Practicing choice, strategy, and voice in the Chessboard Realm (Jan 12–23)
Highlights: How did we turn learning upside down?
Learners reviewed their Iowa Challenge results and reflected on their experiences working toward reading and math badges so far. They were then given the opportunity to decide how they preferred to proceed with their badge plans—either moving sequentially through all levels or using their results to work within a challenge zone that felt neither too easy nor too difficult.
Learners increasingly supported discussions by helping move conversations forward and assisting in choosing and upholding the Rules of Engagement during group discussions.
Learners have been building skill and character while playing chess and engaging with the game in a variety of ways—including playing human chess!
In Communications, learners began a new writing assignment focused on composing a persuasive speech. They brainstormed and researched topics, identified important questions, and considered potential roadblocks they might encounter while developing their ideas.
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Learners reviewed their Iowa Challenge results and met with guides to discuss what the data showed and how it aligned with their experiences. Based on these conversations, learners planned next steps in reading and math according to their learning preferences.
Learners completed a one-off challenge to set yearly learning goals, supported by a Loom video that walked them through the process of articulating longer-term goals.
Learners continued to enjoy playing online chess, making use of features such as playing with a coach and working through chess puzzles to develop skills and strategy.
Hands-on, project-based Quests to master the tools and skills needed to solve problems in the real world
During Chess Quest, learners continued playing mini-matches and full games, both in person and online. They tracked wins and losses in their weekly trackers, with scores contributing toward the Greatest Skill trophy.
Learners also voted weekly on honourable play—recognizing heroes who demonstrated fairness, respect, and integrity during games. Votes contribute toward the Greatest Character trophy.
Learners continued playing chess with fellow travelers and online opponents.
In addition to tracking wins and losses, learners were introduced to using a chess clock to support pacing and time awareness during games.
Learners began the art component of the quest, drawing chessboards. Some explored using one-point perspective to create the illusion of viewing the board face-on.
Written promises and covenants that form a tightly bound community of individuals learning to form authentic friendships and honestly resolve interpersonal problems
Studio norms around responsibility and follow-through surfaced naturally during shared work times, including reminders about cleanup and preparation.
As changes were introduced to studio culture—such as allowing certain fidgets from home to support focus—learners discussed how to preserve the sacredness of launches while adapting to new needs.
Learners facilitated a productive Town Hall, discussing requests for more outdoor time, possible schedule adjustments, expectations for punctuality at launches, and what they considered appropriate fidgets during discussions.
Deep Socratic discussions about heroes, history, and self-governance to hone critical thinking skills and the ability to powerfully think, write, and speak
Learners were introduced to Nellie McClung, Canadian suffragist and reformer. To launch the discussion, learners were asked to imagine having their voting rights removed during Town Hall. This prompted strong reactions and led into a discussion about speaking up in the face of unfairness.
Learners shared personal examples of advocating for fair treatment—with siblings, parents, or within the studio—and reflected on what made it possible for them to take a stand and how it felt afterward.
In Chess Quest, learners focused on the rook, discussing its strength and symbolism as a steady, tower-like foundation. Learners reflected on what it means to stand firm when challenges arise.
Learners revisited their yearly goals using a new visual system in the studio. They placed badges they are aiming to earn on a board and will move them to a “badges earned” column as they achieve them.
In Civilizations, learners read an excerpt from The Odyssey describing Odysseus’s encounter with the Cyclops and debated whether Odysseus acted heroically. While many cited bravery and cleverness, others questioned his actions and moral character. Several learners remained undecided by the end of the discussion.
Learners focused on the bishop during Chess Quest, learning how the piece moves and exploring it as a symbol of prudence and planning.
Learners used the image of a three-paned mirror—reflecting past, present, and future selves—to identify obstacles standing in the way of the hero they want to become (such as anxiety or procrastination). They then developed plans for responding when encountering those “opponents.”
Memorable quotes from learners this week: evidence of the model in action
“Now I know why you didn’t kill me—because I could have killed you!” (during a chess match)
“We should start cleaning up. I don’t want to leave it until the last minute like we always do.”
“He’s doing the ten golden moves!” (noticing a strategy used by an online opponent)
“I boxed her in.” (describing a rook strategy learned from playing a fellow traveler)
