Q: Is there an optimal way to learn anything and everything?

A: We think so - as long as the learning environment contains enough "want to" and "have to" opportunities.

Before we go any further we must differentiate "need to" from "have to" because the two are very different. In a hypothetical classroom, the teacher may be instructing students about algebraic methods, but it is only because they need to cover this topic according to some learning standards created by a governing body that says "students need to learn this in order to graduate." Let's be honest, how many students are highly motivated and naturally want to learn algebra? Let's put it another way, how would your student respond if you walked up to them on a Saturday morning and asked "do you want to learn algebra right now?" 🤔 The intrinsic motivation probably isn't there...but how can we get it there? (Hint: Inception worked for Leonardo DiCapario but only in the movie...doesn't work in real life.)

The learning environment is the greenhouse to grow intrinsic motivation, but it must come with sufficient want to and have to opportunities that promote growth. If a student never has to use algebra then they'll likely never want to. Teachers - how many times have you answered the question, "where are we ever going to use this?" Flip the situation now. If the student has to use algebra to accomplish something desirable, then won't they naturally want to? This is the role of the educator. Create a treasure chest of opportunity that only an algebra shaped-key can open. Be careful, students are smart and have a keen eye to discern when something has been fabricated specifically to force a learning objective on them. So don't  do it. Don't fabricate something so narrow that the student can see the learning objective coming a mile away. 

Our suggestion? Get good and lost. 📍

Captain Barbossa nailed it when he said, "Aye we're good and lost now...For certain you have to be lost to find the places that can't be found." The learning environment can't be sterile. Every adventure worth taking involves risk. Learning should be an adventure, but sometimes the environment doesn't accommodate that. This is why we use robotics as a multidisciplinary learning platform and why we participate in competitive robotics.  Each season our students' journeys typically look something like this:

• This challenge is crazy. How on earth are we supposed to build a robot to do that?

• Wait, I have an idea. No, that won't work. Oh, I have another!

• This might just work. This might be possible after all. 

• This needs to work better, I have another idea. 

• This is amazing, we did the impossible. 

The journey begins with a student that wants to build a robot. They still may not naturally want to learn algebra (yet), but the challenge demands that the robot do something that the student doesn't innately know how to do. The students and mentors have to research together to find something that can help the robot overcome the current limitation. Now the student wants to learn that thing (maybe it's algebra) so the robot can accomplish the challenge. Did you see the misdirection here?

• Student wants to build a robot. 

• Student needs robot to do something new and hard.

• Student wants to learn something new and hard. 

Terri & Terry nailed it - it's all about misdirection. It's not about being deceptive and pulling the rug out from underneath a student (hey, there's algebra down here). We follow a simple recipe:

1. Create an environment & activity that students "want to" do

2. Get good and lost to create the "have to"

3. Watch things that are naturally demotivating (new and hard) turn into "want to"

Does this actually work?...

Yes. Year-after-year we've seen this formula of "want to" + "have to" work for learning just about anything. We've used it to discuss advanced concepts in physics, computer science, math, mechanical engineering, and electrical engineering with elementary and middle school students. "Want to" + "Have to" = thriving. 

Want to learn more? 

Ask us anything. Reach out to us via our Contact Us page and we'd be happy to discuss this more in depth and how you can implement this strategy in your programs, in your classrooms, and in your community.