Genius Hour: Personalized Inquiry and Passion Based Learning

Growing up, my academic experiences were very teacher directed. As a student in a traditional educational environment I would complete whatever worksheet I was handed. As this was my only real experience with school based learning I thought that this was the most effective method. Teachers would examine the curriculum documents, prepare the worksheets or the daily lesson based on provincial expectations and as students we would passively complete the required tasks. I was never truly engaged with my learning, I simply completed the work and went home. I assumed that this was how elementary and high school was supposed to work. This idea of school was completely shattered when I completed my EDUC 8P19 observation. While I was in a grade seven class in Southern Ontario, I was able to see genius hour, a concept I had only ever briefly read about. Through genius hour students engage in inquiry, passion based and personalized learning (Drake, Reid & Kolohon, 2014). In this class genius hour was held every Friday for two periods for a total of fifteen weeks. Students could select any topic. Their work was guided by a driving question, and they were required to present the results in some manner to the class as well as place it on their class website. When I asked the students about the kinds of things they were working on one student stated he was working on building a computer, another stated she was preparing a lyrical dance to a piece of original poetry based on a modern art installation and another stated she was preparing a book drive for schools on a local Aboriginal Reserve. The students were ecstatic to share their projects with me and stated that they loved their Fridays because they got to work on something cool; something they were “actually interested in.”

            Genius hour was inspired by Google’s strategy which allows their employees to use twenty percent of their time to work on any topic which could have the potential to benefit Google (Grinberg, 2014). Google has stated that because workers are interested in what they are working on productivity has increased. Approximately fifty percent of Google’s projects have been produced as a result of this strategy. Gmail and Google News were produced through this initiative (Image 1) (Kesler, 2013a). This increase in productivity as a result of genius hour initiatives was noted in Daniel Pink’s 2011 study of employee output (Drake, Reid & Kolohon, 2014).

Image 1: Gmail was produced through the genius hour method (Pontbriand, 2015).

            Genius hour has been adopted in education in attempt to promote intrinsic motivation, creativity, self-regulation, and research skills (Grinberg, 2014; Şen, Yılmaz, & Geban, 2015). These are important twenty first century skills (Drake, Reid, & Kolohon, 2014). An important part of Genius Hour is also allowing students to be comfortable with failure. Through the research process students will encounter a variety of obstacles. They may take risks that result in failure. This failure is important in developing resiliency and a growth mindset (Grinberg, 2014). This type of assignment allows the teacher to increase their knowledge of their students, allows students to work at their own pace as well as work in a manner which best suits their learning needs (Carter, 2014). See Frenchman’s Bay Public School as well as Mr. C’s Class at Loranger Memorial School for examples of genius hour structure, parent communication and student work. See the video below for a description of genius hour.

 

 

            Genius hour is a part of the new story of education and differs significantly from what myself as well as many of the students’ parents will be accustomed. Many teachers as well as parents may find this type of initiative does not fit into the academic system which prioritizes standardized testing. To attempt to bridge the old and new stories of education to key stakeholders like parents increased communication about the structure and the goals of genius hour should be articulated. A Genius Hour blog or website co-created with the students may allow parents to understand the relevancy of this type of education (Grinberg, 2014). Students may also require additional assistance as many have never been taught to think this way or take responsibility for their learning; current children may still be accustomed to being passive students. Through conferences and class discussions students will be able to work through taking on this type of project (Grinberg, 2014). See Image 2 of the wonder wall below where students begin to brainstorm questions with their teacher to guide their research (Mr.C., n.d.). A big concern with genius hour is that many students, particularly students who tend towards anxiety and perfectionism, may struggle with this type of open ended assignment. Teachers must attempt to balance the importance of providing an open ended inquiry based assignment while also ensuing that students feel comfortable and confident approaching the assignment. Another concern is whether students should be assigned grades. Students will spend a significant portion of time on their work and will produce a final product worthy of assessment; however, will the assigning of a grade reduce intrinsic motivation? These questions must be answered based on each teacher’s individual philosophy as well as the needs of their students.

Image 2: Class wonder wall  (Mr.C., n.d.).

            Although Genius hour allows students to engage in a personalized inquiry and passion based task this initiative cannot be act as a band aid for class filled with rote memorization of work sheets. Implementing innovative assignments like genius hour cannot be the only change that teachers make to ensure that students’ needs are met. Teachers should strive to implement a variety of strategies to ensure students are intrinsically motivated and develop twenty first century skills. Genius hour is a strong example of the transition between old and new stories of education.

References

Mr. C. (n.d.). Genius Hour. Retrieved November 5, 2015 from

http://mistercloranger.weebly.com/genius-hour.html

Carter, N. (2014). Genius Hour and the 6 Essentials of Personalized Education. Retrieved

November 4, 2015 from http://www.edutopia.org/blog/genius-hour-essentials-personalized-education-nichole-carter

Drake, S. M., Reid, J. L. and Kolohon, W. (2014). Interweaving Curriculum and Classroom

Assessment. Don Mills: Oxford University Press. 

Frenchman’s Bay Public School. (n.d.). Genius Hour. Retrieved November 4, 2015 from

http://www.ddsb.ca/school/frenchmans/SchoolInformation/Genius%20Hour/Pages/default.aspx

Grinberg, E. (2014). ‘Genius Hour’: What kids can learn from failure. Retrieved November 4,

2015 from http://www.cnn.com/2014/03/09/living/genius-hour-education-schools/

Kesler, C. (2013a). What is Genius Hour? Retrieved November 4, 2015 from

http://www.geniushour.com/what-is-genius-hour/

Kesler, C. (2013b). What is Genius Hour? - Introduction to Genius Hour in the Classroom.

Retrieved November 5, 2015 from https://www.youtube.com/watch?v=NMFQUtHsWhc

Pontbriand, A. (2015). Gmail has had a Secret for Years, now it’s Been Decoded! The

Resistance Journals. Retrieved November 5, 2015 from http://resistancejournals.com/2015/06/28/gmail-secret-logo-revealed/

Şen, Ş. s., Yılmaz, A. a., and Geban, Ö. g. (2015). The Effects of Process Oriented Guided

Inquiry Learning Environment on Students' Self-Regulated Learning Skills. Problems of Education in The 21St Century, 6654-66.

 

BYOD: Bring Your Own Device

            I was very excited to start my observation teaching in a Grade 11 Law class in Southern Ontario, Canada. I met with the classroom teacher then  took my seat near the side of the room. I was carefully examining classroom practices and power relations. As I looked around the room to add to my detailed notes I was appalled by what I saw. Almost every single student in the classroom had their phone out. I immediately recalled my own school experiences. If one was caught with their phone anywhere in my high school they would receive detention and have their phone confiscated for a week. After the conclusion of the class, I spoke with the teacher who explained to me the school utilizes the BYOD strategy. BYOD or Bring Your Own Device is a policy that enables students to bring their own technological devices into the classroom (Peasgood, 2015). This topic is highly contentious in modern classrooms.

Students using technology to assist with problem solving exercises (Ormiston, n.d.).

            There are a variety of advantages to allowing students to bring their own device to class. Technology has become a staple of our modern day society and it allows for a variety of educational experiences to take place within the classroom. By allowing students to bring their own devices to class schools with limited funding are better able to incorporate technology into everyday lessons. Additionally, students are able to be more flexible with their work as many activities are accessible through the internet (Peasgood, 2015). There are a variety of educational apps which allow students to acquire knowledge through games as well as connect and collaborate with global classrooms (Drake, Reid & Kolohon, 2014). Students are also able to learn important transferrable 21^st century skills like: being able to operate various types of technology, being able to make responsible and ethical choices about how they use technology, thinking critically about media, being able to engage in international collaboration and being a digital citizen (Peasgood, 2015). There a variety of examples of projects and activities within the classroom which become much more obtainable as a result of BYOD programs. For example international collaboration programs like iEARN and Global School Net.org would be difficult to implement without students having adequate access to technological devices. School boards often provided detailed information about their BYOD initiatives and attempt to be transparent when describing to parents, guardians and stakeholders why it is beneficial for students. An example of school transparency is the Halton District School Board’s Bring I.T. program that is outlined on the school board’s website. The Peel District School Board also provides a video describing and justifying their BYOD policy.

            Although there are a lot of positive features of BYOD programs there are also limitations. Many educators are concerned that enabling students to bring their own devices will increase distraction. Despite software to block certain websites, students often still find ways to use prohibited websites (Concordia Online Education, 2012). Additionally enabling students to bring their own technology will increase the socioeconomic divide within schools. Low income students may experience increased bullying as a result of not having the latest technology. Although some schools allow students to borrow technology it is still easy to distinguish who has received school assistance (Concordia Online Education, 2012).  

Students can also be distracted by technology (Ask.com, n.d.).

            As a future educator one must be able to evaluate the positive and the negative features of new educational practices. As mentioned in my previous blog, what works for me or when I was a student is not going to be what is best for my future students. It is very easy to fall back upon your own assumption, but one must push past this initial conclusion to engage critical thinking skills. With this massive technological transformation no teacher can attempt to ignore the importance of students’ learning how to use and manage technology. The old and the new story must be bridged in a manner that reflects best learning practice for students. Teachers must take into the account the advantages and limitations of BYOD programs and find a solution that works for all of their students. This will strongly vary depending on the students within your class and the community’s socioeconomic status. One’s decision on devices within the classroom cannot be made without considering their own personal biases, the context of their classroom and background of their students as well as relevant literature. Through reflection, teachers can begin to understand their educational philosophies on personal devices in the classroom within the context of their school communities, in order to provide a positive information technology programs for all learners. This exercise is just the start of my own reflection on this topic as I embark on my teaching journey through pre service education classes!

Ask.com. (n.d.). What are the cons and pros of having a cell phone in school?. Retieved October

7, 2015 from http://www.ask.com/technology/cons-pros-having-cell-phone-school-b085404b77c16af7

Concordia Online Education. (2012). What is BYOD (Bring Your Own Device) and Why

Should Teachers Care?. Retrieved October 7, 2015 from http://education.cu-portland.edu/blog/tech-ed/what-is-byod-bring-your-own-device-and-why-should-teachers-care/

Drake, S. M., Reid, J. L. and Kolohon, W. (2014). Interweaving Curriculum and Classroom

Assessment. Don Mills: Oxford University Press. 

Global School Net.org. (n.d.). GlobalSchoolNet.org: Linking Kids around the World!. Retrieved

October 7, 2015 from http://www.globalschoolnet.org/

Halton District School Board. (n.d.). Bring I.T. Retrieved October 7, 2015 from

http://www.hdsb.ca/aboutus/IT/Pages/BringIT.aspx

iEARN. (n.d.). iEARN: Learning with the World, not Just About it. Retrieved October 7, 2015

from http://www.iearn.org/

Peasgood, S. (2015). Bring Your Own Device: The Next Big Trend in Education. Retrieved

October 7, 2015 from http://www.cantechletter.com/2015/01/bring-device-next-big-trend-education/

Ormiston, M. (n.d.). How to Use Cell Phones as Learning Tools. Retrieved October 7, 2015 from

http://www.teachhub.com/how-use-cell-phones-learning-tools

Peel District School Board. (n.d.). BYOD-Bring Your Own Device. Retrieved October 7, 2015

from http://www.peelschools.org/aboutus/21stcentury/byod/Pages/default.aspx

Holistic Education: Transforming Previous Educational Experiences

            Growing up, I lived in a very conservative area. I attended a Kindergarten to Grade 8 School followed by High School in a neighbouring town. I continued my education to university approximately 1.5 hours away from my hometown. The majority of my educational experiences were traditionally based, meaning that lessons were teacher centered while students simply absorbed knowledge. Between 1998 and 2003 the Ontario Curriculum focused on strongly delineated classes and strict assessment standards. There were some constructivist teachers, who enabled students and teachers to share the construction of knowledge, as after 2004 Ontario educational policy focused on the blending of traditional and constructivist approaches (Drake, Reid & Kolohon, 2014). As a student, and likely a future educator, the traditional style of learning is what I feel most comfortable with. When I am in university classes that attempt to teach based on constructivist theories (within the limits of a university setting) I often feel on edge because it does not reflect my earliest and most developed understanding of education. When Professor Drake mentioned in lecture that most teachers teach the way they were taught I began to reflect on how this attachment to comfortable teaching methods will not provide the best educational experience for my future students.

A traditional teacher centered classroom.

            After hearing this comment I immediately began to reflect on how I view holistic education. Many of my initial conclusions about holistic education are mirrored by parents (also likely taught by conservative and traditional methods) who are displeased with their children’s progress in Waldorf Schools (a chain of holistic schools). Many parents have cited that the arts are taught above “real learning,” and that a decreased work load would leave children unprepared for high school and the future (Larrison & Van Vooren, 2012). These complaints mostly reflect our hegemonic acceptance of the current educational and societal model. Many of the ideas that support holistic education come the moral education philosophies expressed by respected scholars like Confucius, Aristotle, John Dewey and Laurence Kohlberg (Lovat, 2011). I must examine holistic education in depth instead of simply dismissing it based on its initial incompatibility to my previously held beliefs. A holistic approach to education will “enable each learner to develop their individual capacities and talents at a personally suitable time and pace, support learners growth and accomplishments, nurture their inquisitiveness, encourage a lasting questioning attitude to the world and foster individual and cultural sensitivity (Badjanova & Ilisko, 2015, p. 1517).”

Holistic student centered education.

The underlying principle to this method is that everything is connected including the subjects taught, mind, spirit and body of the student; the whole student must be addressed through education (Badjanova & Ilisko, 2015; Drake, Reid & Kolohon, 2014). Modern science has established that human beings are social and emotional; therefore, the learning that is taught in school including reasoning, decision making, reading and mathematics cannot be detached from all other aspects of humans. By recognizing that students have these unique individual needs and skills teachers can enable each student to work on projects that interest them in a manner that best suits their learning needs well also developing other aspects of the student . When examining the idea of education as essential for future citizenship in a just society, holistic education appears even more applicable. Schooling can provide a strong foundation for physical, social, spiritual, aesthetic, social justice and intellectual development (Lovat, 2011). Although promotional material, the Equinox School  and Toronto Waldorf School websites and Waldorf School video (below) present a brief overview of their educational values and practices.

This type of education is positive for both individual students as well as can be backed by those interested in a more utilitarian use of education. This model may not seamlessly integrate into future teaching practices but points out a variety of issues that are not addressed in the current education system. To become the strongest future teacher I must be able to take the views of my traditional past, reflect upon them and be able to integrate them into my teaching future. I must create a new story for my teaching.


References:

Badjanova, J. and Ilisko, D. (2015). Making Sense of Holistic Approach in the Context of Primary Education Content. Social and Behavioural Sciences, 191: 1517-1521.

Drake, S. M., Reid, J. L. and Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment. Don Mills: Oxford University Press.  

Global Academy Online. (n.d.). Intro to Self-Study. The Diulus Institute. Retrieved September 24, 2015 from http://www.diulus.org/study_questions.html.
 
Larrison, A., and VanVooren, C. (2012). Holistic Education in the Public Sector: Examining Parent’s Perceptions of Waldorf Charters. 2012 Conference of the American Educational Research Association. Retrieved from http://www.academia.edu/1584938/Holi stic_Education_in _the_Public_Sector_Examining_Parent_ s_Perceptions_of_Waldorf_Charters

 Lovat, T. (2011). Values Education and holistic learning: Updated Research Perspectives. International Journal of Education Research, 50: 148-152.

 

Serra, M. (n.d.). What is Cooperative Learning? Retrieved September 24, 2015 from http://www.michaelserra.net/weblog/2009/06/why-cooperative-learning.html