When I first introduced the idea of Genius Hour to my students it was met with both excitement and fear. They were enthusiastic at the idea of choosing their own topic of study, but nervous about two major things:
First, what should I choose to learn about?
Second, how will this be graded?
The traditional education model has little room for differentiation within the classroom. Students progress through grades by age, they are grouped together to learn the same content at the same speed and are “graded” with data from standardized tests where the results are mostly focused on measuring students against each other, not individual growth one has made.
This factory-like model has done a disservice to our kids and highlights my first mistake; we have produced students who are problem-solvers instead of Problem-Seekers. Commonly, we feed information to students with an end goal in mind. We ask kids to solve a problem that we have developed and deemed important. Asking a child to find a meaningful discourse in which to study, seek out an issue that plagues today’s society in order to remedy it, is tough. If you don’t think so, start a class period off posing the question: Why are we studying Hamlet? (or any current classroom concept/unit/etc.) and see if you get anything different than the common response of: because we will need to know this in college (or other required demands to pass the class). Creating a culture of inquiry that places responsibility back in the hands of our students takes time, continued support and modeling, and does not happen immediately as I so foolishly thought.
Finally, my second mistake was neglecting to use the common practice of gradual release which helps to set students up for success. Sure, we all have students who come to class with those innate skills that will propel them to be successful in school or career, but far too often we see students who don’t have these skills (and everyone can work to be better). Take for instance research skills. While most students know how to use Google to search for answers that are low level and offer little cognitive demands, most do not know how to tackle those higher order thinking tasks that demand research, synthesis, and analysis.
Genius Hour is not about a quick answer that is regurgitated in front of the class, instead we are asking students to become experts in that particular field and have the audacity to manipulate their knowledge in ways that will allow them to construct thoughtful responses with threaded experiences and support in multiple situations. Because of this cognitive complexity, I found my students struggled in 2 areas when it came to their own learning: Identifying primary sources, evaluating information they discovered based on relevance and reliability; and how to synthesize sources and information embedding them to their own knowledge base. Because of this early mistake, large group learning (my gradual release of responsibility) was threaded throughout the normal class period with the understanding that these skills would help aid in their future learning.
Genius Hour, Genius Time, 20% Time, Passion-Based Learning; whatever one may call it creates opportunities for students to take their learning by the reins and exhibit greatness that had not been exhibited before. Whether class-based or school-wide, long-range goals and carefully planning must take place to help all students succeed in this foreign environment. Best of Luck!
Resources used for Source Evaluation/Research Skills: