This week is Exhibition Week. And we are now on the 5th article about Learning Design. Like the previous four weeks, I will cover about a topic on Learning Design followed by updates of ActonKL this week. We’ve been diving deep into Core Skills, which consists of the foundation of Math, Reading, & Communication. This week, we move on to the juiciest part of Acton’s Learning Design—Quests!

I will cover Quests in two articles. This week, we look into the basic of Quests: why we do it, what it is, when and where does Quest happen, and how do we (and Eagles) design Quests. The next article (in 2 to 3 weeks), I will make a comparative study of Quest vs. Traditional Subject using concrete examples from ActonKL’s Quest offerings.

What is Quest?

Quests are a four- to seven-week series of challenges bound by a compelling narrative and designed to deliver 21st-century skills. It is Acton’s approach to Project Based Learning.

For individual studios, there is a movement from breadth to depth as described by Laura:

ES Quests (6+ to 11 yo): broad explorations of science and curiosity.
MS/LP Quests (11+ yo): dive deeper and add rigor.

How about PS (4 to 6+ yo)? We find that the four- to seven-week might be too long. Instead, their whole learning approach is a combination of Montessori tools (for Core Skills) and lots of play around a structured design. The Play feels more like many mini-Quests that emerge naturally.

When does it happen? Where do we do Quests?

Quests usually happen in the afternoon, where Eagles dedicate 1.5 to 2.5 hours. It means 50 to 70 hours of deep engagement on one topic, exceeding one American college credit. We usually hear that some of our 12-year-old cover depth similar to college levels from our Exhibition Guests :))

Quests often happen in the Learning Studios and the campus environment. The studios are modified thematically to deliver the experience best-suited for individual Quest. Yes, the studio becomes a massive kitchen, a game studio, a drama stage for weeks. Also, we add Quest experiences through excursions, community facilities, and invite heroes to share their experiences. While we see the world as our classroom, we work resourcefully within the constraints of logistics and local resources.

Why Quest?

Quests take two approaches: learning by doing and a compelling narrative. They create maximum conditions to build knowledge.

Learning by Doing:

I hear I forget. I see I remember. I do I understand.

—Confucius.

We do not do Physics, Geography, Arts, and any “subjects” through a textbook or any “chalk and talk” learning. They are dry and forgotten. Like Confucius, we know that deep understanding comes from hands-on experience. The experiences also build motivation, relevance, and context to the Core Skills.

Compelling narrative:

Humans need stories. Stories build connections and are what make us human. Acton uses stories or sets of challenges that lead to a showdown (usually this is the Exhibition) to simulate the “Learning by Doing.” When we are going about it, we relate to the most fundamental process of Acton too: the Hero’s Journey.

Who runs the Quest?

It is common to associate Guides role as the facilitator, with Eagles participating. In some ways, that is correct. But you might imagine a facilitator going on the floor, and the Eagles doing things on the cue and lead of the facilitator, like the image below:

That doesn’t often happen* at Acton Academy. Our learning approach is always upside down: Eagles take charge of their learning. Specifically, Guides (our term for facilitator) offer:

A narrative using Socratic discussions, decorations, role plays, etc.;
A series of challenges;
Points, badge requirements, and rules of the game.

Eagles then lead Quests as Guides step back.

*sometimes we have to use more “careful” technique, say demonstrating the use of a machete or blowtorch.

How is progress measured?

Guides do not “grade” Eagles. So, how is progress measured? Here are four ways:

Points for challenges earned. Eagles convert Points into Eagle Bucks, an economic currency within the studio, which can be used to purchase goodies.
Badges for completed Quests
Exhibitions showcasing finished work
Portfolios for work they’re especially proud of

Who design Quests (at ActonKL)?

At ActonKL, we have sourced our Quest design and materials in three ways.

Via the Acton Academy network. Mostly via the main Austin campus with varying degrees of modifications to suit our Eagles. 50-60%
Via other sources, also modified to suit our Eagles. 10-20%
ActonKL designed, usually with inputs from real-world practitioners (experts). 20-40%

Our goal is to have Launchpad (15+ yo) creating Quest for other Eagles because that is the best way to dive deep and master something.

How are the Quests created?

First, every Quest creator needs to consider two things: a basic understanding of project-based learning, and understanding of the audience. Then, each Quest creator goes through a process of big-picture planning, in-depth brainstorming, and final design.

Stages	Steps
Big picture planning	Determine a high-level topic the Eagles will explore Consider the year’s overarching question and how the topic fits in Consider the end product of the Quest, i.e., the Exhibition
In-depth brainstorming	Determine a specific topic for the Quest Make a list of real-world problems needing to be solved related to the topic Create a long list of challenges (mini-projects) related to the topic and real-world problems. Consider how to link these challenges together, week by week, with a narrative and preferably involving role plays. Add individual and group incentives that resemble the real world as closely as possible.
Design the Quest	Narrow down the challenges and create associated launches Tie challenges into a storyline (“the Quest”) and include trackable deliverables and choose the Exhibition product (the sum of the challenges) Finalize details and logistics

You might wonder: why bother sharing this information? I want to emphasize that we expect Launchpad to go through this process. The process of prioritizing which are the key learning challenges, how to make it appealing, and sharing it with others crystalizes learning in a way where “a master” can relate to “a learner” through creating powerful learning experiences.

Naturally, each Quest depends on the nature of the topic and the style of the exhibition. The outcome of this approach usually results in three basic structures of Quest. I will illustrate each of them with examples using a Quest Map:

Equipping a set of skills: Eagles learn specific skills to deliver a product or experience in an Exhibition. Usually, each skill involves a mini project. For example, in the Animation Quest, Eagles build their knowledge in storytelling, usage of cameras, video editing, sound mixing, and then hone these skills together in a final showcase.
Building layers from a single idea: Eagles start with an idea (tied to an end in mind: the exhibition) and develop that idea with components and skills. For example, in the Entrepreneurship Quest, Eagles start with discovering themselves, form a business idea, and then sharpen it through pricing, marketing, and basic economics. The difference versus the first category is that every activity builds directly from the original idea, towards the final product.
Exploration, and then dive deeper: Eagles explore a theme through different topics and then commit to a single area for a deep dive. For example, in the current Growing Curiosity Quest, Eagles start by experiencing three Eagle-led projects. Then, they explore and commit to a topic of their choice, and create a similar experience for the audience in an exhibition.

All three approaches approximate the 3E model by exploration, expression, and exposition used by Gever Tulley’s Brightworks, a pioneering school in experiential learning. His TED Talk provides context and also an inspiration of what children are capable of:

We might explore other formats of Quest, such as Quests that build on each other. For example, in Acton Academy Guatemala, they had a Mayan History Quest followed by a Mobile Data App Quest, with a final product of an App that enhances a tourist experience of visiting Mayan ruins.

Exhibition!

Finally, each Quest ends with an Exhibition—usually the most significant and intense experience for our Eagle. Each exhibition has their respective format, either showcasing individual or group work. There are high stakes in a public display of work. Acton’s community, the public, and experts question and drill Eagles on their learnings. It is both exciting and nerve-wracking. An excellent exhibition experience is positively encouraging, and failure is real and painful. Eagles work tirelessly, and few burn the midnight oil for exhibitions because they want to deliver their very best work (or procrastinate to last minute).

Preparation: Eagles gave each other feedback in their practice. It’s a learner-driven community :))

This Thursday’s Growing Curiosity Exhibition is no different as Eagles sprint towards the finishing line:

“I can’t wait for the exhibition!”
“I couldn’t sleep last night because I was very nervous. It’s my first exhibition.”
”I want to show everyone my work. It is going to be so fun!”

Then, it’s show time. Eagles, organized either individually or in pairs, shared their Growing Curiosity topic with the audience. Many of them engaged using activities in addition to the typical “show and tell” format.

Exhibitions are Eagle-led (even for ES of 6+ to 11 years old). They manage the entire experience from introductions to ending — everything except more sensitive things like handling AV equipment and judges form.

Eagles get adults to participate in the Exhibition experience. Shreya demonstrates her point on why Lego is an excellent tool for learning, and then she gets the adults to play Lego through a learning challenge.

They draw to participate. Yes, the Eagles make them draw :P. Ee Wern, six years old, shares her fascination with Van Gogh.

It’s a fun experience for the audience, who are mostly parents. Here they have to build structures and test it through an Eagle simulated earthquake. The Eagle, Kaleb’s (not in pic) topic of research is earthquakes.

It is easy to see who has done the research and work by paying attention for five minutes. It is likely a more realistic test than a quiz. Kotowa demonstrates her knowledge of the Solar System through images, models, and organized way of delivery: each planet image has facts underneath.

Some Eagles take their showmanship professionally. Exhibitions are also an expression of your callings. Evan is sharing his enthusiasm and the understanding of the character complexities of Batman and the Joker.

Most importantly, the Eagles have fun and enjoy the process, especially if they put full effort!

For the Middle Studios, their Exhibition was about Friendships and Friendship Strategy. They had a Tribe Building and Film Festival mini-Quest just three weeks back. So, this exhibition takes a lighter and more conversational approach, ending with a simple contract signing ceremony. They organize everything on their own, including layout, schedule flow, and dry runs. Guides’ role is limited to providing the challenge and some framework for reflection.

Introduction. The goal to the audience: ask tough questions, find out about a teenager views of friendships and their friendship strategy.

Tough & mature conversations. Who are your friends? How will you choose friends? What are toxic friendships, and how to avoid them? What are meaningful experiences?

If you can’t make it for the Exhibition, it doesn’t mean you cannot deliver your work. Eagles find solutions despite limitations.

Finally, Reflections

After Exhibition, there’s time for reflection. The reflection involves wrapping up the Quest work into portfolios, and also sharing feedback with their experiences. The goal is to make promises and learnings for the next one. If an Eagle joins Acton at seven years old, there are more than 80 exhibitions to the final years at 19 years old. A 5% improvement, compounded over 80 times, is a 50x improvement from the first one. While each exhibition feels like a destination, the accumulated series of them make it a journey of many milestones.

Other Updates this Week!

Besides the exhibition and the preparation that goes with it, each studio has its own story.

Spark / Preschool (PS) Studio

Here’s a tough question: How can you get a 4-year-old to follow a schedule? Bear in mind that she cannot read time. “We will be there in 15 minutes” means probably asking “Are we there yet?” 15 or 30 times. But every child, starting from 2-years-old knows it when a Youtube video begins and ends. There’s a way to present the past, present, and future to a child.

So, let’s make time visually concrete:

Mr. Aaron, the PS Guide, experimented with hourglass and Eagles took the responsibility to “swap” the hourglass in each time section based on the color coding of the Schedule. Does it work?

It worked. Except when the Eagles used the 1-hour big white hourglass, they expressed: “so long!” The other factor is they also took leadership on different tasks, such as checking in on Circle time, being time-keepers, librarian, and so forth. They took each responsibility earnestly. And they even packed Chinese New Year goodies for the ActonKL community!

~~Child labor, minions~~… It’s teamwork and responsibility!

The truth is that PS Eagles are conquering the world with their imagination and strengths. Watch out!

Elementary Studio (ES)

It’s a crazy week! Besides the Exhibition, the Eagles celebrated two birthdays & end-Sprint celebrations with ice-skating, and also a cross-studio townhall.

Happy Birthday, Sufyan & Uma!

Happy Birthday, Uma! Celebrating it with ice cream cake at MyNISS :))

Happy Birthday, Sufyan! He also had an ice cream cake, but oddly no pictures 😛

Cross-studio Townhall. A mess resolved?

On Wednesday, the Eagles left the kitchen in a mess. Ms. Caryn, the ES Guide gave a notice: have a solution before Exhibition, or no Exhibition. Each studio blamed another one—”It wasn’t me!”

Still, a solution is needed. So, the ES and MS Eagles organized a town hall to discuss for solutions. It was intense, and they had to produce a solution and promise in writing. Their answer: sinks separated by studios, and agreed consequences at a studio-wide level. We will see if this will work.

Townhall led by ES. Yes, the 9-year-olds are leading the discussion for a group of 6 to 15 years old.

It may work, or it may not work. The most important part of this process is that the Eagles experiment, and own up problems and solutions. That itself is the most significant learning experience.

Middle Studio (MS)

The MS Eagles completed their essays, Quest projects, and compiled it into a portfolio. The two best essays were from the new Eagles: Dhanya’s and Ee Rynn’s. This is the usual end of Sprint cycle. The main difference is that they video conferenced with the MS Guide, Dr. Ewe who recently had an operation. And they got him a surprise, by bringing Dr. Ewe’s daughter to the conference :))

Well, that’s all for this week. See you all in two weeks time!

Happy Lunar New Year!

Wishing you lots of prosperity and courage, like the Lion Dancers (Jun Xi, a 6-year-old Eagle’s booth :P)