Genius Hour and the 6 Essentials of Personalized Education
There is a difference between differentiation and personalized learning. In the last year, I’ve been shifting toward the personalized learning aspect of curriculum design. How do I engage my learners and make their classwork more authentic?
Last year, my school rolled out iPads for every student, and with the transition to Common Core, it was the perfect time for a massive curriculum shakeup. I’m lucky that my department gave me ample time to start working on this process. Simultaneously, I started experimenting with Genius Hour for my 8th grade students. Genius Hour equated to one hour a week, or one class day, where I let the students become experts in anything they wanted. This allowed them to explore their passions, and I saw engagement like never before. All of these things coalesced into a different mindset for me as a teacher. I’m nowhere near a full personalized education model, but I’m keeping the student-centered approach in the forefront as I continue this process.
So what are the essentials of personalized education, and how does something like Genius Hour play a role? Keefe and Jenkins found six basic tenets of personalized instruction.
1. Dual Teacher Role
To use Genius Hour effectively, get all your pieces together and ready to go so that you can use your valuable face-to-face time with the students. Your job is to coach and advise them through the process. While some students won’t need much interference from you, others will need more intense coaching, so it’s good to touch base with all students at least once during this hour. Because this should be a self-paced activity, with a bit of structure introduced by the teacher, you’ll be able to offer regular 1:1 help.
2. Learn About Your Students
You’ll learn more than you ever thought possible by watching your students go through this process. They are picking what they’re passionate about, so the topics will be quite varied. Through this process, you’ll also learn who is intrinsically motivated by their topic and skills, and who will need help. If you can learn a little about your students before jumping in (their developmental levels, what type of workers/learners they are, their prior knowledge on the topic), the better off you’ll be in your dual role as coach and adviser. Last year when I went through this process, it was a second-semester activity. I have since reflected that the students needed more time. This year, I’ll start in November so that I have time for getting to know my students before we begin.
3. Create a Culture of Collaboration
Because you’re working so closely with your students, Genius Hour naturally develops a culture of collaboration. Some students chose to work as a group — I allow up to four per group — but many preferred to work on an individual basis. I required them to create a video pitch for their project, and then critique each other’s ideas and provide feedback. We also teamed up with other classrooms across the country to do the same. So we established the positive skill of learning from others how to make our project better.
I also had the students find a mentor and conduct an interview on their topic. Some were people in our own school or community. We’re lucky to have a small university just blocks from our school, and many of the staff were willing to open their doors to provide help and support. Some students went further, contacting authors and other professionals for help. I even had one student that Skyped with an author who was then in Hawaii doing research but happy to talk with an eighth grader. I found this part of the process to be the most rewarding for students.
4. Create an Interactive Learning Environment
I often had the students brainstorming with each other or having online discussions via Schoology on different pieces of the process. At the end of the project, students were asked to give a TED-style talk on their topic. After watching and analyzing several TED talks, they did a discussion thread about what makes a successful TED talk.
The students also worked together on various topics and projects. They practiced their TED talks with each other prior to giving them, and provided critiques and feedback on their video pitches and websites. I asked them to use their own websites to reflect on their process, and then review each other’s Genius Hour posts at least once through this process.
I would also challenge teachers to rethink their classroom workspace. This Edutopia video series inspired me to turn a previously unusable space at the back of my classroom into a Genius Bar and Recharging Station.
ISTE’s Learning & Leading Magazine featured Australian schools working with modular furniture to cultivate digital-age learning environments. While I couldn’t afford a ton of new furniture, I noticed that a lot of the pieces in this article were small stools that the students could manipulate for different styles of learning. My admin let my buy some inexpensive stools from Ikea, and my kids moved them all over the room to use as they saw fit.
5. Build Flexible Pacing, But With Structure
I utilized my learning management system to build folders for each of the benchmarks that I wanted my students to achieve on the project. I also created a Google presentation with all the materials I would need for each Genius Hour day. By having all of this ready to go ahead of time, I could “let go” as a teacher so that the students could move at their own pace, while freeing up that valuable face-to-face time for me to work with the kids one-on-one.
6. Create Authentic Assessments
The students’ year-end TED-style talks on their chosen topics created a performance assessment requiring them to show their passion to their peers. They were extremely excited about sharing out what they learned. I’ve found that the more you can relate their classwork to their passions, and the more likely that classwork will be seen and critiqued by someone other than their teacher, the better outcome you’ll get from the students. The work now has meaning for them.
They also were reflecting throughout the project, which allowed me to assess their progress regularly. And through our face-to-face time, I could naturally assess their progress. I found that my students covered at least 15 different Common Core standards during this project.
Well there you have it — Genius Hour lends itself nicely to the basic structures of personalized learning. I guarantee that once you see the level of engagement that choice and passion can bring to your students and the curriculum, the personalized education mindset will start leaking into all of your lesson planning decisions.
What have you seen in your own lesson design and/or classroom that has changed your mindset to begin thinking about engagement and choice for students?
By Nichole Carter, 8th grade ELA teacher, Portland, Oregon.
Read the original Edutopia article here.