Tag Archives: show what you know

Some Genius Tweaks to our Genius Hour

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(If you are unfamiliar with Genius Hour, be sure to visit my Genius Hour Resources Page.)

One of my many goals for rebooting Genius Hour this year was to help the students to create more engaging presentations.  Their passion just wasn’t coming through when it came time for them to share it with their peers.  It intrigued me how, during a reflective discussion about a presentation, many students would suggest making it more interactive or entertaining.  But a few weeks later, when it became their turn to share their own learning, their presentations would follow the same already-determined-to-be-unexciting formula.

This school year, I was determined to change this.  I believe that it was because of some of the change that I made that last week, I was rewarded with some of the best Genius Hour presentations I’ve seen since I started doing GH several years ago.

Change 1: My 4th grade GT students, who had never done Genius Hour before, created proposals for their projects – and then the class voted on them.  I was a little hesitant to try this idea at first, but pleased with the results.  Several proposals were voted down the first time based on the criteria we came up with (will the researcher learn anything new? will the class learn anything new from the presentation? will the class be able to use this new information in a practical way? is it interesting?)  Then the students went back to the drawing board and came up with better ideas, which were approved.  No feelings were visibly hurt, and the topics that seemed weak to me were also the same ones that didn’t receive enough votes from the class.

Change 2: To give my students ideas for alternative methods for presenting, I pointed out that I pretty much never use Powerpoint to give them new information – nor do I talk at them for 20 minutes or longer spouting facts.  Then, I gave them the Show What You Know paper to spark some new ideas for sharing their learning.  When they realized there were so many other options, suddenly Powerpoint lost its popularity.

Change 3: I gave them some tips from the SlideShare presentation, “What Would Steve Do?”  (“Steve” is Steve Jobs.) Specifically, I told them to work more on creating a visual story than on a slide show with bullet points.  And – now this is the big one – I emphasized the importance of rehearsing.  After looking at the SlideShare myself, I realized that this was a major weak spot in my classroom.  Students would spend several days on research, several days on creating the presentation, then – boom! – they would inform me they were ready for an audience.  “From now on, we are giving equal time to all three,” I told the students.  “As much time as you spend on research, you will spend on production and then on rehearsal.”

The first 2 groups were ready to present last week – and, wow!  They blew me away with their creativity and polished performances.

Group 1 presented on “How to Take Better Pictures.”  They first shared a poster with information using examples of pictures and a timeline about the history of the camera.  Then they involved the audience by having a game show to review what they had learned from the poster. They performed like real game show hosts, and used an iPad with the Game Show Sound Board app to make it sound realistic.  They had a name for the show (3,2,1 Snap!), a catchy intro, and even a commercial and poster advertising their show!

Group 2 presented what they had learned about Mars.  They did a well-scripted, well-rehearsed play that involved scenery and props, included a salt-dough representation of Mars, and invited the class to fill out a Venn Diagram comparing it to Earth!

After the two groups were finished, we reflected on both presentations as a class, and the students took notes on what they thought did or did not work.  I told them that I would hold them accountable for those notes.  Whatever they felt needed work in the first two presentations, they needed to be sure to improve in their own.

This was the first time that I saw the entire class engaged in someone else’s projects.  I can’t wait to see what the rest of the year brings!

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Genius Hour – Show What You Know

from fortheteachers.org
from fortheteachers.org

One of my goals this year for Genius Hour is to guide the students into creating more dynamic presentations to share what they have learned.  If you are a teacher, you have probably experienced the excruciatingly long  Powerpoints proudly displayed by students to a mostly disinterested audience of their peers.  A couple of my strategies to shake things up this year are to offer the students some digital sandbox time (which I am planning to discuss in a future post) and to give them some “Genius Hour Challenges.”  My 5th graders, though, just started planning their first “Missions” and I knew they weren’t in the mood to sit and listen to an excruciatingly long lecture from me about alternative presentations 🙂

I had not gotten my digital sandbox materials together, yet, but I had recently discovered a graphic called, “101 Ways to Show What You Know” from  fortheteachers.org that I thought would appeal to them.  Of course, at the exact moment I was about to project it on the screen for them, my classroom projector conked out.  In desperation, I held up the paper.  Despite my low-tech exhibit, there was instant excitement.

“Really?!!!  I could do a puppet show?”

“Sure.”

“A COMMERCIAL?!!!!  YOU WOULD LET US DO A COMMERCIAL?”

“Of course.”

What cracked me up about their surprise was that I’ve had them do about half of the activities on the page, at one time or another, to demonstrate their knowledge.  But, for some reason or another, whenever they get to choose their own method of presenting, they always default to Power Point.

Not anymore.

“I’m totally doing a scavenger hunt.  Now I just have to figure out how to do it,” one student announced.

“Hmm.  We’ve done scavenger hunts in here before, haven’t we?” I asked him.

“Yea—  Oh, WAIT A SECOND!  I’M DOING AN AURASMA SCAVENGER HUNT!”

And that is exactly what he decided to put down as his “Format of Mission Report.”  So, instead of flashing a bunch of slides about deep-sea fish in front of his half-asleep classmates, this student will be creating an augmented reality activity that will get them out of their seats and help them to learn about his topic.

I wish I had a nickel for every yawn I won’t be seeing the day he presents.

(You can find links to the Genius Hour Mission Report and other resources here.  Update:  *As of 1/2/14, you can now download all of my current Genius Hour resources in a bundle on Teachers Pay Teachers for $5.  Or, you can still download them separately (for free) by clicking on the Genius Hour Resource Page.  If you are interested in learning more about augmented reality, click here.)

Click here for a blank Mission Report.
Click here for a blank Mission Planner.

Show What You Know

“Show What You Know” is an infographic provided by Tony Vincent at Learning in Hand.  It visually represents different ways that students can present their research using specific mobile and web apps.  I like the idea of offering this to your students with a rubric that outlines your expectations for the final presentation – giving the kids the freedom to choose how their information is presented while still guiding their learning on a particular topic.

200 Ways to Show What You Know

200 Ways to Show What You Know, brought to you by John Davitt from www.davittlearning.net, is a simple tool for generating ideas for products.  In other words, it gives suggestions for different ways to “show what you know.”  This allows the student to see that there are other options for projects besides Powerpoint presentations and papers.  If you, as the teacher, don’t feel comfortable in giving your students quite that much freedom (particularly since they may not be familiar with or at the maturity level to complete some of them), you could use the generator yourself, and narrow their choices down to a few that appeal to you for assessment possibilities.  Then, it might be easier for you to create accompanying rubrics with your expectations.