I spend a lot of time curating random things that interest me (see my NEO post on my curation methods here) , and I sometimes find obscure connections that inspire me to group them together into a blog post. As I was browsing my “Blog Ideas” Wakelet after my morning dog walk, I rediscovered a couple of resources I’d saved that correlated quite well with the podcast I’d just been listening to, Smartless. First, I’ll share a screen shot of this tweet from @AlvinFoo:
Next up, I have the updated Interactive Media Bias Chart, which has also been included in my Wakelet for “Evaluating Online Information.” (My daughter had originally shown me this site when she was taking a Journalism class last year, and I found it fascinating.) Whether you agree with its findings or not, it’s definitely worth discussing with older students when talking about current events and/or the reliability of news sources.
And, lastly, I have a quote from Jon Stewart that he attributes to M.C. Hammer (beware an expletive near the beginning) — and it is something we should never forget when looking at any data, including standardized test scores in education (click here if the embedded audio does not appear below):
There is nothing quite so satisfying as finding a way to tie together so many seemingly disparate topics in one post, so I consider my work done for today 😉
The single most impactful adjustment I made to my curriculum in the later decades of my teaching career was to make room for students to work on issues they chose that were interesting and relevant to them. This was scary for me because I never had any idea where the year would lead me. But I learned so much along with the students that the risks I took and mistakes I made were definitely worthwhile. One year, my small 3rd grade class decided to investigate overfishing for their Genius Hour project. (I always did a group Genius Hour project with my 3rd graders because it was their first year doing major research in Gifted and Talented, and my classes in that grade level were generally tiny.) If you had asked me at the beginning of the year about my interest in overfishing on a scale of 1-5, I would have said 0. But these students were all passionate about the ocean, and that is where their interest took us. Weeks into their research, I was just as committed and concerned as they were – especially after our Skype session with a journalist covering the issue.
From that project to many others that I could describe where students were making plans to solve real-life problems, the message was clear – when students see the value of their work, they are much more engaged and ultimately become more empowered. This is where the Design for Change website could help you. Instead of starting from scratch as my students and I did, you can begin with a framework that is chosen by your students. With racial justice, educational equity, and climate change as the three main topics to select from, they can then find out more from podcasts and other materials that have been curated to guide them on paths toward making positive contributions toward our world as they learn. Whether you want to do a long-term unit, or focus on “Empathy Warmups,” “Design Sprints,” or “Community Action” individually, the free resources on this website – including a teacher platform to monitor progress – will give you much more support than I ever had when my students initially began passion projects.
Though we can’t always do this in education, I found that engagement comes quicker if you start from a place a student already values rather than working to convince a student, “this is what you should value.” But students often need to investigate a bit to realize what is important to them, and this is where Design for Change can help.
Long ago – during the first semester – my GT 3rd graders decided that they wanted to do their Genius Hour project on volcanoes. (My 3rd grade class is only 3 students this year, so they are doing their project together.) To narrow things down, we decided to learn more about shield volcanoes. Specifically, Kilauea.
You can probably see where this is going. After months of research, writing a script for a newscast, dealing with many device issues and lost footage, we finally had everything together.
Then Kilauea erupted.
Actually, of course, Kilauea has been erupting. For years. But in the last few weeks it has been more insistent on being noticed. A neighborhood needed to be evacuated because lava flowed into it, and the toxic fumes aren’t too hospitable either. In addition, more violent eruptions may happen in the near future.
Our video needed to be rewritten and re-filmed. Again. The students, of course, wanted to keep all of their “humorous” sections. I wanted to make sure it didn’t look like we were making light of a serious situation that has caused Hawaii’s governor to declare a State of Emergency.
The Global Digital Citizen Foundation has a page of resources on its website that includes the free Critical Thinking Cheatsheet. The downloadable PDF has excellent question stems that students can use when trying to analyze a topic more effectively. You can see a sampling of the Who, What, Where, When, Why, and How questions stems in the image below.
You will need to register on the site before you can receive your download. However, there are several other free resources that you can also access once you login, so it is well worth taking 30 seconds to sign up.
I plan to give this sheet to all of my students so they can use it to understand current events better. A great site this could be “smashed” with is Newsela.
Last week I mentioned that one of the best parts of attending ISTE is meeting up with people who share our desire to make school amazing for our students. One of those people is Andi McNairan (@mcnairan3).
Until recently, Andi taught gifted students (she now works for a regional service center), and also integrated Genius Hour into her classroom. We would touch base with each other to share ideas, read each other’s blogs, and try to meet up at TCEA whenever we could.
Andi recently published a book, called, Genius Hour: Passion Projects that Ignite Innovation and Student Inquiry. In the book, and in her ISTE presentation, Andi talks about the “6 P’s of Genius Hour”: Passion, Presentation, Pitch, Product, Project, and Plan. At ISTE, Andi went over some of the tech tools that have helped her students in each of these areas. For example, she provides the students with QR codes for each of the phases. They can scan these and instantly be on a web page that gives instructions and resources for that phase. Because Andi also thinks that reflection is vital, she gives the students a QR code that leads to Tony Vincent’s reflection generator – which offers a randomly selected reflection question each time you visit the page.
Do you have students who have difficulty coming up with topics for Genius Hour? Andi suggests using A.J. Juliani’s “Passion Bracket” to help them brainstorm. On one side, students brainstorm things that they love, and on the other they think about things that bother them. By the time they reach the middle, narrowing down favorites, they have potential topics for research.
A favorite tool of Andi’s that I keep meaning to try is Trello. Trello can be used by the individual students to keep track of their own progress, but it can also be used by the instructor to determine what phase each student is currently working on. The name blocks under each category can be easily dragged to a new column.
Andi and I are both keen on students interviewing outside experts for their projects. To find those experts, she suggests using Nepris, which matches classroom teachers with industry experts for video conferences. Like many edtech companies these days, Nepris has limited free options and a subscription option. One great tip that I learned from Andi is to have the students record their interviews, so they don’t have to take notes. This frees them up to look at the person they are conferencing with, and to pay attention to the topics. She also mentioned that she has the students prioritize their questions before the interview in case not everything can be covered during their 30 minute time period.
You can find out more about Andi’s extremely helpful tips by visiting her website – appropriately titled, A Meaningful Mess – or purchasing her book.
For more Genius Hour resources, here is my page that includes helpful links, my own personal journey with Genius Hour, and some downloadable activities.
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!