Every time I read this sentence I continue to come back to the idea of having set aside time to work on projects that enable student directed, deeper learning. “Genius Hour” or Google’s 20% is a brilliant way to allow students to act upon their inquiries into deeper learning of the world around them – but how do we take 20% of an already busy schedule and give it over to student’s directed projects?
Well – I think we just have to.
Possibly a more interesting issue is that as educators perhaps we need to be better at allowing students to have a greater say in the ways we work our way through curriculum. If 20% Genius Hour is the stuff kids want to learn, are we alienating the other 80% of curriculum – changing the perception of it in a negative way? How might we bring a little more equity to this? I am sure the purists of Genius Hour out there might read this and note that I am twisting the concept of this golden 20% of time to prove my point – but I am OK with that.
Perhaps the way into “Genius Hour” or depending where you are with this – a great take away from it – is that students want to learn in a variety of ways (a curriculum co-ordinator somewhere is staring at my words and mouthing – D-I-F-F-E-R-E-N-T-I-A-T-I-O-N).
This video gives a nice entry into Genius Hour – especially important are the outcomes and the sharing that must take place afterward.
I have been following the hashtag #geniushour for a while now. Although I haven’t added to the conversation I have lurked professionally. A recent tweet struck a chord as I was reading through the “Geeking Out” section of this week’s article.
— Denise Krebs (@mrsdkrebs) February 17, 2014
Teachers and students learning together. What a beautiful thing.
Is anyone out there in the COETAIL world using Genius Hour in the classroom? What subjects do you teach? Are you using it as an after school club – in supplement to curriculum? Do you assess work from this time? Let me know.