Chapter 4 - I appreciated the recommendation to "not grade" the final product. Teacher conferencing is the important point Juliani made, which I agree. I have always viewed peer pressure as peer accountability. Seeing other projects in an excellent way to motivate and also use as a learning opportunity for students. Last point - we talked a little in our meeting last time about the obstacles. I am certain that there is time in a schedule for 20% or Genius Time. I would want to make certain that the teacher is well-planned before beginning it as our teaching/learning time is so valuable. Without being organized and well-planned, we know that some students would be on "down-time" and that is just not valuable use of precious learning time.
Chapter 5 - I love the term, "passion-based learning!" It would be so exciting to see kids so excited that they really look forward to a specific learning time of the week. I would want to think that happens for most kids - all day, but I know that's not true, especially for those who struggle in reading or math. It's hard work! I appreciate all that teachers do to make learning "fun" while meeting the standards. This would be something that students have a choice in so hopefully, they would be passionate about it. Juliani mentions that students may be confused at first, which I can believe. Learning what they want is not usually how school goes -
The sample parent letter is a great resource.
Chapter 6 - As I read about the stages of inquiry and purpose, it reminded me of dissertation writing and you MUST be passionate about your topic and have a purpose or you will never complete that massive undertaking.
The point Juliani made about separating interests from passions (pg 62) was interesting. The other point made that was helpful is that "expecting more from the straight A student than we do from the C student is backwards thinking. The six building blocks for inquiry-based success (pg 64) are critical elements for teachers to consider when planning for Genius Hour. The remainder of the chapter is extremely valuable for preparing. The GRIT rubric makes so much sense! Everyone needs to look at it and attempt to help students progress and be successful in these elements.
Great book!
Tuesday, August 2, 2016
Chapter 4: My take-away from this chapter was, structure is very important. I need to make sure that a time for Genius Hour is built right into the schedule from the start. This will enable my students, as well as myself time to prepare and be more productive.
I really like the reflection piece idea. I think this might be a place where I could possibly give a grade, in addition to feedback and encouragement for each student. I think sharing ideas is also a very important aspect. Students often have great suggestions on how to improve or help with a problem. I think this needs to be built in every couple weeks, or maybe monthly, depending on how long the particular project lasts.
Chapter 5: This chapter has me thinking, "How best can I introduce Genius Hour to my class?"
I like the idea of creating a list of, "What I would rather be doing." It seems that when I ask a class to create a list, there is always at least one student who is at a roadblock, and can't think of anything. Possibly starting one, and having the class brainstorm together is where I will begin, and ask that everyone write a minimum of 10.....but see how far they can go. I will probably ask them to fold a piece of paper into 3 sections. On the top I would have them list, Things I love to do, Things I am good at, Things I wonder about.
Probably the thing that stood out the most in chapter 5 is that it is important that kids are going to fail, and I need to help them understand that this is part of the process. Together we will learn to perservere.
Chapter 6: I think it is very important that when I introduce the Genius Hour, that I do a very thorough job. It will take several sessions to compile our lists. I liked the March Madness idea of organizing our lists to narrow topics down. As I have flipped the calendar to August, many ideas are running through my head, and I am feeling a sense of panic. I need to check out the websites many of you have shared in order for me to get ready for my students. I am excited, and nervous about getting the ball rolling.
Book Study Review - Shomento
After reading, and rereading the majority of this book, here are some thoughts:
Ch. 1 - As a parent, I also fall into the theory of get good grades and get a good life! I agree that mindset needs to change and this chapter has really inspired some new research, new thoughts, and new goals as a parent, and as a teacher. I appreciated the information and link to the flat classroom project and the other resources listed at the end of the chapter.
Ch. 2 - While the concept of 20% time is relatively new to me, the Montessori teaching methods are much more well-known. I find it very interesting how the two concepts have so many connections and adapt to modern needs. Again, I appreciate the author's inclusion of real strategies and resources to begin using this in today's classrooms.
Ch. 3 - The main point that I gained from this chapter was the author's statement about how innovation cannot be forced, so we must find time and ways to provide the platform for innovation to develop in the classroom so that our students can transfer innovation beyond the classroom. As educators, we all want our students to have a love for learning. This can truly take place when our students are encouraged to take control of their learning, even when they fail.
Ch. 1 - As a parent, I also fall into the theory of get good grades and get a good life! I agree that mindset needs to change and this chapter has really inspired some new research, new thoughts, and new goals as a parent, and as a teacher. I appreciated the information and link to the flat classroom project and the other resources listed at the end of the chapter.
Ch. 2 - While the concept of 20% time is relatively new to me, the Montessori teaching methods are much more well-known. I find it very interesting how the two concepts have so many connections and adapt to modern needs. Again, I appreciate the author's inclusion of real strategies and resources to begin using this in today's classrooms.
Ch. 3 - The main point that I gained from this chapter was the author's statement about how innovation cannot be forced, so we must find time and ways to provide the platform for innovation to develop in the classroom so that our students can transfer innovation beyond the classroom. As educators, we all want our students to have a love for learning. This can truly take place when our students are encouraged to take control of their learning, even when they fail.
ch 4-6
Chapter 4
I will be scheduling a time during my week that will be
consistent. From the reading I took away from the chapter that my genius hour
needs to be something the kids can prepare for and also look forward too. A
structured unstructured time! I need to help my students develop inquiry skills
as well as intrinsic motivation for their learning. –I was the ‘straight A’ kid
in school. Doing what I needed to do to get the A… It took my a few years into
college to develop a passion of my own and not a drive to simply receive an A.
I want to help my young learners develop this concept earlier so they have the
freedom and desire to challenge themselves throughout their learning chapters.
Chapter 5
Genius hour will be a process for the students of first
discovering what materials they are passionate and interested about. And then
developing into learning how to question, think, learn, and explore these
things they love and are curious about. It will be very gradual release
throughout the year but I want it to be excited and engaging from the
beginning. Teaching the students to problem solve, work together, challenge
themselves, that its ok to fail at first, and most importantly that the goal is
growth. Not mastery but growth.
Chapter 6
The discussion of purpose and passion really had me thinking
about my students and how to help them find and develop theirs. Passion will
get to going but you need purpose to find a REASON to keep going.
Hello! I love all the blogs so far! We have so much to discuss the next time we meet!
This past week I met with a high school student (straight A-s and in advanced classes - some two levels higher than grade level) that I am mentoring for confirmation. I follow a booklet of questions that were reminiscent of what we are talking about - purpose and passion. She was passionate about her family, sports, and grades. As she was explaining this, she said that getting good grades will get her into college, and she will have a good job then she can get married and have kids!!!!! I asked her why that was important to her, and she said that it will make her feel good to know that she was doing what she was supposed to do!!! As we have discussed, society has labeled good grades=good college=good life and I just experienced it - almost word-for-word from a student herself.
I thought PBL would help struggling students, but now I really see the need for PBL with ALL students. This is one of the brightest students in our community, and she can't think of anything she is passionate about! As I mentioned in a previous post, does selected curriculum promote mediocracy trying to "even the playing field" for the more challenged students? There are multiple posts that say it will be difficult for students to find their passions and I agree. Teachers will need to start with lists and really learn from each other to be successful (through failure) of implementing PBL.
This past week I met with a high school student (straight A-s and in advanced classes - some two levels higher than grade level) that I am mentoring for confirmation. I follow a booklet of questions that were reminiscent of what we are talking about - purpose and passion. She was passionate about her family, sports, and grades. As she was explaining this, she said that getting good grades will get her into college, and she will have a good job then she can get married and have kids!!!!! I asked her why that was important to her, and she said that it will make her feel good to know that she was doing what she was supposed to do!!! As we have discussed, society has labeled good grades=good college=good life and I just experienced it - almost word-for-word from a student herself.
I thought PBL would help struggling students, but now I really see the need for PBL with ALL students. This is one of the brightest students in our community, and she can't think of anything she is passionate about! As I mentioned in a previous post, does selected curriculum promote mediocracy trying to "even the playing field" for the more challenged students? There are multiple posts that say it will be difficult for students to find their passions and I agree. Teachers will need to start with lists and really learn from each other to be successful (through failure) of implementing PBL.
Chapters 4-6
Chapter
4- Although I know my first year using genius hour will be a trial/error for me
I took away some key concepts from this chapter. In this chapter, I thought it
was really important how it stated to structure unstructured time; at times
genius hour could seem like a “free for all”. I would want to make sure to have
a set date every week and a set time. I think it is also important to spend the
first 3 quarters (for 2nd graders) on team building activities. I
love the idea of a reflection piece. In 2nd grade, I foresee my
students writing a sentence or two. It is going to take a lot of guidance the
first 2-3 quarters for them to effectively reflect on their own.
Chapter
5- I truly enjoyed reading this chapter as it was geared towards the elementary
level. Like I stated earlier, the first 3 quarters I plan on completing team
building activities, Jodi’s suggestion on using “Who Would Win” books, and
collecting ideas to learn about during the school year for genius hour. The
last quarter of the school year when students will be completing their own
project, they could take ideas from the board we have been adding to all year, learn
about their own interests, or pick a topic/interest that I have provided.
Chapter
6- The idea of using a march madness type of bracket would be a great idea. At
our last meeting, us teachers had a very difficult time sitting down and
brainstorming what we were passionate about so I know some students will have
the same type of struggle. Being able to bounce ideas off of one another would
be beneficial students.
Monday, August 1, 2016
Chapters 4-6 Pfeifer
Chapter 4 Having thought about using Genius Hour in my classroom for several months, I've come to the conclusion that three quarters of the year will be training my students in the "art" of Genius Hour. Peer accountability will be a big part of this process, because I see my students working in groups during this time as they prepare for their final I Wonder project. I see reflection being a difficult concept for second graders, but I love the idea of learning from their mistakes and have actually made that idea a big part of my classroom community this year.
Chapter 5 This chapter gave me a lot of things to think about. Having my students choose a topic is going to be a big challenge in second grade. I decided to start an I Wonder board in my classroom this year. Students will be encouraged as well as myself to write down on a sticky note things they wonder about, are interested in, or just want to know more about. I am hoping that by doing this two things will happen. One it will help me group students together for our Genius Hour that have like interests, and two it will help the process of choosing a topic for their individual I Wonder project at the end of the year. I'm still unsure what my role will look like during group activities as well as individual final projects, so I will continue to look for ideas and guidance on that.
Chapter 6 Reading this chapter kind of cemented in my mind one of the key reasons I wanted to use Genius Hour in my classroom. I think that this creates an environment where every kiddo can feel like the expert, contributing to our class community. I love the quote by John Wooden, "It's the little details that are vital. Little things make big things happen."
Chapter 5 This chapter gave me a lot of things to think about. Having my students choose a topic is going to be a big challenge in second grade. I decided to start an I Wonder board in my classroom this year. Students will be encouraged as well as myself to write down on a sticky note things they wonder about, are interested in, or just want to know more about. I am hoping that by doing this two things will happen. One it will help me group students together for our Genius Hour that have like interests, and two it will help the process of choosing a topic for their individual I Wonder project at the end of the year. I'm still unsure what my role will look like during group activities as well as individual final projects, so I will continue to look for ideas and guidance on that.
Chapter 6 Reading this chapter kind of cemented in my mind one of the key reasons I wanted to use Genius Hour in my classroom. I think that this creates an environment where every kiddo can feel like the expert, contributing to our class community. I love the quote by John Wooden, "It's the little details that are vital. Little things make big things happen."
Chapters 4-6 Reflection ~ Bommersbach
Chapter 4: There are so many benefits to incorporating 20% time into the classroom that I feel like I am definitely in the "That's Awesome!" camp that Juliani talks about on the first page of the chapter. That being said, it is a bit unnerving to think about 'unstructured' time with my group of 4th graders, especially in the beginning stages. I am really going to have to think about how to introduce the concept to my kiddos so that they understand it's all about THEIR passions, THEIR big questions in life, and THEIR intrinsic motivations. I can't wait to see what they come up with, and I love the idea that the final project itself not be graded. I also love the ideas of peer accountability and reflection. As teachers, we face peer accountability and self reflection on a daily (sometimes hourly :)) basis! I am excited, and a bit anxious, to introduce 20% time to my students, but love the idea that I will be learning right along with them!!
Chapter 5: Juliani says that his favorite way to introduce Genius Hour is for students to write a list of what they'd rather be doing right now than being in school, then to write a list of what they are interested in about this world, then to look at what they like doing and mash it up with something they are interested about (Juliani, pgs. 51-52). What an amazing way to get to know your students, and to get your students thinking about WHO they are and who they want to be! And I really appreciate the idea of teaching your kids to celebrate their failures and learn from them, not be weighed down by them. As an adult, I fail at things on a regular basis, and it's not always easy to pick myself up and start over again, or move on. But it is necessary, and that is one of the things I want my students to take away from this experience.
Chapter 6: One of the scarier ideas for me about implementing 20% time in my classroom is what to do with my students who just can't come up with a topic. And that is where this chapter comes in. Having students take notice of what they do when no one is telling them what to do (Juliani, pg. 67) is huge. What a great way to help kids identify their topic! Also, I really like the idea of having them explore the types of information they read and watch when they are allowed to choose (Juliani, pg. 68). Another great way to help them identify their topic. Keeping these ideas in mind will make implementing 20% time a lot less intimidating, and will also help me pick my own 20% topic, because I fully intend to work right alongside my students this year!
Chapter 4: There are so many benefits to incorporating 20% time into the classroom that I feel like I am definitely in the "That's Awesome!" camp that Juliani talks about on the first page of the chapter. That being said, it is a bit unnerving to think about 'unstructured' time with my group of 4th graders, especially in the beginning stages. I am really going to have to think about how to introduce the concept to my kiddos so that they understand it's all about THEIR passions, THEIR big questions in life, and THEIR intrinsic motivations. I can't wait to see what they come up with, and I love the idea that the final project itself not be graded. I also love the ideas of peer accountability and reflection. As teachers, we face peer accountability and self reflection on a daily (sometimes hourly :)) basis! I am excited, and a bit anxious, to introduce 20% time to my students, but love the idea that I will be learning right along with them!!
Chapter 5: Juliani says that his favorite way to introduce Genius Hour is for students to write a list of what they'd rather be doing right now than being in school, then to write a list of what they are interested in about this world, then to look at what they like doing and mash it up with something they are interested about (Juliani, pgs. 51-52). What an amazing way to get to know your students, and to get your students thinking about WHO they are and who they want to be! And I really appreciate the idea of teaching your kids to celebrate their failures and learn from them, not be weighed down by them. As an adult, I fail at things on a regular basis, and it's not always easy to pick myself up and start over again, or move on. But it is necessary, and that is one of the things I want my students to take away from this experience.
Chapter 6: One of the scarier ideas for me about implementing 20% time in my classroom is what to do with my students who just can't come up with a topic. And that is where this chapter comes in. Having students take notice of what they do when no one is telling them what to do (Juliani, pg. 67) is huge. What a great way to help kids identify their topic! Also, I really like the idea of having them explore the types of information they read and watch when they are allowed to choose (Juliani, pg. 68). Another great way to help them identify their topic. Keeping these ideas in mind will make implementing 20% time a lot less intimidating, and will also help me pick my own 20% topic, because I fully intend to work right alongside my students this year!
Chapters 4-6 Olson
Chapter 4: The three tips I took away from this chapter are structuring unstructured time, grade growth not the final product, and connect with other teachers. First, structuring unstructured time - I think you need to have genius hour once a week at the elementary level to give students time to prepare for it. I also think teachers need to do some team building and think outside the box activities with students to get them thinking innovatively before having students dive into their own projects. The second one is self-explanatory. What teachers should grade is the progress their students make from beginning to end - not the result or final product. Having students share their mistakes and successes along the way is a learning experience for all. Third, I am continuously amazed how many teachers want to share their "stuff" with other teachers who want to try this. I have Kevin Brookhouser's book and there are links to all forms and some brainstorming activities he does with his students. If you go on Twitter and search #Geniushour, you will find many teachers who are trying this and are willing to connect and collaborate with you and your students!
Chapter 5: This chapter addresses almost everything elementary teachers need to do to start Genius Hour with their students. The quote I liked best was, "You have a room full of curious, imaginative minds that you need to start utilizing to their fullest potential. If we want them to actually think...to make good choices in life, we have to start letting them make choices, fail, adapt, and make more choices. If you don't give them answers, you can bet that YOU will keep learning along with your students."
Chapter 6: This chapter addresses almost everything secondary teachers need to do to start Genius Hour with their students. The biggest difference that I saw between elementary and secondary was that secondary students should be required to add a fifth step of creation to their projects, in other words, a finished project. I liked the use of a "March Madness" type bracket to help students find their passions. I also liked the requirement of students blogging about their progress and conferencing periodically with their teacher. My favorite part was the GRIT Rubric for evaluating students.
Saturday, July 30, 2016
Chapters 4-6
Chapter 4: One of my biggest take-aways from this chapter included making "Genius Hour" a consistent and structured time every day/week. Even though Genius House is a time in which students will be able to choose what they want to learn, I need to still be prepped and prepared for this hour. As the heading states "structure unstructured time." I need to be prepared for all the different kinds of behaviors and reactions students will have with this time.
Another important note in this chapter included not grading the final project. I do see this is as important because Genius Hour should be a time when students are intrinsically motivated. I also think peer accountability will be a big factor in student achievement.
Chapter 5: This was definitely one of my favorite chapters! There was so much valuable "how to" information! I really like the advice on how to introduce Genius Hour to your class by having them make a list of what they'd rather be doing, a list of what they are interested in the world, and what they like doing. I also like the idea of the "list of 10." 10 things they are good at, 10 things they would love to learn, and 10 things they wonder about. I can see the biggest struggle with this activity would be helping the students who have no idea what they want to learn about. Especially at the beginning of the year when you don't know enough about them to know what they want to learn! ;) In this situation, I could see having them relate their interests to what they like to read about or what their favorite school subject is. I could see peers helping each other with finding interests too.
I have been searching Pinterest for Genius Hour ideas and found some great videos that introduce the concept of Genius Hour.
Chapter 6: This chapter really made me think about the difference between passion and purpose. I really want to bring the idea of passion vs. purpose to my students in connection to what they choose to research during Genius Hour.
Another important note in this chapter included not grading the final project. I do see this is as important because Genius Hour should be a time when students are intrinsically motivated. I also think peer accountability will be a big factor in student achievement.
Chapter 5: This was definitely one of my favorite chapters! There was so much valuable "how to" information! I really like the advice on how to introduce Genius Hour to your class by having them make a list of what they'd rather be doing, a list of what they are interested in the world, and what they like doing. I also like the idea of the "list of 10." 10 things they are good at, 10 things they would love to learn, and 10 things they wonder about. I can see the biggest struggle with this activity would be helping the students who have no idea what they want to learn about. Especially at the beginning of the year when you don't know enough about them to know what they want to learn! ;) In this situation, I could see having them relate their interests to what they like to read about or what their favorite school subject is. I could see peers helping each other with finding interests too.
I have been searching Pinterest for Genius Hour ideas and found some great videos that introduce the concept of Genius Hour.
Chapter 6: This chapter really made me think about the difference between passion and purpose. I really want to bring the idea of passion vs. purpose to my students in connection to what they choose to research during Genius Hour.
Thursday, July 14, 2016
Chapter 4 - 6 Reflection -- Schlenker
Chapter 4:
** This chapter gives some great ideas on how to “structure” this “unstructured” time. If being unstructured is looked at as an obstacle, a teacher must be proactive in his/her approach to the activities. In regards to the scheduling of Genius Hour, Juliani suggests, “If you give them their 20% at random times without being able to prepare, it may hurt the effectiveness in the short- and long-term” (p. 36). By also giving the students a voice on when to schedule this time, it will only lead to more ownership on their part.
** Chapter 4 also does a great job of debunking any hang-ups that educators might have with 20% time. Core standards can easily connect to the variety of learnings that a student will experience with this style of classroom, and it is not as if the whole school day is centered the idea that students will be directing all that they learn. It is a time for exploration that will enhance everything else that occurs throughout their day.
Chapter 5:
** I liked the strategies that were given about how to get elementary students to grasp the idea of Genius Hour. Just as Adria had gotten our group to start thinking about what we are passionate about, have the students create lists of what they would rather be doing than being in school. Get them to think about what drives them. “Many Genius Hour teachers start with the why” (Juliani, p. 51). I also love the idea of having students present their projects to parents at some point during the school year. This will not only give the students an opportunity to speak in front of a group, but it is great PR for our school.
** Although this chapter focused mainly on elementary students and their involvement in the process, I was really struck with one of the concepts delivered in the first few paragraphs of how Daniel Pink blogged about how Genius Hour can “electrify” your job. Would teachers want to take an hour a week, month, quarter? to work on their passion projects. Maybe during team time? As individuals, as groups?
Chapter 6:
** “Passion may lead us to new experiences, but ultimately it should point us to purpose” (Juliani, p. 60). The author paints a perfect picture at the beginning of the chapter about the difference between passion and purpose. He claims that ultimately the Genius Hour should lead to purpose, but that shouldn’t impede a student from working on something he/she loves doing. If it leads to purpose, great, but students might not know that until the finished product. Failure just leads to a better way to do it.
** To me “sharing” the project could be the most beneficial part of any of the six building blocks. Some students will be uncomfortable with this, but they will need to face their insecurities and deliver. They will see that the “Obstacle is the Way.”
** Awesome idea using the March Madness bracket as a way to find their topic (p. 68).
Wednesday, July 13, 2016
Chapters 4-6 Reflection Kaffar
Hello everyone,
First off I want to say that this blog along with our sessions has been an outstanding professional development for me this summer. Having four kids and trying to balance all this and reading the book, it gets me excited to go back to school in August. I love my job and I love meeting with all you to learn from your classrooms.
Chapter 4:
Ownership - - - > It is the ongoing issue that I think we face in this area, how do we reach our students, parents, the community, our stakeholders, the importance of education? Is it something that is truly valued here in the DL community? I know we can all say that some families definitely treasure and hold onto their education, but far too many do not. It is not just a problem in our area, I think it is an epidemic that goes beyond our district boundaries. Maybe we don't see the shift in the primary grades, but when they get to the middle level it starts to become exposed and further develops. As we discussed in our session today, the teacher still has an impact on whether a student succeeds in the classroom or not, but they need to be there first. Maybe what I am getting at is how important the role is of our teachers and how they can make an impact on their students.
The Genius Hour Rubric: I think I am going to vlog on this... be looking for a video and if you want to watch it great :)... If not, well thats ok too.
I underlined the phrase "This should be inquiry driven, intrinsically motivated learning." - Pg. 38. This is in reference to a final project/presentation. This is something I need to work on, especially with my own kids. My kids are 6, 4, 18 months, and 3 weeks and I need to work on the shift from extrinsic motivation (I get a hershey kiss if I do my duties and play nice with my siblings and friends) to intrinsic (I do this because it is the right thing to do and it will make me a better person). It goes along with the adult in their life (me ;)). . . I have said a lot this summer that I am "adulting" when I help with the rearing of our kids, it is more of an inside joke between my spouse and I, but there is truth in it. "Adulting" means discipline, adversity, strength, growth, love, and respect, plus many more... There is not a break in "adulting."
Then I love this one line in reference to the Genius Hour Project Based Learning (PBL): "When facilitated correctly, it allows students to first find, and then develop, their passions." - Pg. 44 -- There is still a role of the teacher to facilitate their learning and help them make the leap to the next step.
Chapter 5:
The first page of this chapter caught my eye (Pg. 49). I am sure we have all heard the stereotype that is out there that those teachers that are more experienced tend to not change their ways and keep doing what they are doing and have a philosophy of "It worked for the past 20 years so why wouldn't it work again?" Well, the professional on the first page, Denise Krebs has 29 years of experience and during her 25th year of teaching she implemented a some innovative practices! And she used Twitter, which means that she had to have been somewhat familiar with the trends in education and was willing to reform her thoughts to better her students. Inspiring... The only word I can think of is inspiring.
We have had a lot of discussions about the process and growing in our understanding of the #geniushour and I love the growth mindset that comes from PBL. It is not about the final project and I think sometimes we get caught up in the grade and assessment of their final product rather than the progression and the change in their perspective as they move from something that is raw to something that is nearing a finished product. I think we need to remember that they may never finish the product... It very well could be a lifelong project that builds on their understanding and life's adventures and this is just one of the many pieces.
Chapter 6:
I thought that chapter 6 was all about having your passions and purposes to blend into one idea. I think that at the secondary level this is a possibility as many students at this level have a base understanding of life's expectations and how to move forward with their life based on the outcomes they have been given.
A couple of quotes that have me really thinking from this chapter:
"Passion may lead us to new experiences, but ultimately it should point us to purpose." - Pg. 60
"Inquiry-based learning is about providing time for students to grow as learners, individuals, and creators." - Pg. 63
"Purpose drives the beginning research and the final creation." Pg. 64
Final thoughts: I get the feeling that the innovative process, genius hour, is pointing us back to more self-containment, or having one primary teacher teaching all subject areas and creating inter-disciplinary/cross-curricular units and integrating the necessary tools for our students to be successful.
Is there a such thing as too much or our students being too involved with the 20% Time/Genius hour aspect of education? Just a thought, I don't know the answer, but I would love to hear from others...
Don Wettrick mentioned to us when we went to visit him that many times his students have a drop in their grades of other classes due to their investment in their Innovative Classroom. Grades are not everything but that message has not been clear to our parents and stakeholders that put the pressure on As and Bs.
First off I want to say that this blog along with our sessions has been an outstanding professional development for me this summer. Having four kids and trying to balance all this and reading the book, it gets me excited to go back to school in August. I love my job and I love meeting with all you to learn from your classrooms.
Chapter 4:
Ownership - - - > It is the ongoing issue that I think we face in this area, how do we reach our students, parents, the community, our stakeholders, the importance of education? Is it something that is truly valued here in the DL community? I know we can all say that some families definitely treasure and hold onto their education, but far too many do not. It is not just a problem in our area, I think it is an epidemic that goes beyond our district boundaries. Maybe we don't see the shift in the primary grades, but when they get to the middle level it starts to become exposed and further develops. As we discussed in our session today, the teacher still has an impact on whether a student succeeds in the classroom or not, but they need to be there first. Maybe what I am getting at is how important the role is of our teachers and how they can make an impact on their students.
The Genius Hour Rubric: I think I am going to vlog on this... be looking for a video and if you want to watch it great :)... If not, well thats ok too.
I underlined the phrase "This should be inquiry driven, intrinsically motivated learning." - Pg. 38. This is in reference to a final project/presentation. This is something I need to work on, especially with my own kids. My kids are 6, 4, 18 months, and 3 weeks and I need to work on the shift from extrinsic motivation (I get a hershey kiss if I do my duties and play nice with my siblings and friends) to intrinsic (I do this because it is the right thing to do and it will make me a better person). It goes along with the adult in their life (me ;)). . . I have said a lot this summer that I am "adulting" when I help with the rearing of our kids, it is more of an inside joke between my spouse and I, but there is truth in it. "Adulting" means discipline, adversity, strength, growth, love, and respect, plus many more... There is not a break in "adulting."
Then I love this one line in reference to the Genius Hour Project Based Learning (PBL): "When facilitated correctly, it allows students to first find, and then develop, their passions." - Pg. 44 -- There is still a role of the teacher to facilitate their learning and help them make the leap to the next step.
Chapter 5:
The first page of this chapter caught my eye (Pg. 49). I am sure we have all heard the stereotype that is out there that those teachers that are more experienced tend to not change their ways and keep doing what they are doing and have a philosophy of "It worked for the past 20 years so why wouldn't it work again?" Well, the professional on the first page, Denise Krebs has 29 years of experience and during her 25th year of teaching she implemented a some innovative practices! And she used Twitter, which means that she had to have been somewhat familiar with the trends in education and was willing to reform her thoughts to better her students. Inspiring... The only word I can think of is inspiring.
We have had a lot of discussions about the process and growing in our understanding of the #geniushour and I love the growth mindset that comes from PBL. It is not about the final project and I think sometimes we get caught up in the grade and assessment of their final product rather than the progression and the change in their perspective as they move from something that is raw to something that is nearing a finished product. I think we need to remember that they may never finish the product... It very well could be a lifelong project that builds on their understanding and life's adventures and this is just one of the many pieces.
Chapter 6:
I thought that chapter 6 was all about having your passions and purposes to blend into one idea. I think that at the secondary level this is a possibility as many students at this level have a base understanding of life's expectations and how to move forward with their life based on the outcomes they have been given.
A couple of quotes that have me really thinking from this chapter:
"Passion may lead us to new experiences, but ultimately it should point us to purpose." - Pg. 60
"Inquiry-based learning is about providing time for students to grow as learners, individuals, and creators." - Pg. 63
"Purpose drives the beginning research and the final creation." Pg. 64
Final thoughts: I get the feeling that the innovative process, genius hour, is pointing us back to more self-containment, or having one primary teacher teaching all subject areas and creating inter-disciplinary/cross-curricular units and integrating the necessary tools for our students to be successful.
Is there a such thing as too much or our students being too involved with the 20% Time/Genius hour aspect of education? Just a thought, I don't know the answer, but I would love to hear from others...
Don Wettrick mentioned to us when we went to visit him that many times his students have a drop in their grades of other classes due to their investment in their Innovative Classroom. Grades are not everything but that message has not been clear to our parents and stakeholders that put the pressure on As and Bs.
Chapters 1-3 Reflection Wahl
From Jolene Wahl
Chapter 1: As with most the idea that 65% of our students jobs have not even been created yet really stood out to me. It shows us that it is so important that we teach our students how to be creative and problem solvers… with out those skills it will be hard for them to adapt and succeed it a business world that we are yet to know.
The biggest take away from this though was the idea that we have to build our students motivation intrinsically instead of extrinsically.
-We need to change the way we praise students from -good job -you did so well on that assignment/test and instead say -you worked so hard -I liked how you problem solved that –Way to not give up.
Chapter 2: 20% time –How to bring it into the classroom
-Individualized learning based on interests
It will be really important to have something is place to help students develop ideas, interests, and project/questions ideas. Having a place for them to record this that interests them throughout the year will help some students and for others giving them a list of ideas to use or to spark a thought from.
Chapter 3: “Innovation most often comes from personal inquiry.” We need to figure out a way to help students learn how to use their interests to spark a desire to learn. This is going to be a building process. We aren’t going to be able to give our students this time and let them loose… We are going to have to build the skills they need as a bases and gradually release them. As the grow and develop with this new idea of learn they will be able to become more independent with their learning.
Chapter 1: As with most the idea that 65% of our students jobs have not even been created yet really stood out to me. It shows us that it is so important that we teach our students how to be creative and problem solvers… with out those skills it will be hard for them to adapt and succeed it a business world that we are yet to know.
The biggest take away from this though was the idea that we have to build our students motivation intrinsically instead of extrinsically.
-We need to change the way we praise students from -good job -you did so well on that assignment/test and instead say -you worked so hard -I liked how you problem solved that –Way to not give up.
Chapter 2: 20% time –How to bring it into the classroom
-Individualized learning based on interests
It will be really important to have something is place to help students develop ideas, interests, and project/questions ideas. Having a place for them to record this that interests them throughout the year will help some students and for others giving them a list of ideas to use or to spark a thought from.
Chapter 3: “Innovation most often comes from personal inquiry.” We need to figure out a way to help students learn how to use their interests to spark a desire to learn. This is going to be a building process. We aren’t going to be able to give our students this time and let them loose… We are going to have to build the skills they need as a bases and gradually release them. As the grow and develop with this new idea of learn they will be able to become more independent with their learning.
Chapters 1-3 Reflection Schlenker
From Jared Schlenker
Chapter 1:
** Is the reason schools haven't changed in over a century because the ones who are in charge of it were "good at school" themselves? Superintendents, principals, teachers...we were all good at school, and it worked or us, so why would we want to do anything differently? Discussions such as the ones we had at the Bean are what can eventually transform education: site-based decisions to make valuable adjustments to our current practices.
** Simon and I were talking yesterday about what he wanted to be when he grows up. Of course, like many students in the Minecraft age, he wants to be an architect. It was fun to be able to bring up how the future job market will be based on independent workers, which would fit well with that type of profession.
Chapter 2:
** This chapter reminded me of when I supervised a field trip of seniors from Dakota Prairie to the Microsoft facility in Fargo. This was about 8 years ago, but the company was incorporating innovative practices into their workday as well. Employees were able to come to the job site if they had work to do and could leave when they were finished. They had a game room, a napping room, and other entertainment options within the building. The DP students who were there were obviously impressed with this setup, but what they needed to understand was that in order to be a part of this type of work environment, they would have needed to be a highly sought after programmer. Juliani brought up "Grit" and the "Growth Mindset," and students would need to understand that hard work and initiative is what will allow them to attain this type of position.
Chapter 3:
** "No one forces true innovation"...this to me will be a challenge of implementing Genius Hour. Inquiry and innovation are the supreme ideas of education, and experiential learning has been encouraged since the time of Dewey. I love that we are starting slow with the idea of 20% time at the middle school with a pilot elective that will provide an opportunity to see it in action before we expand. Just like any new "initiative" we need to be careful for it to not come across as a mandate or flavor of the month, as we have all seen in education.
Chapter 1:
** Is the reason schools haven't changed in over a century because the ones who are in charge of it were "good at school" themselves? Superintendents, principals, teachers...we were all good at school, and it worked or us, so why would we want to do anything differently? Discussions such as the ones we had at the Bean are what can eventually transform education: site-based decisions to make valuable adjustments to our current practices.
** Simon and I were talking yesterday about what he wanted to be when he grows up. Of course, like many students in the Minecraft age, he wants to be an architect. It was fun to be able to bring up how the future job market will be based on independent workers, which would fit well with that type of profession.
Chapter 2:
** This chapter reminded me of when I supervised a field trip of seniors from Dakota Prairie to the Microsoft facility in Fargo. This was about 8 years ago, but the company was incorporating innovative practices into their workday as well. Employees were able to come to the job site if they had work to do and could leave when they were finished. They had a game room, a napping room, and other entertainment options within the building. The DP students who were there were obviously impressed with this setup, but what they needed to understand was that in order to be a part of this type of work environment, they would have needed to be a highly sought after programmer. Juliani brought up "Grit" and the "Growth Mindset," and students would need to understand that hard work and initiative is what will allow them to attain this type of position.
Chapter 3:
** "No one forces true innovation"...this to me will be a challenge of implementing Genius Hour. Inquiry and innovation are the supreme ideas of education, and experiential learning has been encouraged since the time of Dewey. I love that we are starting slow with the idea of 20% time at the middle school with a pilot elective that will provide an opportunity to see it in action before we expand. Just like any new "initiative" we need to be careful for it to not come across as a mandate or flavor of the month, as we have all seen in education.
Chapters 1-3 Reflection Wahl
From Barb Wahl
My take aways from Chapter 1....
I too was amazed that among current students, 65% will be employed with jobs that have not yet been created.
When I was teaching language, I always had my students write an autobiography. The last chapter what what they saw themselves looking like, and what they would be doing in 10, 20, and 30 years from today; similar to the reality check worksheet on page 10-11.
Chapter 2: It is so true that people are more interested in learning when it is something that interests them. I understand I have a strong possibility of housing an iPad cart in my room this year. This will make it so much easier to do the research, and access technology when I won't have to hunt down devices to use! :)
Chapter 3: I plan to figure out how to blog and tweet, and get comfortable with the web sites before I present this to my students. :) I liked the March Madness form for kids to make their lists of what they were interested in.
I apologize, thought I could come back and add to my original post.
To add to Chapter 1 comment- I wanted to say kids often had trouble visualizing, or understand that concept when I asked them to think 10,20,30 years into the future. I feel like when I start the 20% in my classroom, we are going to need more than one class period to present what we are striving for our students to do. I anticipate that visiting the sites shared in the book, and our last discussion, I will be able to get a timeline of how much time to take introducing this program to my students. I know they will be excited. I like the idea of using an assembly schedule or somewhat shortened schedule within the week as a way of working the time into an already busy schedule.
I wish I would have been doing this program this past year. I had a student who was amazing with hands-on assignments. He was an outstanding presenter. He fits the 20% idea to a T! He barely was able to get passing grades in several subject areas, but just visiting with this student, I know, he will be successful. He could get turned off from school because he has a difficult time with traditional classrooms. This type of learning would be right up his alley.He has the ability to speak, and has a great personality. He will be one of those students who does something innovative.
My take aways from Chapter 1....
I too was amazed that among current students, 65% will be employed with jobs that have not yet been created.
When I was teaching language, I always had my students write an autobiography. The last chapter what what they saw themselves looking like, and what they would be doing in 10, 20, and 30 years from today; similar to the reality check worksheet on page 10-11.
Chapter 2: It is so true that people are more interested in learning when it is something that interests them. I understand I have a strong possibility of housing an iPad cart in my room this year. This will make it so much easier to do the research, and access technology when I won't have to hunt down devices to use! :)
Chapter 3: I plan to figure out how to blog and tweet, and get comfortable with the web sites before I present this to my students. :) I liked the March Madness form for kids to make their lists of what they were interested in.
I apologize, thought I could come back and add to my original post.
I wish I would have been doing this program this past year. I had a student who was amazing with hands-on assignments. He was an outstanding presenter. He fits the 20% idea to a T! He barely was able to get passing grades in several subject areas, but just visiting with this student, I know, he will be successful. He could get turned off from school because he has a difficult time with traditional classrooms. This type of learning would be right up his alley.He has the ability to speak, and has a great personality. He will be one of those students who does something innovative.
Chapter 2&3: I think it is going to be a difficult think for some students to think of what their project will be. The list idea as I mentioned starting as a class to get everyone on board will be vital.As we share examples and ideas, those slow starters will see how to begin to compile a list. Another concept that is going to be tough for some kids and parents is that failing is important, that is is okay to fail. A problem I will have is allowing students to work as partners. I have seen it fail more times than not. Maybe after researching the sites I will see evidence that working with a partner will be possible.
I can see how important it will be to have the Tech Team on board, and available to assist our students as we dive into this project. I am crossing my fingers that the possibility of more devices being available across the grade level. This will allow for students to have the technology at their fingertips to assist them to be successful.
I can see how important it will be to have the Tech Team on board, and available to assist our students as we dive into this project. I am crossing my fingers that the possibility of more devices being available across the grade level. This will allow for students to have the technology at their fingertips to assist them to be successful.
Reflection also is going to be an important part of this program. To be able to look back, see what happened, and be able to make changes and learn from the mistakes made, and try again.
I really enjoyed the discussion from our first meeting. I am disappointed that I won't be able to be there this week. I will be checking out sites see how others have gone about presenting the program. I will be seeking our the Tech Staff :) to help this old dog learn some new tricks!!
I really enjoyed the discussion from our first meeting. I am disappointed that I won't be able to be there this week. I will be checking out sites see how others have gone about presenting the program. I will be seeking our the Tech Staff :) to help this old dog learn some new tricks!!
Chapters 1-3 Reflection Peterson
From Carly Peterson
Chapter 1 Reflection: As a second grade teacher who facilitates a student-centered classroom, I now believe our use of social media is an opportunity for students to partake in the type of learning in which they can thrive and shout their story to the world. When we allow students to write and share their work with the world, suddenly their work becomes more valuable. Some ideas I took away from this chapter that I would like to implement in my classroom this year are some well known apps that can help teach students to be creating a positive image for themselves which does result in doing your best in school. Two apps that I would like to incorporate starting in the beginning of the school year are instagram and seesaw. The app seesaw is a place where students can create a digital profile about their own unique self and promoting their educational side by sharing their best work. The second app I would like to incorporate right on the first day of school is Instagram to help students learn to leave a positive digital footprint. I want to help students prepare for the "real world" by teaching them to only share positive messages, to broadcast their own work, and share the culture of our classroom/school.
Chapter 2: The main concern of course is trying to find time in our already busy schedules. It will take me at least a full year to really get in the swing of 20% time and a lot of trial/errors. The 20% time will look different in my 2nd grade classroom compared to a classroom in the middle school. I envision my students learning the basics of 20% time. I have found some great sources for my students to use to help their research process. I also foresee myself assigning my students a specific topic for quarter 1 and 2 (especially my first year implementing this and their first year!). In 2nd grade, we create habitats. We learn about many different habitats and then the students pick their favorite. I thought this would be a way to "ease" into 20% time. It could be more broad and the students would be in charge of picking their own habitat, researching their habitat, creating their habitat, and having a report at the end. This moves away from projects and turns this task into a PBL. Hopefully by quarter 3 and 4 students could venture off and pick a topic of their own interest/desire.
Some of the research sites I have used in the past and my students could use on their own were: brainpop, kidrex, wonderpools, animal planet, national geographic, and certainly using books in our classroom or library.
Chapter 3: Once again, time can be such a factor in the classroom. There are many times that it is just easier to "hurry up" and "help" so you can move onto the next lesson in the school day. Instead, we need to allow for our students to have time to collaborate, express their ideas/concerns, and take the time to listen. It is truly amazing seeing a spark in their eye when they are interested in a topic you are teaching about. It is time to be making schools a place where innovation happens all the time throughout the school day but, does not stop there!
Chapter 1 Reflection: As a second grade teacher who facilitates a student-centered classroom, I now believe our use of social media is an opportunity for students to partake in the type of learning in which they can thrive and shout their story to the world. When we allow students to write and share their work with the world, suddenly their work becomes more valuable. Some ideas I took away from this chapter that I would like to implement in my classroom this year are some well known apps that can help teach students to be creating a positive image for themselves which does result in doing your best in school. Two apps that I would like to incorporate starting in the beginning of the school year are instagram and seesaw. The app seesaw is a place where students can create a digital profile about their own unique self and promoting their educational side by sharing their best work. The second app I would like to incorporate right on the first day of school is Instagram to help students learn to leave a positive digital footprint. I want to help students prepare for the "real world" by teaching them to only share positive messages, to broadcast their own work, and share the culture of our classroom/school.
Chapter 2: The main concern of course is trying to find time in our already busy schedules. It will take me at least a full year to really get in the swing of 20% time and a lot of trial/errors. The 20% time will look different in my 2nd grade classroom compared to a classroom in the middle school. I envision my students learning the basics of 20% time. I have found some great sources for my students to use to help their research process. I also foresee myself assigning my students a specific topic for quarter 1 and 2 (especially my first year implementing this and their first year!). In 2nd grade, we create habitats. We learn about many different habitats and then the students pick their favorite. I thought this would be a way to "ease" into 20% time. It could be more broad and the students would be in charge of picking their own habitat, researching their habitat, creating their habitat, and having a report at the end. This moves away from projects and turns this task into a PBL. Hopefully by quarter 3 and 4 students could venture off and pick a topic of their own interest/desire.
Some of the research sites I have used in the past and my students could use on their own were: brainpop, kidrex, wonderpools, animal planet, national geographic, and certainly using books in our classroom or library.
Chapter 3: Once again, time can be such a factor in the classroom. There are many times that it is just easier to "hurry up" and "help" so you can move onto the next lesson in the school day. Instead, we need to allow for our students to have time to collaborate, express their ideas/concerns, and take the time to listen. It is truly amazing seeing a spark in their eye when they are interested in a topic you are teaching about. It is time to be making schools a place where innovation happens all the time throughout the school day but, does not stop there!
Chapters 1-3 Reflection Knutson
From Alisha Knutson
Chapter 1 Reflection: One of the biggest things that stood out to me (which we discussed) was the fact that 65% of the students we are teaching will end up in jobs that haven't even been invented yet! This chapter taught us that we need to prepare our students for a different kind of generation.
Chapter 2 Reflection: This chapter was about Marie Montessori's impact on education. It is amazing how much her views on education have impacted the world still today. I also enjoyed the section that gave us some project ideas to use during 20% time.
Chapter 3 Reflection: I really enjoyed this little history lesson. It is amazing to me that people like Albert Einstein and Thomas Edison came from tough backgrounds and/or struggled in school. Their stories are a great example in showing educators how much success can be made from students that don't particularly do "well" in a classroom setting. Their stories are also a great example for educators to share with their students in order to show students they can achieve success in a different way.
Chapter 1 Reflection: One of the biggest things that stood out to me (which we discussed) was the fact that 65% of the students we are teaching will end up in jobs that haven't even been invented yet! This chapter taught us that we need to prepare our students for a different kind of generation.
Chapter 2 Reflection: This chapter was about Marie Montessori's impact on education. It is amazing how much her views on education have impacted the world still today. I also enjoyed the section that gave us some project ideas to use during 20% time.
Chapter 3 Reflection: I really enjoyed this little history lesson. It is amazing to me that people like Albert Einstein and Thomas Edison came from tough backgrounds and/or struggled in school. Their stories are a great example in showing educators how much success can be made from students that don't particularly do "well" in a classroom setting. Their stories are also a great example for educators to share with their students in order to show students they can achieve success in a different way.
Chapters 1-3 Reflection Follman
From Deb Follman
I just spent about 20 minutes posting to this discussion only to have it disappear - UGH!
Won't be able to re-produce it - see you all on July 13th at 8:30 AM - 10:30 AM at the Liquid Bean.
Deb
Chapters 1-3 Reflection Olson
From Sheri Olson
Hello all,
I was not at the first class so I'm not sure if we are all supposed to post but here are my thoughts on Chapters 1-3.
Chapter One: Having just attended the ISTE conference, I can agree that digital portfolios are a trend right now. Through an app such as Seesaw, teachers and students can create a digital portfolio of a child's work. These portfolios can be shared with parents and future teachers. I believe watching a video of an incoming student and seeing what they have accomplished would be extremely valuable to teachers. It would also enable them to connect a face with a name. Classroom newsletters become paperless through this process as well:)
Chapter Two: I have had many teachers ask "How do I fit 20% time into my curriculum?" I believe 20% time projects meet many reading, writing and technology standards. The section on page 19 sums it up well (see attached photo).
Chapter Three: The phrase that struck me most was: "Allow for failure and your students will see it as part of the learning process, not the end of the learning process." I think this is key for future learners. If students don't experience failure, they become unwilling to take risks or try something new at which they might fail. However, if they see failure as part of the process of learning, they will keep trying which I think will be valuable for life in the real world.
Hello all,
I was not at the first class so I'm not sure if we are all supposed to post but here are my thoughts on Chapters 1-3.
Chapter One: Having just attended the ISTE conference, I can agree that digital portfolios are a trend right now. Through an app such as Seesaw, teachers and students can create a digital portfolio of a child's work. These portfolios can be shared with parents and future teachers. I believe watching a video of an incoming student and seeing what they have accomplished would be extremely valuable to teachers. It would also enable them to connect a face with a name. Classroom newsletters become paperless through this process as well:)
Chapter Two: I have had many teachers ask "How do I fit 20% time into my curriculum?" I believe 20% time projects meet many reading, writing and technology standards. The section on page 19 sums it up well (see attached photo).
Chapter Three: The phrase that struck me most was: "Allow for failure and your students will see it as part of the learning process, not the end of the learning process." I think this is key for future learners. If students don't experience failure, they become unwilling to take risks or try something new at which they might fail. However, if they see failure as part of the process of learning, they will keep trying which I think will be valuable for life in the real world.
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