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

Type-A Detox

I learned something very valuable this week from my son Aidan here in Costa Rica on our new adventure. You might even call it “my second mistake.“ It was about unschooling, parenting, and patience. Mostly though, it was about myself. It was simple. I even knew it in my head logically – I just didn’t embrace it. I might not have even paid enough attention to learn something if I hadn’t had yoga and a quiet chance to reflect.

There are other paths to learning and to achievement than the “Type A” way (here is where you can say “duh”).

I’ve been pretty successful, and fortunate, in my education, my career and my life so far. For as long as I can remember I have driven myself to learn new things, to do more, to push myself to do things better, and to take on big challenges. I like it when things are hard. I like competing with, and working with, people who are better than me because I learn more. I like trying lots of new things. I get bored when there isn’t a lot going on. You might call me Type A (though by Seattle standards I am probably in the middle).

The places I’ve chosen to work, particularly startups and Microsoft, really reinforce this Type A approach to things. I found that working with others like me creates a great energy to push the envelope, It was well and good while I was in those environments, but it isn’t as helpful now as I work with Vie and Aidan in unschooling. They are not Type A.

Aidan also has a different way of learning than I do. I tend to just go try things. I learn by doing. Aidan likes to see how things are done first – for example, watching a YouTube video. Neither is better than the other. They are just different ways of learning.

I had the hubris though of thinking that making progress, accomplishing goals, and even learning was better in a Type A way. I hadn’t actually realized just how ingrained in me it was. One of the more insidious things about being successful as a Type A person is that it can blind you from other ways of being – ways that can be equally as effective. I was unconsciously expecting Aidan and Vie to do things like I do. Debbie had even been coaching me with gentle hints, though I didn’t really embrace them either. It’s time for me to detoxify myself from Microsoft and this Type A way of doing things. It’s not working and when something isn’t working, you need to change it.

How did I come to this rather obvious realization? It started with Aidan and his unschooling cooking project. In the last few weeks, it’s been a little difficult getting Aidan to be “diligent” about unschooling. He’s been watching videos of Master Chef and lots of YouTube videos of cooking different things. He had recipes he was working on and I didn’t see him working on those directly, either through cooking or writing up the recipes.

When I learned how much he was watching videos, I lectured him about watching too much “TV” and not “doing” enough on his recipes. I asked him to give me a breakdown of how he was going to spend his unschooling hours this week and that they couldn’t involve “TV.” Can you believe it? I was expecting him to be a Microsoft Project Manager.

I went to yoga afterward and in the part where you do a bit of meditation, I thought about all of this. I had the blindingly obvious insight that I was expecting Aidan to be me and not Aidan. He was learning his way, which was more about learning through study, and he was doing it in an exploratory path, not necessarily a goal-driven one.

When I came back we went out and had coffee by the pool and talked. He was indeed watching all of the videos so he could learn how to do the different techniques needed in cooking his 10 recipes. He also got “distracted” by other videos of interesting recipes and techniques. I’d now reframe “distracted” to mean that he was exploring the wide world of culinary arts his way – by sampling techniques, looking at different approaches, seeing interesting ways others put together recipes, etc.  In other words, he had a perfectly acceptable, but very different, way of learning compared to me. I told him that I was wrong and I didn’t appreciate his approach to things as much as I should have.

Compounding all of this, Aidan is also a very social learner. He loves working with others (I like that too, but I can just as easily focus intensely and work on my own). One downside of unschooling in another country is that he doesn’t (yet) have easy access to others he can work with.

So, after our coffee chat, I suggested that we cook together. He had been learning to pan fry steak so he could create one of 10 recipes for his project: bacon wrapped steak with pineapple chutney. Aidan had come up with this all on his own. What followed was pretty inspiring, confirming unequivocally that there are other effective ways.

Aidan had watched several videos on pan-frying techniques and had practiced that. Recently he had been watching a number of videos on the best way to cook bacon wrapped steaks. It involves searing the steak in a pan and finishing it in an oven.

When we started making steaks for all of us, I just helped him get organized and then acted as his sous chef. He did all of the actual cooking. He just did it. There was no hesitation. He had a plan. He was very thoughtful about differences in steak thickness and how to adjust cooking for them. He carefully monitored all of the steps. And the steaks came out perfectly. They were perfectly seared, moist and flavorful. The bacon too was cooked perfectly. They were the best steaks I’ve had here anywhere, including in restaurants. Vie raved about them. And Aidan did it in one try.

Aidan was indeed learning. I probably would have spent a lot more time cooking and “burned” through several steaks. I probably would not have benefitted from seeing multiple diverse approaches. I now appreciate his and other approaches far more – not because I saw the results, but because I was reminded of the process and understood it. The University Cooperative School Aidan attended had a great tag line that I love (and should have channeled more): “Childhood is a journey, not a destination.” The same holds true of learning. Intellectually, I knew this. Behaviorally, I didn’t embrace it. I still have much to learn myself, especially about unschooling.

I’ve talked about how change is difficult, particularly when there is complexity. Change is not safe. I was proud of what we are doing here because we are not playing it safe; we are changing everything. Or so I thought. Well, now it’s time for me to embrace more change as I help Vie and Aidan unschool their way and not mine. As a (hopefully former) Type A parent, maybe this is just another way of being “intentionally off path.”

Thanks, Aidan, for the very gracious lesson. Pura vida, bud.

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.