For Genius Hour, I gave students
twenty minutes of class each day for two weeks to become an expert in a field
of their choice. Students were introduced to Genius Hour, given clear
expectations, and given a Genius Hour Project Proposal document. I also provided
students with a folder to stay organized specifically for Genius Hour. Once a
student’s proposal was accepted, they were free to research and explore their topic.
Students did a great job at choosing topics. A few students realized they
needed to switch gears along the way, but I did not have to steer anyone away
from their genius idea. A requirement for students was they could not easily Google
or retrieve the answer to questions on their topic. Students worked diligently on
their project each day. They would enter the classroom and pick up right where
they left off the day before without even a reminder! Students chose various
ways to present their projects. PowerPoint was the most popular, emaze and
posters were also chosen as a method to present. Overall, students did a great
job presenting. One of the requirements was to include audience interaction in
their presentation. Some students asked questions along the way, some asked
questions at the end of their presentation, and a few students left this
component out. Students were also great listeners as their peers presented. Having
so many different topics and students presenting what they are passionate about
kept the audience engaged. I am very pleased with our Genius Hour experience.
Students ask each day if we are going to do another Genius Hour Project, some
began asking before we finished this one! J
What worked –
introducing Genius Hour, setting clear expectations, providing students with
folders and templates for planning and researching, CHOICE in topic and method
of presenting, time frame/timeline
What didn’t work –
some students are still copying and pasting from Google or websites (and
forgetting to cite research), some students still do not understand that Google
is not a website it is a search engine, half of my students need more practice
presenting
What I learned –
student interests, student’s families, their hobbies, what they would like to pursue
in the future, research and presentation abilities, levels of responsibility,
willingness to please and meet expectations
Impact of student learning - Students delved into learning about something that was
totally in their control, could not wait to share their findings and cannot
wait to do this again. Providing choice and leeway allowed topic/projects to
become quite meaningful to students as learners of inquiry as well as teachers/learners
of their peers. Some students will use their Genius Hour topic as a global
issue in the Spring semester when we begin our next PBL.
Documents are in my Genius Hour
folder in our Google Drive.
Just a comment about Google. I have had a hard time using it myself because I don't use it in class. Yet, there are classes at school who only use Google for everything. I use to think that everyone should be on the same page but now I realize that technology will constantly change and you have to learn to adapt. I have to ask my STEMS students to help me put material in my Google folder. Also in my Genius hour we used the DISCUS data base and my students had no idea what the difference was between a periodical and an encyclopedia source. I try to remind myself not to assume students know certain things. Choice has been the biggest plus my Genius hour. Students really like picking their own topics, the hardest part in choice is having them develop a project based on choice.
ReplyDeleteHi Taylor, I reviewed the elements in your Genius Hour folder on our Class Google Drive and was impressed with the quality of your students’ culminating presentations of what they learned. They had some very diverse interests which made the element of choice in their informational reading/writing/research a crucial component for success. Two of the elements you included in your plan that I also believe was of benefit to students was the Genius Hour Proposal and the Genius Hour Reflection. Having students reflect individually on their topic and to make a sincere case for what they wanted to research through providing a rationale and gaining approval ensures that students are serious about their topic and provides you as the teacher with the opportunity to gather resources and supportive structures to help guide student inquiry. The reflection at the end is also important because it helps provide students with an opportunity to reflect on both the process and their end products. Sincerely, Dawn
ReplyDelete