Assistant Superintendent of Curriculum and Instruction
I am certain to be way late to the party, but consider me asking for a friend:
What is the point of Minecraft?
Through a first-person view, the player mines resources to craft a whole new world. That’s it.
No levels to beat. No game to win. No way to throw the game controller across the room while flossing as confetti explodes all around and ESPN Jock Jams push unhealthy decibel levels, because you have just become the ultimate Minecraft champion.
Instead, you mine and you craft. You mine, and you craft. You gather resources and apply those resources with no clear victory to be achieved.
Except, if you have ever watched kids mine and craft, you know that the experience unlocks creativities that you never knew were there. Swimming pools. Gardens. Dining rooms. Roller coasters. Towers. And more and more and more.
So much so, that it causes me to ask follow-up questions: Could it be that creativity was present all along? Could it be that Minecraft contains the code to release the creativity that kids naturally possess? In short, are kids wired with creativity? If so, what learner experiences can we mine and craft in order to unleash the most creative students ever?
Facilitate intrigue to develop the most creative students ever. I believe that most students come to school each day saying, “Fascinate me. Captivate me. Show me why it is good for me to devote most of my day to this.” For educators, if this is the case, we should eagerly anticipate and embrace such opportunities every day. How? By intentionally designing learner experiences that tap into the natural curiosity tendencies of our students. Teachers that embrace this challenge…that respond with: “Just wait until you experience the learning planned for today. I’ll show you!” These are the teachers, classes, and experiences students run toward.
Therefore, how can we mine intrigue to craft irresistible learner experiences for students? First, ensure that students walk into an experience that is already occurring. Intrigue levels are typically high when we feel as if what we are about to participate in is already happening. This could be as extravagant as transforming a classroom into a hospital or restaurant or courtroom. It could also be as simple as playing music, appealing to the sense of smell, or having a design challenge ready for students as they enter the learning environment. I imagine students running into your learner experience in order to determine just what in the world the teacher is going to do today!
Second, launch learner experiences with questions that force students to take a side or argue a point. In other words, “Here’s the scenario. What side are you on and why? What are you going to do about this? What do you think about the way this person or people-group handled the situation?” By inviting students into a situation, intrigue develops as they forget they are participating in a class; but instead, take on the character roles of the people in the scenarios. Educators can deepen this reality by reorienting learners with questions such as: “Why do you think we are investigating this scenario? Why do you think I forced you to choose a side and defend your choice? How do you feel about the lesson so far, and where do you think we are headed?” Maybe, at this point, you offer students voice and choice as to where to proceed next. Regardless, they should be charged up with intrigue and buy-in while eagerly anticipating whatever is coming next.
Third, in order to facilitate intrigue in a learner experience, change the meeting location for class. If the class comes together in a location that is unusual, intrigue is a natural result. Why? Because you are going to get a myriad of questions that all begin with: “Why are we having class here?” Whether you are outside, in the hallway, in the cafeteria, in the gym, or in an online learning environment, if the location is atypical, intrigue will result. Intentionally leverage that to your advantage, and take students on a learning journey they will never forget. Consistent intrigue builds anticipation that becomes excitement, and excitement is fuel for learning.