Blog Post #4-Genius Hour 2.0

For one of our fall assignments, I tried out Genius Hour within a current unit of study.  Since time was a factor, I had students write thick questions based on the unit we were currently working on, then complete research.  Students also recorded their new “I wonder” questions to add to the wonder wall.  I loved the excitement and enthusiasm, but hated that I did not have the time to devote to a “real” genius hour.

Over the last month, I have been working with our literacy coach to implement a “real” genius hour as part of a learning lab.  This learning lab will allow other teachers to come observe my class working on genius hour, and give a separate collaboration time for me to share the details, answer questions, and give support to all grade levels.  Since time was a factor last time, I have replaced my current morning work research time with genius hour as well as replaced my science time on Fridays.  This will allow students to have over an hour a week to work on what they are passionate about.

To start, I had students list all the things they were passionate about on a sheet of paper.  After that, they picked one and turned it into a thick question.  I was amazed at some of their questions, and I loved hearing the excitement of peers when they had the chance to share their questions. 

List of students thick questions:

As students are researching, they record their new learning in a genius hour folder and answer a weekly Padlet question.  I review their facts, write questions to help guide their learning, and make sure they are staying on track.  The Padlet is a great way for me to quickly see what the students need assistance with and find out their thoughts about this project. 

Sample of Padlet responses to the question-What do you need help with? (excuse all the spelling mistakes J )

As students research, I ask them to focus on what is important and determine the important information within a text.  I modeled how to do this using various text.  As students dug deeper into their research, they started to form other questions.  Students write these questions on a sticky note to place on our wonder wall.

In our most recent mini-lesson we co-constructed a rubric.  I have really enjoyed doing these and I am so glad my opinion of rubrics have changed. J

I have loved the excitement, motivation, and enthusiasm my students have showed during this project.  They often ask me, “Can we use our free time to work on genius hour?”  or “ Can I work on this from home?”  These questions are coming from students who struggle to complete daily assignments.  I am so excited to see how students use their research to create a presentation and present to parents and administrators.  I know that they are going to continue to blow me away.