Students now select:

• Their personal session guide from the 8 options
• The games they will be playing on a separate device as they move through the Challenge Master tutorial. Approved games will be non-violent and have several levels of difficulty...

"Stuck-ness" at Challenge Points is defined and students get their first "play (their selected game} until you get stuck" instructions from the guides.
 
The normalization of "getting" and "being" stuck at Challenge Points in learning begins.

Guides begin the process:

So, (name} here's some great news! Something happens whenever you take on a challenge and try your best to find what it will take to move to the next level. What happens is that you get something very valuable that nobody else can give you. It's like a reward. Sometimes it's a reward for just being willing to try really hard even when it's hard. Other times it's a reward for trying hard AND succeeding too.

Let's look at a couple of examples.

​​So (name), now that you will be playing (game name) while you work through this tutorial we both know that there will be Challenge Points. First you will develop enough skill to get through a level and then you will need to learn additional skills to get through the next."

Effort and personal reward begin to get paired.

Guide (experienced Challenge Master) speaks:

Sometimes this is still a Challenge Point for me but l've been practicing and learning how to move from here...

TO HERE!

​And now that I am practicing I succeed much more often.
And my reward is that I am proud of myself and I feel confident that I can do it again!"

There are repeats of this sequence with other guides and other activities.

Then guides begin the process of directing students' awareness and attention within as they play and get stuck in between game levels.

The internal state distinctions to be observed will gradually be specified as students practice "looking within".

As students return to play, guides begin the process with these instructions:

Notice what it is like for you to be stuck and then when you come back, think about what it was like to be stuck for a little
while.

Think about what will help you whenever you feel really stuck at a Challenge Point.
Like when you get stuck more often than you expect to
Or when you get stuck for longer than you expect to.

Then students begin to learn about the cognitive and emotional resources that will help them at Challenge Points.

I found out that I just needed to find enough confidence, concentration​ and determination to do my best work.

​​Me too!

​We all found out that whenever we get stuck - 

​​CONFIDENCE, CONCENTRATION AND DETERMINATION

​​CAN HELP GET THE JOB DONE!

Other examples with other guides are given.

This session ends with a homework assignment that introduces them to what comes next in the Tutorial; learning how to “check inside” then identify and then activate internal resources for help at Challenge-Points.   

See What Students Will Learn Next