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>>Student: How do we know there are tiny things in a drop of pond water,
we can use a microscope to view the pond water.
Imagine you could shrink yourself and walk into a tiny cell,
what is it like inside a cell, it's a fantastic journey.
>>Teacher: Fascinating, very close.
Thank you so much.
>>Student: It feels like you're playing
when you're actually learning.
>>Student: Like sometimes, you could like play a game
and not even know that you're learning.
>>Student: You're actually having fun and you realize it,
and then you realize that you're learning while you're doing it.
>>Teacher: I have to ask that question, what hat are the kids going
to wear in this mission that they're going to be on?
And that's part of the curriculum design process.
I think most teachers do curriculum design with, "Okay,
what do they need to learn?"
But at Quest, it's "What do they need to learn,
how are we going to engage them?
And what role are the kids going to be stepping into
and what story are the kids going to be stepping into?"
So it's all a part of creating this narrative.
>>HTTP--
>>Dot colon slash, slash.
That's exactly what's in front of the website.
>>Teacher: Can I see?
>>Yeah, take it--
>>Teacher: Are you sure that's what you see?
>>Yeah, HTTP.
>>That's the slide.
>>Teacher: That's really weird,
I totally thought your specimen number was going to be a plant cell.
>>Wow.
>>That is ODO.
>>The light switch is bent.
>>D-E, that second letter's an E.
>>An E?
>>Teacher: Greetings, TWTW students.
I'm Doctor Smalls.
I work for Shrinkly Labs.
I am honored to say, you are invited to compete
in the 2013 Shrinkly Labs cell city design competition.
>>The "Need To Know" is created by this cast of characters.
There's a teeny little doctor, named Doctor Smalls,
and he has shrunken himself and put himself inside of the body of one
of his patients, because he was trying to find
out what this mystery disease was.
And in shrinking himself, he lost all of his medical vocabulary
and he sends my students a communique.
So the "Need To Know" has helped get me out of this body, I'm trapped,
and help cure my patient.
So it's actually like completely ridiculous
and the kids know it's a game.
But it's so fun for them to become a part of this narrative
that they do get right in and they do get involved and start figuring
out the clues of, "Well, where is Doctor Smalls now?
Well, we know he's in this hollow space," and they start learning
about the body from basically these clues of his location in the body.
So they know that it's all made up
and they know it's all just play, but it's fun for them.
It's much more fun than just, you know, PowerPoint after PowerPoint,
"And now we're going to learn
about the respiratory system, boys and girls."
>>Student: I think we play games at Quest to learn
because it helps us incorporate learning into having fun.
>>Student: You could learn from a game and be like, "Oh,
that was so fun," and then like read like a book
and be like, "Oh, that was fun..."
>>Teacher: It leads some kids to get sidetracked.
"Well, you know, this isn't real," or "I don't care about Doctor Smalls."
But for ninety-nine percent of the kids, it's like, they're totally in.