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.
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