Snow days, strategy, and thinking through the Knight’s move (Jan 26–30)
Highlights: How did we turn learning upside down?
Skiing at Mount Pakenham
Tobogganing and outdoor play
Chess strategy and discussion
Town Hall problem-solving
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At the start of the week, learners spent time watching instructional chess videos from Storytime Chess and Chess NYC, selected based on their current level. These videos focused on understanding how different chess pieces move, common strategies, and basic openings.
Learners also continued to have the option to play chess online each week—against other players, the computer, or with the support of a coach—allowing them to practice skills introduced during lessons.
Hands-on, project-based Quests to master the tools and skills needed to solve problems in the real world
This week’s focus in Chess Quest was the knight, with a corresponding character emphasis on courage and creativity.
Learners discussed how the knight’s movement—unpredictable and indirect compared to other pieces—can be both an advantage and a risk. They explored when unpredictability can be useful on the board, and when it might lead to mistakes, drawing parallels to real-life decision-making.
As the week progressed, learners reflected on their own playing styles. They discussed whether they tend to:
play it safe and rely on familiar moves,
take risks and try unexpected strategies, or
attempt to read and anticipate their opponent’s intentions.
Most learners identified themselves as cautious players, relying on a small set of successful moves. As peers became more familiar with those strategies, learners began considering when it might make sense to experiment with new approaches. Many noted that they are still focused primarily on their own moves and are not yet consistently reading or concealing intentions during play.
Written promises and covenants that form a tightly bound community of individuals learning to form authentic friendships and honestly resolve interpersonal problems
Learners used Town Hall to address challenges related to Core Skills time and the studio maintenance schedule. They identified areas that weren’t working as intended and proposed specific solutions they plan to try moving forward.
Deep Socratic discussions about heroes, history, and self-governance to hone critical thinking skills and the ability to powerfully think, write, and speak
This week, learners discussed whether they benefit more from working independently or working with others. While many felt more focused and productive in group settings, others preferred working alone. In light of this discussion, learners revisited how they set and log goals with their Running Team members.
In Civilizations, learners began learning about the Persian Empire under King Cyrus, while also revisiting the Spartans and Athenians. They engaged in an energetic discussion about whether it is better for a society to prioritize a strong military for protection or a strong democracy to ensure citizens have a voice in government.
The studio was evenly divided, with learners presenting evidence and reasoning on both sides. Some argued that without the ability to defend itself, a democratic society may not survive long. Others countered that safety without freedom or voice could lead to a long but unhappy life under poor leadership.
Memorable quotes from learners this week: evidence of the model in action
“Did you not watch the video on this move?” (during a chess match, referencing a strategy introduced earlier that day)
“Wisdom is not just math.” (encouraging a fellow learner who felt unsure about their own wisdom)
