For her Genius Hour project, one of my 5th grade students questioned what the world would be like without creativity. Since she used Scratch for last year’s project (on Sleepwalking), I told her that she needed to present her information in a different way, but that she could still use Scratch for part of her project. Whereas she used Scratch to give her information about her topic last year, she decided to use Animaker this year. However, she chose to use Scratch for the “interactive” portion of her presentation (I always insist that there be a part that involves the audience), and blew me away with the complexity of her game. She designed “Creativity Land,” which includes five interactive games that help students learn the information she gave in her videos. This. Was. Not. For. A. Grade. She did this purely out of her love for learning and creating. English is her second language – maybe third, because imagination is certainly her first.
If you don’t do Genius Hour with your students, you are missing out on something amazing. And so are your students.
One of the biggest changes I made to our Genius Hour projects this year was to insist that the students do practice presentations for small audiences before they do the “real thing” – kind of like the “Alpha Testing” often used on products before they go on to “Beta Testing” and then full release. In the past, my students have always given one presentation, and this was the summation of their learning. After watching Austin’s Butterfly last year, I realized that this was unfair to all of us. Even though the students were getting peer and teacher feedback throughout the Genius Hour process, their final products were, well, FINAL. A most of those final products had room for improvement. Some of them had mansions of rooms for improvement…
A few weeks ago, I wrote, “What to do when Genius Hour Sucks,” because some of the practice presentations deeply disappointed me. Now, many of my students are ready to try again after making revisions based on class feedback, and I’m not feeling defeated anymore. They really took the suggestions that were made to heart, and have shown great improvement. A few of them are ready to share with a bigger audience – classmates in their homerooms, students in younger grades, administrators, and parents. Some of them will need to do a third practice, but have still made great strides.
It’s kind of incredible to see students make such an effort – particularly when they are not graded on these projects. I believe they are motivated by their interests in the topics they chose, and by the knowledge that people outside their usual sphere will be viewing their presentations. I also believe that our systematic feedback and time for multiple opportunities to practice has made a huge difference. In school we often tell students what they could have done to improve – and then give them no time to try out those improvements.
Want to see one of the student products? Here is a Scratch presentation that one of my 4th graders did on sleepwalking. (She did a verbal introduction to our class, telling a personal story about why this topic was important to her.) Just press the green flag, and you will see what she came up with. Her product has been Alpha and Beta tested, and is now ready to share with the world!
I’ve been doing Genius Hour for several years with my gifted and talented students in 3rd-5th grades. Yet, every year I end up thinking that I could have facilitated it better. Because I want to keep improving, I’ve documented some of my ups and downs on my Genius Hour Resources page. It helps to look back at some of those posts and remind myself that Genius Hour doesn’t always go well and that I’ve come a long way from my first Genius Hour attempt – when my 5th graders rewarded me with blank stares after I announced they could study anything they wanted.
Yes, Genius Hour sucks sometimes. There are some days I dread it because I know the chaos will drain all of my energy, or because I just can’t think of any other way to explain how to summarize research without copying, or because everyone will have a Genius-Hour-Emergency-that-only-Mrs. Eichholz-can-handle at exactly the same time, or because a student will refuse to believe me when I say that no one wants to read 1000 words in tiny text on a slide that is going to be read out loud anyway, or because I have to keep repeating, “Yes, I know you are passionate about meat [or other randomly chosen topic], but how will you convince your audience that they should care?”
So, I try to remind myself of all of the obstacles we’ve already overcome, that the students will become more independent if they are given more opportunities to practice being independent, and that we are all learning. A lot.
The other day I felt a bit defeated because I realized I was wrong when I thought I had figured the solution to getting more substance out of the presentations rather than fluff. A few students did practice presentations for a “focus group” of peers, and my heart sank when it became apparent that, once again, the fluff far outweighed the stuff.
During a break, I quickly Googled student Genius Hour presentation videos online to see if I could find an exemplar to give the students. As I watched several videos, I realized that they also didn’t meet my expectations.
The logical conclusion? My expectations are too high. I was being too hard on these kids. After all, what did I expect – a TED Talk?
Whew! What a relief.
I came home and started preparing my next blog post, looking up some articles I’ve bookmarked on Pocket.
I have done a lot of what Eric White suggests. I am creating rites of passage, critiquing the critiques, etc… But this is where I need to dig in and keep going – not give up. Yes, I have high expectations. Yes, it may take several rewrites and rehearsals for the groups to meet my expectations. After watching Eric’s video of the student who had revised several times, I see it is worth it. The sense of pride she felt when she met those high expectations was visibly joyful.
So, if Genius Hour isn’t working for you, and you feel somehow guilty that you aren’t doing it right, you are not alone. Maybe we are the only two teachers in the world having trouble with it, but at least you know there is someone else out there who questions its worth. I can also tell you, though, that I’ve seen it work. That’s why I keep trying and why I think you should, too.
Laura will be the first to tell you that she did not create the concept of Hyperdocs. For that, we can thank the Hyperdoc Girls – Lisa Highfill (@lhighfill), Kelly Hilton (@kellyihilton), and Sarah Landis (@SarahLandis). You can find out more about them here.
On Laura’s site, you will find a fantastic step-by-step introduction to Hyperdocs that leads teachers from the definition through pedagogical best practices, examples of Hyperdocs, templates, and steps for creating your own. It’s a great way to scaffold a staff development on Hyperdocs.
Teachers looking for a simple definition of Hyperdocs might settle for, “Google Docs with links.” But those teachers would be wrong. There really is no one-line definition for Hyperdocs. To learn what they are, and what they aren’t, you need to see this page.
Plenty of Hyperdocs have already been created by many talented people, so chances are that you can dive right into using them by looking at the examples provided here. There are even Hyperdocs to learn about Hyperdocs available.
I definitely can’t do Laura’s presentation justice in a quick blog post, so I hope that you will take a look at her presentation site to find out more about this interactive method for digital learning that will engage your students on many levels.
Many of my 4th graders embarked on the “Presentation Planning” stage of their Genius Hour projects this week. I require their presentations include an interactive portion for the audience. When they saw “game show” as one of the choices, that became an instant favorite. The problem with this is that the default game show format for my students always seems to be “Jeopardy.” There is nothing wrong with Jeopardy, but I’ve been guiding Genius Hour projects for several years, and would like to see a little more variety in this area.
Thankfully, I obsessively save websites to look at later with my Pocket app, and recalled there was a blog post about game shows. Although the post was written with teachers in mind as the hosts, many of the suggestions in “30 Activities Inspired by Game Shows” are ones that could be used by students.
Another possibility would be to encourage the students to create their own game show format. You never know who in your class might be the next Merv Griffin!
We have been using Skype for a few years in my classroom. Sometimes we have chatted with experts for genius hour projects and other times we have talked with classmates who have moved away. A couple of times we have used it to talk with app developers about products the students were beta testing.
As many educators know, inviting other adults into your classroom, whether virtually or physically, can be extremely unpredictable. While these adults may be experts, that does not guarantee they are able to impart their knowledge effectively to young people. They may have great intentions, but might have a hard time keeping your students interested.
This is what is great about using the resources from Skype in the Classroom. On this site, you can look for guest speakers, virtual field trips, and other classrooms to collaborate with. The people who have volunteered to have information posted on the site are experienced working with students. Your chances of having a great Skype lesson are increased when choosing a contact who is prepared to speak to a young audience.
After each Skype, my students and I felt very gratified that the hosts were willing to volunteer 45 minutes out of their days to help the students understand their topics better. The experts were able to offer perspectives and ideas that were new to all of us, and we agreed we definitely learned quite a bit. I must admit, also, that I was relieved that the presenters were not only very knowledgeable about their subjects, but excellent at communicating with children.
If you want to use the Skype in the Classroom site, you will need to have a free Skype contact already created, and to register with the Skype in the Classroom site. If you are a beginner, don’t worry. There are tons of resources on the site to get you started. In addition, you will find the people who respond to your interview requests are very happy to help as well.
Take your students to places and people they might not otherwise ever encounter with Skype in the Classroom. It will deepen everyone’s learning, including your own.
UPDATE 1/8/17: I just found this fantastic blog post that gives suggestions for Skype Virtual Field Trips from Skype Master Teachers!
As my students begin to do research for their Genius Hour projects, I find it important to help them learn how to find good information online. Over the years I’ve used various lessons and videos, but I recently found this one by Jillianne Jastren that succinctly details what to look for in a reliable website. Although this video uses safesearch.org as the starting place, my older students often use the Google Explore tool (formerly known as the Research tool) in addition to our own library’s electronic resources. After watching the video, the students are able to explain the pros and cons of different types of domains and the tell-tale signs of inaccurate or biased websites. I hear them discussing with their partners whether or not they should trust information that they find on a site or telling them to find a site that is more balanced and less biased. In my opinion, finding reliable websites is a critical survival skill in today’s world – not just for school research projects – and this video gives an excellent brief lesson on how to do just that.
This video does direct the viewers to turn in an assignment on Moodle at the end, but it’s easy enough to say, “That doesn’t apply to you.”
Or I guess you could just look at your class expectantly and say, “What are you waiting for? Follow her directions!”
And they could say, “How are we supposed to put an assignment on a noodle?”
And you could just shake your head and say, “Aren’t you guys supposed to know more about technology than I do?”
And then they will start blurting out how to build rocket ships that make your dinner for you in Minecraft (even though I don’t think that’s really a thing, but I would like someone to teach me if it is).
And your entire lesson will derail spectacularly – most likely all of this happening while you are being observed by an administrator.