Order of the Chessboard Realm (Jan 5-9)

Highlights: How did we turn learning upside down?

This week marked the launch of a brand-new Quest and the beginning of a new learning arc.

Heroes entered the Chessboard Realm, our quest this session. Learners began navigating a new set of challenges and systems designed to build both skill and character through the game of chess.

The studio energy shifted as learners moved between planning, playing, reflecting, and collaborating—both at tables and on the floor—setting the tone for a session focused on strategy, decision-making, and honourable play.

Hands-on, project-based Quests to master the tools and skills needed to solve problems in the real world

Learners began working through a variety of challenges including:

• mini matches

• playing online on chess.com

• and human chess, where teams planned moves on a demonstration board and then mirrored those moves on a life-size board, playing as the pieces themselves (with the help of a few chairs)

As learners build technical chess skills, they are also exploring character traits represented by the pieces—such as the patience of a pawn or the leadership and integrity of a queen. Throughout the session, heroes will practice playing honourably and learning how to both win and lose gracefully.

Each week, learners will vote on a studio hero who demonstrated the greatest honourable play, keeping score as the session unfolds. The Quest will culminate in a chess tournament on Exhibition Day, with learners competing to win two trophies--one for best skill and one for best character!

Written promises and covenants that form a tightly bound community of individuals learning to form authentic friendships and honestly resolve interpersonal problems

As learners began working in teams during chess challenges, studio promises around communication, fairness, and accountability were naturally put into practice—especially during planning discussions and moments of disagreement over strategy.

Deep Socratic discussions about heroes, history, and self-governance to hone critical thinking skills and the ability to powerfully think, write, and speak

The session opened with a launch placing learners in the shoes of the Apollo 13 crew, faced with a high-stakes decision after an oxygen tank explosion forced the mission to abort.

Learners were asked to choose between powering down and risking health, or using power and risking not making it back to Earth—and to reflect on how they felt making that choice: confident, nervous, or indifferent.

This launch led into the session’s overarching question:
“Is a hero defined more by strategy or bravery?”

Learners discussed the advantages and risks of acting quickly and bravely versus taking time to plan strategically. While many felt quick action was more heroic, they also identified the danger of mistakes made in haste, and the risk of missed opportunities when action is delayed too long.

In Communications, learners were introduced to Eisenhower’s Urgent–Important Matrix as a tool for time management. As a group, they categorized studio-wide tasks into the four quadrants, discussing priorities and identifying tasks that could be delayed—or eliminated altogether.

The following day, learners applied the matrix to their personal task lists, reviewed one another’s work, and signed pledges committing to the priorities they identified.

Memorable quotes from learners this week: evidence of the model in action

• “This is kind of terrifying.” (while playing a pawn in human chess)

• “There are some defences we need to make better.”