My passion for Genius Hour started last summer. I learned of it earlier, but it wasn’t until I came across resources created and curated by A.J. Juliani, Joy Kirr and Gallit Zvi that I became truly inspired.
However, despite my inspiration, I was concerned. Many of the resources that I uncovered focused on its use in elementary schools. Could Genius Hour work in a high school classroom? I wanted to bring 20% Time, Passion Projects and Genius Hour to my classroom, but what would that look like?
What is Genius Hour?
If you’re not familiar with Genius Hour, it is a project inspired by Sergey Brin and Larry Page’s Montessori School Experience. Every Google employee spends 20% of their time working on projects that are of interest to them. By 2009, 50% of all Google products, including Gmail, emerged during this 20% time. Similarly, these types of projects have worked wonders for students in the classroom. If you are interested in learning more about the steps that I used in this project, please check out my Genius Hour presentation created for an EdTech conference. Also, here is the link to the Genius Hour Website assignment that I created (including rubrics). In this blog, I focus on how Genius Hour can be achieved in a high school classroom, and what I learned from the experience.
Bringing Genius Hour to the High School Classroom
Do not expect a standing ovation when you introduce the idea
When I first introduced Genius Hour the reaction was mixed. Some students rushed to talk to me about it immediately after class – brimming with ideas. Others were very nervous about the freedom. Still others were concerned about writing blogs and/or creating vlogs for a public audience.
However, what struck me most was that many of my students stated this was the first time they had been asked what they wanted to learn in school. These were students in Grade 12 (17-18 years old). Some were excited and some were scared. Yet, I truly believed that this project could empower my students and give them ownership over their own learning. I told them this and promised to help them every step of the way, and this alleviated a lot of concerns.
Rethink the Role of Student and Teacher in your Classroom
My students engaged in a lot of projects that I knew little about. At times, this made me uneasy. I truly became the guide on the side. I was not the ‘expert’ in the class. The students were the ‘experts’ and they were teaching me, while I assisted them in their inquiry process. I had to learn to give up control. This project wasn’t about me, it was about them.
Focus on Process not Product
I spent a lot of time on process as opposed to product. This included – creating essential questions, an elevator pitch and blogs/vlogs. I concentrated on research and inquiry skills as well as tips for oral and written communication. I did not spend time on product. All of their products were different, and there was no way I could teach 30 different product styles – nor should I. One of my students built a car (after researching the evolution of cars and technology over time), another built a model of the Blue Mosque, still another created a website supporting women in the Arts and another created a documentary on the history of Witchcraft, whereas another did a murder mystery. I focused on teaching them ‘how to think, not what to think’, and the results were incredible.
Think of this project as a road trip not a destination
If you’ve ever been on a great road trip, you know the best parts are usually the detours. This is the same thing with Genius Hour. My students created an essential question and presented their elevator pitch to the class, but their projects often changed along the way. They were very nervous about this, “Ms, is it okay that I want to change my focus?” My answer was always, “Yes.” This was a passion driven project and it evolved along with their learning. Allowing them this freedom required me to take a step back, and I am so glad that I did.
This Is NOT the Solution to all of your teaching problems
I experienced increased engagement, more critical thinking, student centred learning and closer relationships with my students. However, this project did not run perfectly. Joy Kirr wrote once on twitter that with Genius Hour you can expect about 80/20 results. I would say in my class that I generally experienced this. Most of my students fell in love with their projects – even if they were hesitant in the beginning. Others struggled with the freedom. They really wanted to ‘get the right answer’ or ‘meet my expectations.’ In the future, I hope to more effectively address these fears in my classroom. Like the students, I am learning and hopefully improving as I go.
You might actually ENJOY MARKING & BE EXCITED to go to class
Like most teachers, a stack of essays to mark is not my idea of a fun weekend. However, with Genius Hour, I was honestly excited to read what my students were creating. I looked forward to their blogs/vlogs and enjoyed commenting on each one. Every student’s project was different, personal and engaging. I became a student in my own classroom. I was excited to go to class. I looked forward to discussing their work with them. My questions were genuine – I truly wanted to know what they discovered.
Overall, Genius Hour was an incredible experience for me. I am continually brainstorming ways to use it in my other classes. This experience taught me that as high school teachers we need to stop putting limits on what we think is appropriate for the high school classroom. Our goal is to empower our students, and we should use every tool in our toolbox to achieve this purpose. If we want our students to take risks in our classroom – we need to model this ourselves.
Suggested resources for further reading: