Genius Hour

Passion Projects That Ignite Innovation and Student Inquiry

Andi McNair

• Editore: Routledge
• Anno: 2021
• ISBN:
  9781000493085
• Edizione: 1
• Argomento: Bildung
• Categoria: Bildung Allgemein

Genius Hour provides educators with the tools that they need to successfully implement Genius Hour, or passion projects, in the classroom. Presented through an easy-to-follow six-step strategy, teachers will utilize the 6 P's—passion, plan, pitch, project, product, and presentation—as a map for students to follow as they create, design, and carry out projects. Students will experience personalized learning through these self-driven projects, application of standards and real-world skills, and opportunities to learn through failure and reflection. The book includes handouts, suggested online resources, and tips and tricks to make the Genius Hour process meaningful for students and manageable for educators, as well as a discussion of Genius Hour's importance and impact on gifted students as they take ownership of their own learning.2019 Teachers' Choice Award for Professional Development Winner

Section II
The 6 P's

Chapter 3
Passion

Finding the Spark

DOI: 10.4324/9781003235286-5

BIG IDEA

Every student has a passion; it's up to us to help them find that passion and pursue it.

When was the last time you visited a Kindergarten classroom? If you teach any grade level above third grade, I would encourage you to do this. Just drop in and take a look around. Watch the students' faces, listen to their conversations, and count the number of times that someone asks a question. I would be willing to bet that you will be smiling before you the leave the room.

After visiting, reflect on what you observed and compare it to your own classroom. Even if you teach 12th-grade English, think about the differences. What did you notice? What did you see, hear, and feel? Of course, there are obvious differences such as behavior, vocabulary, and problem solving skills. But ask yourself, "Do my students still ask questions, learn by doing, and take risks?"

What if there was a way to teach the standards by giving them opportunities to learn by making, creating, and even designing?

If we were honest, most of us would have to say no. Instead our students wait for us to tell them what to learn, how to learn it, and when it should mastered. They have lost that spark for learning. That spark that we observe in Kindergarten and first-grade classrooms has fizzled out—it's gone. Of course, there are your rare cases of students that simply love to learn and never lose that spark. But, generally speaking, you do not see too many fifth-grade students asking, "What if?" Or "Why not?" Instead you see them solving the problem the same way as it was done on the board and doing it 25 times to prove mastery on a worksheet. Are we really okay with that? Is this really what we want in our classrooms?

What if our students could learn by exploring their own passions, interests, and questions? What if there was a way to teach the standards by giving them opportunities to learn by making, creating, and even designing? I'm sure that regardless of your teaching philosophy, you can imagine the impact that this type of learning could have on our students. And although it sounds like a great idea, it also sounds really scary and risky. Our minds immediately go to our checklist of standards and test preparation.

The majority of us did not get into teaching to hand out worksheets and assign lunch detention. We focused on education because we love children, realize the potential to impact the future, and want to make a difference. But then it happened. We became complacent, comfortable, and satisfied with just doing enough. We realized that we couldn't beat the system, and that year's test scores determined our worth. Year after year, we continue to look for the "magic pill" to reignite our classrooms.

Passion is defined as a strong feeling of enthusiasm or excitement for something or about doing something. It's a fire that burns within that can't be extinguished.

I'm not sure that there is anything more powerful than passion. Think about your own passions. Understand that I am not talking about hobbies or activities; I am talking about passion. Passion is defined as a strong feeling of enthusiasm or excitement for something or about doing something. It's a fire that burns within that can't be extinguished. I enjoy sewing, but it's not my passion. It's fun, and I will do it in my spare time, but it's not something that occupies my thoughts or keeps me up at night. However, encouraging educators to begin to see their classrooms differently is my passion. I think about it often, lying awake at night thinking of ways to make a difference, and spend my free time researching, reading, and taking in any information that I can regarding innovative teaching strategies. I am passionate about it. It's important enough to be a priority.

Discovering your Students' Passions

What are your students' passions? Many of us have no idea. You may know that Johnny likes racecars, but do you know that he goes home and works on cars with his dad? Do you know that he sees the inside of car like a puzzle and loves putting them back together after they have been taken apart? Johnny thinks about cars in class. He draws them, peruses car parts online in the computer lab when no one is looking, and would give anything to have time during the school day to share this passion with anyone who would listen.

Finding our students' passions is not an easy task. Most of the time, they do not even know what they want to learn more about. It is a matter of finding that spark, which requires us to know our students well. Listening to what they talk about, knowing what they read, and watching what they search online can all help us as teachers find their spark. They know what they enjoy, but not what they are passionate about. Understanding passion has to be taught and then encouraged. Our questions and conversations with our students can be the match that lights the spark.

The only way that we can truly know our students is through conversation and observation.

In order to help our students find their passions we must first know our students. We cannot know our students by grading their worksheets. We cannot know them by simply saying "Good morning" at the door each day but then not speaking to them again unless we are calling on them or reprimanding their behavior. The only way that we can truly know our students is through communication and observation. Talk to them, ask them questions, and engage them in meaningful conversation. In my classroom, conversation trumped everything. Offering genuine feedback is so much more meaningful and beneficial than a grade written in red pen on a paper. A student-teacher conference means so much more than a report card full of A's and B's. Conversation always wins.

Observation is also important. Recess is a great place to begin to realize your students' passions. Perhaps Jessie spends her recess making dog toys out of recycled materials, while Michael spends his time teaching other students how to throw a football correctly. Many of us initially think these things don't happen during our recess. My students just run around and act like kids. But just look around. The next time you take your class outside, walk around and listen to their conversations. Swing next to Sally and ask about her activities outside of school. Watch her face and take note of her reactions. Did she smile when she talked about helping her mom cook dinner every night? Observation and conversation—if you want to know what your students' passions are—have to be the starting point.

How to Help your Students Realize their Passions

When I introduced passion in the classroom, I loved to ask my students to fill out a bracket just as they would for March Madness (see Figure 2). I got this idea from A. J. Juliani (2013), and it works so well. It really helps students think about what their passions are versus their interests. They may have 64 interests, but when the bracket is completed, what wins?

Figure 3 is an example of a bracket that was completed by one of my students.

Let's be honest. When you first hand out a bracket like this, your students are going to say things like, "I don't know what I like" and "Can you just tell me what to write?" And we can't blame them. This is what they know school to be. They are familiar with us telling them what to do and how to do it. The first time the tables are turned and we begin to give them the freedom to explore their own interests, they are going to be uncomfortable. It's like putting on a shoe that's too big, too much room. It doesn't fit right now but with time, they will grow into it.

Online Resources for Students to Find their Passions

There are many tools that I introduced to my students to help them find their passions along the way.

Wonderopolis (http://wonderopolis.org) is a wonderful way for students to begin to realize what they want to learn about. I introduced this website to my students in first and second grade. I asked them to pay attention to what they tend to search. For example, do you always look for wonders about robots or LEGOs? Or do you

Figure 2. Blank student interest bracket.

Figure 3. Sample student-completed interest bracket.

like to learn about marine animals? Wonderopolis is such a great tool as it offers choice. Students can choose from thousands of wonders, decide whether or not they need it read to them, and even click on difficult words for a definition.

I often suggest that teachers give students an index card every time they visit Wonderopolis. Ask them to write their name and the name of the wonder on the top of the notecard. Instead of doing the Wonder of the Day, allow them to search for wonders that are of interest to them. After they have read the wonder, they can click "Did You Get It?" and answer the questions about what they have just read. Collect these notecards over a period of time. After students have completed a few wonders, take a look at the cards. It's probable that you will see a pattern in the wonders that each student has chosen to explore. Katy may have read wonders about dogs, cats, birds, and veterinarians. It's clear that she is interested in learning more about animals and might even be passionate about the subject. Coltyn may search wonders about robots, cell phones, and 3-D printers. It is evident that he is interested in technology and might find his passion here.

DIY (https://diy.org) is another tool that makes it easy to for students to explore their options. This website offers many di...