As documented in my previous post, Escaping Education’s Cave of Apathy With Genius Hour, my World Literature and Composition classes have committed one hour per week to explore our individual passions. We launched our mission with a challenge to attack the destructive apathy that spreads throughout a high school—especially following the first semester of a school year. During our most recent genius hour, I created a simple Google form to collect feedback from my students. Their responses to seven weeks of genius hours are overwhelmingly positive. Student voices are considerably more powerful than reading an educator’s observations, so I have decided not to write this post. Instead, I am going to let my junior geniuses do the work (despite the anxiety of the ACT test looming at the end of their chaotic week).
I think that genius hour is awesome, it’s a nice break and escape of the regular school schedule of just sitting in class and continuously learning about subjects you have no say in partaking. It’s great to be able to choose what you want to learn about and research.
I really enjoy this time!
I think this is a great idea.
I enjoy genius hour.
Genius hour is awesome.
Enough said…but there’s more.
NEVER ENOUGH TIME IN OUR BUSY LIVES
Genius hour gives us a fun hour to help explore what we want to explore. The trouble with today is that there are never enough hours in the day, and by having this hour once a week gives us a little time to get to find what we really want. Genius hour is very helpful once a week.
I think it’s a great idea. It gives me time to do the things I love to do, even when I don’t have the time on my own, and to even increase my skill in what I love to do.
I like genius hour a lot. I think it gives students the ability to work on their projects for this class. I also think that more teachers should start doing this because sports nowadays seem to take up more and more of our time outside of school. It seems to me like all teachers would suggest/require a minimum of 30+ minutes of work on that subject every night. Some classes prefer even more than that! With golf currently lasting until around 6:00 every night, I have found myself all of a sudden staying up until around midnight and sometimes beyond. I can understand why teachers would like us to work hard on all 6 or 7 subjects every night, but there are times where that is not physically possible. I really respect genius hour and I am proud to say that I use it to its fullest extent.
A STRESS-FREE ENVIRONMENT IS VITAL FOR MENTAL HEALTH & WELL BEING
I really enjoy Genius Hour and I think it really helps me relax about the stressors in life and it lets me do what I want and look up things that interest me and make me happy in life, which is a pleasure that I don’t get very often.
I really appreciate Genius Hour. Not only do I have valuable time to research something I’ve wanted to do for a while, but it is relaxing and stress relieving as well.
It is relaxing and calming. It’s nice to have some time to ourselves during the school day.
I really enjoy Genius hour. Good way to end the week in a more relaxed, independent way, researching topics of interest.
RESPECT = AUTONOMY TO PURSUE PASSIONS
I really like genius hour, as it gives us a chance to learn about something that we never had a chance to in any other class. It gives us complete freedom over learning about what really interests us.
I think this is a great opportunity for us to learn about something we are interested in. It is also nice to be able to learn about what I want.
I think it’s nice to finally learn about something I want to learn about.
I have enjoyed Genius Hour and I like working on my own and doing my own thing. I can work at my own pace doing what I want to accomplish for my blog.
I really enjoy doing genius hour because it gives us a chance to do what we are interested in and finding ways to help around the community and future generations.
I think it is a good “project” to do. It gives us the ability to do what we want and be free and if people don’t take advantage of that freedom it is a very successful activity.
I’ve really enjoyed and looked forward the class period each week where I get to explore something that interests me. It is a nice break from school and all the pressure to do what is expected/required of us. It can get so tiresome being forced to do things that don’t interest me at all.
I love it!! I look forward to having time to study things I want instead of being told what I have to study like every other class.
STUDENTS APPRECIATE LEARNING & DISCOVERY THROUGH INDEPENDENT EXPLORATION
I very much enjoy the independent learning opportunity. It is very interesting and inspiring.
I enjoy having an hour to myself to research topics that spark my interest.
I feel that this has helped me improve my overall knowledge.
I think it’s amazing to learn about musicians and bands because music is a very important piece of my life.
It is fun to go through Tumbler and build a fan base! I really enjoy the website, even though GHS has decided to block it, I am getting around that by going through my Data Plan even though it takes up a lot of data… I am willing to sacrifice that to further this project!
Personally, I think this is what everyone needs. A lot of people I feel are looking to focus on what they want to do in the future career wise. Also, giving kids the option to study, explore, practice, and work on what THEY find interest in can show their work potential. My overall opinion on Genius Hour is it’s genius. I think this was a great idea and maybe see it as evolving into something bigger for kids to further explore their future career or an interest of some sort. I suppose my view of it is from the career and future aspect of Genius Hour but none the less, it’s a fantastic idea.
Genius hour is a genius idea.
Thank you for the opportunity to do this!
I loved the idea. It gave everyone an incentive to study something they truly care about in class periods. I wish we did this more often because I think students would enjoy school more often if we continually did things like this.
And there you have it. Kids these days…
- are creative, passionate, and worthy of respect
- share their inner genius when given time and opportunity
- continue to impress and inspire me
*Part 3 of my Genius Hour posts will address specific projects. Prepare for mind-blowing awesomeness.
The question resonates across the battlefield (Room A15) and echos throughout the high school hallways: Will the Greeks win honor, or will the Trojans rewrite history? Forget about Friday night’s upcoming game or what so-and-so said about whomever on social media. There is glory to be won in World Literature this week…
Upon completion of reading The Iliad, juniors in my English classes know a war is about to be waged, with reputations and lasting fame on the line. Here is the prompt to The Epic Paper, an engaging, versatile writing strategy that could be adapted to any content area:
The Epic Paper
“How does Homer portray the concept of HONOR in The Iliad?”
You, the epic hero, have received the call to adventure. After years of training for this moment, your mission is simple–accept the call and prepare for battle. With national pride and individual honor at stake, you must win everlasting glory and fame; your name will be remembered amongst the gods and your words immortalized upon Mount Olympus.
Enter battle armed with a formal essay loaded with critical thought about the concept of HONOR in The Iliad. Simply refer to your concept map to guide your writing, and, if necessary, seek inspiration from the Muse.
[Your basic thesis would look something like: “Homer portrays honor through ___________, __________ , and ___________.” You fill in the blanks and develop paragraphs supporting each aspect of honor.]
Anonymously type [double space, size 12, Times New Roman, 1 inch margins] your paper and hand it to Grade-Slaying Durst by __________. Do not allow hubris, foolish pride, or cowardice to blind you—this ignorance will lead to your demise, and ultimately be the cause of your team’s downfall.
This is war! May the strong survive!
Here are the major stages in the process once all of the papers are collected and randomly coded with a number and color so I will be able to identify the paper and its writer–but fate determines the teams. Anonymity provides a level of comfort for everyone, particularly the insecure writers. Let it also be noted that a Greek paper will remain on the Greek side but never cross paths with its writer.
Phase 1: Preparation for Battle
*Papers have been collected and divided into armies
3 Greek Armies = Blue, Green, and Purple
3 Trojan Armies = Orange, Yellow, and Red
*Each army must select the top two papers in their camp (defend your selections based on the writing rubric standards)
*Write comments on each paper
*Then have discussions to determine the top 2 papers
1) Complete a rubric for papers not advancing–these will enter 1 on 1 combat
2) In pairs, become the experts on the paper you want to take into battle!
Phase 2: 1 vs 1 Combat–Each pair of students per camp take the leftover papers (those which did not place in to top two) into direct combat around the classroom, Greek vs. Trojan. In these battles, even the weakest papers get defended for their positive qualities.
*Determine a winner of each WRITING STANDARD on our rubric
1) Content & Critical Thinking
4) Language, Voice, & Tone
#/5 = WINNER!
Phase 3: Championship Rounds of Battle–The top six papers from both sides of the classroom now enter a round-robin tournament in which each Greek paper battles each Trojan paper. Every battle is organized according to the criteria of different writing standards.
BATTLE #1: INTRODUCTION AND THESIS
Which paper has a more engaging introduction ending with a highly developed thesis?
BATTLE #2: CONCLUSION
Which conclusion leaves the reader with a greater sense of resolution and closure?
BATTLE #3: LANGUAGE AND WORD CHOICE
What paper uses exceptionally rich, lively, and precise language to enhance meaning?
BATTLE #4: CONVENTIONS AND USAGE
1) complete sentences 2) 3rd person point of view 3) present tense 4) pronoun agreement 5) punctuation and capitalization
DAY 3–BATTLE #5: FLUENCY
1) Seamless and purposeful quote integration
2) Sentence variety
3) Creative, varied, and smooth transitions within and between sentences
BATTLE #6: CONTENT AND CRITICAL THINKING
1) Excellent understanding of subject matter
2) Appropriate evidence and examples to support the thesis
3) Answers the question expertly
And there you have it…the 4th hour Trojans rewrote history, while the 5th hour Greeks did not even need a wooden horse to defeat the Trojans this year.
Phase 4: Written Reflection–In addition to the formative feedback I receive while walking around the battlefield, at the end of the epic paper war I have students write a reflection to verbalize their learning and provide me with more valuable feedback.
1) How did this activity challenge your critical thinking skills?
2) What did you learn about the craft of writing as a result of this activity?
Their responses recognize the benefits of our epic approach to a typical English class writing assignment. A majority of responses mention the intensity of competition and the challenge of defending someone else’s writing. What they are really saying is that because everyone is engaged in a class activity, they must be on their game–preparation, quick thinking, and strategy are necessary to defend a logical argument referencing specific examples (sounds Common Core friendly). Other comments highlight thinking deeper about the content of The Iliad and finding a new level of respect for some of their classmates’ talents.
The immediate impact on their writing includes such responses as learning new strategies for analyzing literary themes, effective (yet simple) changes to make throughout the writing (and thought) process, the significance of vocabulary on the delivery of content, and the importance of supporting a solid thesis with credible evidence. I read several thoughts about spending more time on analysis, less on summary (thank you!). One student concluded, “I have to write as if I am the reader. I have to make the reader enthusiastic about reading my essay, and understand my thoughts better.” One boy called the craft of writing, “…a powerful tool,” while another articulated, “The craft of writing is like art–everyone has different styles and some people are stronger than others, but in different areas.” Wow. Whose students are these?
As proud as those responses make me, I am most impressed with my students’ new respect for the efforts of their teachers. Many reflections mentioned the time-consuming challenge and “strenuous process” of assessing writing. Yes, minions…yes. Because readers were forced to evaluate standards separately, they gained a greater understanding of our writing rubric–that multiple factors must be considered in assessing the quality of a work. This should provide a clearer appreciation of my standards-based approach to grading, as I attempt to guide their learning toward a growth mindset (material for a future post!).
Organizing such an activity takes plenty of time and effort on the front end, but celebrating our writing in a competitive game–especially early in the school year–transforms attitudes and builds confidence for future assessments. My juniors are epic heroes–battle-tested and eager for the next quest.
“I now understand how papers are graded and I can make future papers better in multiple ways. I feel that my own writing will benefit because of this activity.”
That is honorable.
By seventh hour of the school day I have expended a considerable amount of energy—always engaged, in the moment, “on”—greeting, coaching, moving around the classroom, explaining, preparing for the next class period, exchanging, collecting, organizing, and reorganizing. Does any of this sound familiar?
After teaching five classes and supervising a study hall, I finally get a few moments to sit and reflect at the end of my school day. Early in the school year I committed to increase communication with parents and end each day on a positive note to avoid dragging negativity home to my family. Therefore, as often as possible, I dedicate the first ten minutes of my seventh hour prep period to email praise to the parent of a student who did something noteworthy. Continue reading