesome local organizations/funding beneficiaries:

Abriendo Mentes provides a safe, constructive, and vibrant place for children to go after school where they learn invaluable computer and English language skills. The local economy has shifted from agriculture and fishing to tourism jobs, leading to roughly 40% unemployment. The regional state elementary schools operate only about 3 hours per day for 85 days per year and only about 13% graduate from high school. Abriendo Mentes provides a foundation that prepares local children to one day become successful, economically stable adults.

Costa Rica Pet Care has been working tirelessly for 12 years to help our local pets. And by Costa Rica Pet Care, I largely mean the founder, Dawn. Her work includes sterilizing over roughly 12,500 dogs and cats. Dawn coordinates with veterinarians all over Costa Rica who donate their services for 1 weekend per month doing spay and neuter clinics. She tirelessly drives through the rural regions, finding sick and injured animals and provides medical care for these animals. This work helps to keep diseases from spreading at alarming rates through the community.

Dawn

dawn

 

Some before and after medical care photos:

 

Spay and neuter clinic photos

3cats

I know that most of you reading this blog don’t live here and cannot attend our fabulous fundraising fiesta. However, I do hope that you would consider helping by donating a few dollars (via PayPal) through the link below. Any money you send will be split equally between the two organizations. A little bit goes a long way.

  • $10 can provide deworming or distemper shot
  • $25 can provide 1 year of school supplies for a child OR feed a dog for a month
  • $30 can spay or neuter 2 pets
  • $50 provides art materials for a month of creative projects
  • $100 funds ESL and technology education for one child for a whole year
  • $500 can provide a (much needed) computer for the lab

donation button alone 2

Guanacaste Literacy Inc, (DBA: Abriendo Mentes) is a 501(c)3 organization in the state of Texas. Tax ID: 27-1427847 Address: 3310 Crosspark Lane, Houston, TX  77007          

 

 

 

 

A Few Changes

There are ebbs and flows in most things and that includes our new adventure. We made a few more changes on the path to getting unschooling right with Aidan and Vie this past week. Things weren’t working quite as well as we liked and so we needed to do some tuning. The changes have given us all some new energy.

If you remember, we started our path in unschooling with a bit of structure in when we did unschooling; i.e., we had a daily schedule. On the flip side, we gave the young adults a lot of freedom in their choice of “projects” and helped them understand that they were responsible for their unschooling (with help and support of course).

Shortly thereafter I made my first mistake and realized that I was giving the young adults freedom in unschooling pursuits, but not in their schedules. So, I reined that in and allowed them to set their own schedules for when they got up, worked on unschooling, etc. as long as they hit an average of about 20 hours a week.

After working this way for about two months, the pendulum is swinging back a bit in the other direction. While we are still giving Aidan and Vie schedule flexibility, we are adding back more structure to their unschooling work. And I’m taking a little break while Deb, who recently finished working remotely, takes over.

Many things were going on, but I think the biggest factors leading to these changes were overexposure to technology and what I’d probably call dwindling motivation in Aidan and Vie to take unschooling seriously. It got a bit too easy for them to slip into letting technology drive what they did vs. driving it themselves.

In fairness, they are 13 and 11. Having the responsibility for directing one’s schooling path, while an awesome opportunity for pre-teens, can also be a daunting and at times complex task. We adults are still working to get it right.

I had already come to a good understanding of how Aidan learns, which is very different than me. That led to some learning on my part, which I also wrote about. While Aidan did continue to work on his recipes, more and more of his time was spent watching videos on YouTube, not just of cooking, but really anything he could rationalize as unschooling. He’d track his unschooling time meticulously and then switch to watching more YouTube videos – not unschooling related – and not keeping track of his technology time as we had asked.

Vie also tracked unschooling and technology time and focused. The challenge with Vie was in what the topics of focus were. We went from a project comparing digital art tools and another focused on making videos of walkthroughs of Vie playing a video game, to creating a video game, to just wanting to play video games as learning. Topics would change almost weekly and get more abstract.

Each time Vie would change topics, I would spend a number of hours researching the topic, learning the tools (e.g., Adobe Flash gaming engine to build a video game), etc. It was getting frustrating to me.

Vie and I had a good discussion about gamification, Gabe Zicherman’s TED talk How Games Make Kids Smarter, and how Vie wanted to focus on being a video gamer. While I was hesitant, I was open-minded towards trying it. My requirements were simply that Vie describe what the particular video game offered in terms of learning content, and then after playing the game, how would you know that you learned something; i.e., how do you know you were successful at learning what you expected to.

As we went along, it was getting harder and harder to get Vie and Aidan to tell me what they were working on. They weren’t doing the few things I asked them to do. For example, Vie wasn’t writing up what was learned from gaming. I was also getting a lot of “Dad, we are responsible for our unschooling so why do we have to tell you what we are doing?” It is certainly a creative argument that I would probably raise – they are my young adults after all 🙂 – but it wasn’t helping me help them.

What I was coming to realize was that Vie and Aidan, in different ways, really didn’t want to unschool. That didn’t mean they wanted to go to school. They disliked that idea even more. They just weren’t very interested in [any]schooling. Period.

We had set them on this path of unschooling. Here I’ll emphasize unschooling and not home schooling. In Grace Llewellyn’s great book on unschooling, Teenage Liberation Handbook: How to Quit School and Get a Real Life and Education, the book is targeted toward young adults who want to do this and may need help convincing their parents. We had a bit of the opposite situation, so the book didn’t help as much.

I went online looking for some help and guidance. What I found surprised me. I found tons of advice on tactics for helping learners with different subjects, what tools and resources are most helpful, where to go for all sorts of supporting material, etc. I also found strategies for helping learners develop curricula for their unschooling. I even found information on how to help your learner learn a subject they think they dislike, such as math. What I didn’t find was anything helping with getting your learner to want to unschool. Most of the information assumed that that wasn’t a problem. While I can’t say I did an exhaustive search, I did expect to find some information fairly quickly.

Adding to the mix, more and more, particularly with Vie, most of my suggestions and asks were getting met with arguments. Aidan didn’t generally argue, he just often “forgot” about requirements and rules.

I was getting frustrated. I felt like I was giving them lots of room. I was open-minded about what they were working on and how they were doing it. And yet, I felt like it wasn’t working. While I felt that Vie and Aidan were taking advantage of the situation a bit, I felt like I was failing in making unschooling work. And I hate to fail. I know, I need more Type-A Detox. Failing is an opportunity to learn something. While that’s true, and I do embrace that philosophy, it was “different” for me when my kids schooling is on the line.

After one particular night where we caught both the young adults on their computers well past their bed time and against our rule of no technology after bed, and then learned that it was a pattern, we decided we needed some changes. My trust in them was a bit broken. And I needed a little break. This was Deb’s very good idea.

Fortunately, Deb had recently finished her part-time remote work and had time to step in more deeply. We had a family meeting and talked about what we needed to change. We talked about how we needed to add back more structure to the unschooling.

Deb started with having Vie describe to Aidan what middle school was like. Vie had a fairly typical unpleasant middle school experience, full of rules and consequences, lots of behavior management and little actual learning, bullies, and micromanagement of time to name a few. It was a brilliant move. Aidan had had an awesome experience at University Cooperative School, but didn’t have a larger context of what most schools were like. And this got Vie to remember all the reasons why the middle school experience was so bad, hopefully creating some appreciation for unschooling in both cases.

Deb adding back more structure around what they were working on along with a little more structure around daily activities to go back, at least a bit, to a routine. We also limited technology in a few ways. Vie and Aidan needed to write up short descriptions of what they wanted to do online and why before they did. They also needed to use their computers in the main room of the house; no more sneaking computer time late at night. We explained that in time, if they were working well with this structure, then we could try relaxing it a bit.

Deb is also adding in some structured time for conversation – talking about things in the world, why things are the way they are, etc. to spark broader interest and questions. It was a great idea. It’s already led to discussions on economics, body chemistry and biology.

This last week has been a lot more manageable after the changes, even with the serendipitous intervention of having no Internet for 5 days now. While it’s been inconvenient for all of us to not have internet access, and while it’s been frustrating getting the cable company to make a visit to fix it, it’s been interesting to see the household effects of no internet on top of our added structure. Stepping back and taking a break (from technology) may help Aidan and Vie get some perspective. It works for adults too. It already has in my case.

In reflecting on recent events and doing some more research (thanks to the Wi-Fi at the Shack), there are a few insights I had that I’d thought I’d share.

Systems and Goals
Awhile back, Deb found a great article on systems and goals. I had intended to do something with this in a future blog post, but the opportunity for application in our current situation was powerful. Essentially, the author James Clear makes the argument that systems are more valuable than goals. We all grow up – and continue into the work force – setting and achieving goals. Goals aren’t bad. But systems can be more useful. Systems are structured ways for consistently working toward a goal.

As an example, you may have a new year’s resolution to lose some amount of weight or get fit or save some amount of money. Many people abandon these after a short time. The goal doesn’t easily lead to day to day energy and focus on the goal. In contrast, if you simply start going to the gym consistently a few days a week and put in place some structure to make that easy, then you will eventually lose weight/get fit. More importantly, you don’t just achieve the goal. You now have in place tools that will help you consistently achieve that goal in the form of a system.

In our case, I was focusing on the young adults having projects and goals (of their choosing). I did not have in place enough structure (a system) for them to make consistent progress. I think adding back structure to our unschooling will help Aidan and Vie develop more systems for working toward achieving any goal.

Executive Function
Adults have the ability to visualize and plan for the future, think strategically, and see how they need to tune near term actions to better help them with their longer term strategy and goals. It’s called “executive function.” This ability is not well developed yet in pre-teens. Immediate gratification trumps longer term, and more substantial, benefits. We probably all have examples of this coming into play in our early teen years.

Unschooling gives responsibility to the learner to determine what and how they want to learn. They develop a love for learning and with some guidance, they can learn anything. The challenge I see, now, is that without developed executive function skills, it’s hard to expect a pre-teen to be able to do this well. I’m sure in time they may naturally get there, but I also see the role of a parent is to be a significant “flywheel” in this process – something that makes it go better, faster, stronger. At times, I think this means that we need to add more structure and help edit goals and systems a bit.

I’m still getting past my ego and inability to make this work smoothly so far, which is tough. We came into this so optimistic, thinking it would be a wonderful, easy experience. At least I did. I was naïve. It’s hard. Though, it may not be nearly as hard as dealing with some of the negative side effects of schools (over reliance on homework, bullies, less attention to individual learning styles, etc.) over which you feel as though you have little ability to effect change.

However I can’t think of anything more important and so we will keep learning, tuning, and refining what we are doing. We’ll also keep sharing our journey. Maybe it will keep some folks from falling into some of the holes along the way that we did! It is all part of the journey and I think we will all be stronger for it. Pura Vida!

“That which does not kill you only makes you stronger.”

Nietzsche

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.