Why Genius Hour?
This past summer I stumbled upon Genius Hour on twitter. At first the concept overwhelmed me as there are so many great people creating brilliant learning opportunities. However, After spending some time with Thomas Newkirk and colleagues at UNH this summer, I realized Genius Hour is the key to scaffolding students into the writers they have yet to discover or strive to be.
Mr. Newkirk asked me the most pivotal question I have ever heard as a professional when he asked, “How is your writing?” in between his office and the UNH library. I was shocked. Tom Newkirk actually wondered how MY writing was going? Wow!
That is when I realized, my students deserve the same interest in their writing. The kiddos needed to experience the shock I am interested in their writing and how they are developing as writers. I tried professional text after text, but nothing hit me like the opportunity of Genius Hour and I wanted my student to explore the world of writing, creativity and originality.
Before, writing in class was boring. For the students and me. Routine at best as we spent time inadvertently perpetuating avoidance tactics and reinforcing poor theories of writing. National Board MC-Gen Portfolio Entry #1 made me realize this two years running. I had to fix a significant problem for the sake of my students to inspire them, develop their curiosity and build their confidence to communicate with the world.
This year, I decided, since I have to teach with the CCSS in mind, writing needs to come nuturing each students as an exploratory writer, treating writing developmental process (multiple imeanings implied) rather than complete-the-task endeavors which they were all too accustomed.
So, this is where Genius Hour comes in. The premise is that student have to explore an avenue of writing – their choice, with my support and guidance, of course. They can write a book, they can write a guide. They can write biography, they can write an article. They can collaborate for a classroom newspaper or they produce a year book. Point is, they are going to write something they are passionate about AND they are going to have the liberty to explore themselves as writers, rather than be defined by (my) assignment or progress towards standards.
This is not to say students wont meet or achieve CCSS, no. Quite the contrary, they will, just on their own terms. (after all, #geniushour is only done once a week, for the whole year.) If anything, Genius Hour may be the most effective determinant I have for writing instruction. I am hoping students will identify what they needs to know more about as writers. Coupled with my perusal of their writing and conversations, I am optimistic that instructional needs will become more apparent rather than my assigned task that have my impression of what writers need at that time. In fact, I am hopeful students will walk away from Genius Hour more cognizant of what they have learned as writers and how they have developed as writers, when compared to traditional writing assignments.
I want students to be proud of their work and I want students to feel the same feeling that authors do when someone cares about them as a writer. When we have our year end sharing and presentations, I know my students will be proud of their accomplishments. Further, they will have a piece they can build their confidence from and embrace an experience (learning) they will never forget. Perhaps then, the writers that learn in our class don't have to leave school thinking they are no good or lack the confidence to share a message with the world.
Children want to write, so why confine them?
This past summer I stumbled upon Genius Hour on twitter. At first the concept overwhelmed me as there are so many great people creating brilliant learning opportunities. However, After spending some time with Thomas Newkirk and colleagues at UNH this summer, I realized Genius Hour is the key to scaffolding students into the writers they have yet to discover or strive to be.
Mr. Newkirk asked me the most pivotal question I have ever heard as a professional when he asked, “How is your writing?” in between his office and the UNH library. I was shocked. Tom Newkirk actually wondered how MY writing was going? Wow!
That is when I realized, my students deserve the same interest in their writing. The kiddos needed to experience the shock I am interested in their writing and how they are developing as writers. I tried professional text after text, but nothing hit me like the opportunity of Genius Hour and I wanted my student to explore the world of writing, creativity and originality.
Before, writing in class was boring. For the students and me. Routine at best as we spent time inadvertently perpetuating avoidance tactics and reinforcing poor theories of writing. National Board MC-Gen Portfolio Entry #1 made me realize this two years running. I had to fix a significant problem for the sake of my students to inspire them, develop their curiosity and build their confidence to communicate with the world.
This year, I decided, since I have to teach with the CCSS in mind, writing needs to come nuturing each students as an exploratory writer, treating writing developmental process (multiple imeanings implied) rather than complete-the-task endeavors which they were all too accustomed.
So, this is where Genius Hour comes in. The premise is that student have to explore an avenue of writing – their choice, with my support and guidance, of course. They can write a book, they can write a guide. They can write biography, they can write an article. They can collaborate for a classroom newspaper or they produce a year book. Point is, they are going to write something they are passionate about AND they are going to have the liberty to explore themselves as writers, rather than be defined by (my) assignment or progress towards standards.
This is not to say students wont meet or achieve CCSS, no. Quite the contrary, they will, just on their own terms. (after all, #geniushour is only done once a week, for the whole year.) If anything, Genius Hour may be the most effective determinant I have for writing instruction. I am hoping students will identify what they needs to know more about as writers. Coupled with my perusal of their writing and conversations, I am optimistic that instructional needs will become more apparent rather than my assigned task that have my impression of what writers need at that time. In fact, I am hopeful students will walk away from Genius Hour more cognizant of what they have learned as writers and how they have developed as writers, when compared to traditional writing assignments.
I want students to be proud of their work and I want students to feel the same feeling that authors do when someone cares about them as a writer. When we have our year end sharing and presentations, I know my students will be proud of their accomplishments. Further, they will have a piece they can build their confidence from and embrace an experience (learning) they will never forget. Perhaps then, the writers that learn in our class don't have to leave school thinking they are no good or lack the confidence to share a message with the world.
Children want to write, so why confine them?