This year I have three goals for myself. First, implement and develop a blended learning flex-rotational model in my classroom. Second, develop rich math lessons that develop students relational and conceptual understanding of mathematics. Finally, develop and nurture my students' passions and individuality through Genius Hour.
As with anything new, I had no idea where to start but I knew if I didn't jump in realistically it would never happen.
Day One; We spent our hour listing our interests and passions. I asked students to make a list of at least three things that interested them. After that, we brainstormed all the different products we could create. From websites to video games, my students began to get excited about the possibilities. As I gave them the last 10 minutes to begin researching their interests, I began to notice that my students didn't know how to research. They spent most of their time typing words in google images or looking for videos. Any questions they were searching were simple, and could be answered within a minute. I left that day feeling overwhelmed and unsure of where to go next.
Fortunately, that weekend I attended the GAFE Summit in Coronado, CA and was able to attend Katy Petty's session on project based learning. She spend about 15 minutes discussing her interpretation of Genius Hour. For more information about this fabulous woman go to Thetechclassroom.com. I left her session feeling excited and determined to develop a structured hour of time that not only developed my student's interests but also developed their abilities to research.
Day One; We spent our hour listing our interests and passions. I asked students to make a list of at least three things that interested them. After that, we brainstormed all the different products we could create. From websites to video games, my students began to get excited about the possibilities. As I gave them the last 10 minutes to begin researching their interests, I began to notice that my students didn't know how to research. They spent most of their time typing words in google images or looking for videos. Any questions they were searching were simple, and could be answered within a minute. I left that day feeling overwhelmed and unsure of where to go next.
Fortunately, that weekend I attended the GAFE Summit in Coronado, CA and was able to attend Katy Petty's session on project based learning. She spend about 15 minutes discussing her interpretation of Genius Hour. For more information about this fabulous woman go to Thetechclassroom.com. I left her session feeling excited and determined to develop a structured hour of time that not only developed my student's interests but also developed their abilities to research.
Lesson One: Cell Phone Questions vs Rich Research Questions I started this Genius Hour with every student having a white board and a white board marker. I asked them to write down three questions they have always wanted to ask. I told them it could be about anything (school appropriate implied). As they were working, I also wrote up the following questions. 1. What is the Earth's Core made of? 2. How far away is the sun? 3. Why do people dream? | I began the lesson describing an average day in my life. I explained how my husband and I love sports and one day at lunch we were trying to figure out, who was the quarterback of the Steelers? I asked my students where could I find this answer. The first person to raise their hand said you could search it on your phone. This was the exact answer I was looking for. I told the class there are cell phone questions that don't take any research (because you don't want to read a lot on a phone). Cell phone questions can be answered in under 2 minutes. |
I then explained the contrast which would be a rich, research question. These questions take time and reading of multiple sources. As a class I asked them to label my three questions as a cell phone question or as a rich, research question. For my first question, what is the Earth's core made of?, the majority of the class thought it was a rich, research question. I pulled up my computer screen so all could see it, and searched the question in front of them. Of course, I found the answer right away. I followed the same steps with the second question. When it came to the third question, a large amount of websites came up but not a definite answer. My students were able to see that it would take some time for me to find my answer. I ended the lesson asking them which question would they want to see a presentation on? Of course, the whole class was curious about question three.
After the lesson, I asked the students to pick their favorite question on their board and alter it to be a research question. In order to keep track, I had the entire class type their question on a shared a google document and also they each have a personal Genius Hour Google Document, where they keep track of all their research and questions.
After the lesson, I asked the students to pick their favorite question on their board and alter it to be a research question. In order to keep track, I had the entire class type their question on a shared a google document and also they each have a personal Genius Hour Google Document, where they keep track of all their research and questions.
genius_hour_research.gdoc |
For the rest of the first trimester my goals are to have students;
Students were given the opportunity to create posters or visual products of their research at home. Which I gladly display on my wall. It is amazing to see how much work students will do when its about what they love. We have not officially started Trimester Two yet (the presentation stage), yet my wall is already covered with genius hour research.
- Develop multiple rich research questions about a topic
- Research, learn to copy/paste links, pictures, and text on a google document
- Site Sources and avoid plagiarism
Students were given the opportunity to create posters or visual products of their research at home. Which I gladly display on my wall. It is amazing to see how much work students will do when its about what they love. We have not officially started Trimester Two yet (the presentation stage), yet my wall is already covered with genius hour research.
Trimester Two: Present Research
Four Week Increments:
Week One: Choose topic/question focus; research
Week Two- Week Three: Create a digital presentation of research, stating the research in your own words.
Week Four: Present research to the class
Week One: Choose topic/question focus; research
Week Two- Week Three: Create a digital presentation of research, stating the research in your own words.
Week Four: Present research to the class
Trimester Three: Create from your Research
Create a project (anything) about your favorite research topic. Present your project to a Genius Hour Panel at the end of the year.