My Own Genius Hour

Thursday, April 2, 2015

Let It Go

What are our issues with giving students control in classes?

Why do we have a difficult time letting go of control?

“There is no time to cover the curriculum I’m supposed to cover.”

“They won’t get enough preparation for the standardized tests.”

“Other teachers will walk by the room and think I’m crazy.”

It's time to get over it.

We are here to teach CHILDREN first.

If you say you want your students to be creative and prepared for the world ahead of them, you need to give up your control - at least for part of your school year! Our students need to be adaptable, flexible, creative, innovative and leaders. They can NOT practice these skills unless we give them the time. Allowing time during your class for students to pursue their own passions does get loud, confusing, and it just might be your most difficult and rewarding part of your week.

Genius Hour, 20% Time, Innovation Day, Passion Projects… By any name, this is student-driven learning. Your job is to give students the map so that they can create their own journey, with u-turns and break-downs along the way. They may fail, but we'll be there to help them reflect on wrong turns and show ways to get back on the right path.

Why should we “give up” part of the day or week to let students learn or create what they want? If you can’t answer, then try this question: What do you remember about your elementary and high school years? We remember the teachers who were nice, and those that were not. But really, what specific curriculum do you remember? And could you find that curriculum by Googling questions now? Did you ever get a chance to do what YOU wanted in school? We remember those things that are personal to us - those times we were truly engaged in the learning, because we were allowed some choice. Kids are naturally curious - they DO want to learn - but they probably want to learn many things that are not in our curriculum.

I used to think it was all about the CHOICE students are given, and that’s a HUGE part of it. With more choice, they are more motivated to learn… but there is more.

The shift to Common Core invites creativity, freedom, deeper thinking and understanding. The only way for more of this to happen in schools is for teachers to give up the control. I want a student-centered classroom - one where my students learn how to become lifelong learners - how to seek out experts and ask the questions that will get them further along in their exploration… how to pursue answers, rather than memorize facts.

During Genius Hour, students have to first find their passion. This shouldn’t be difficult, but it is so very difficult for some, because we have beat that curiosity out of them. School has become a place (in some instances) where we don’t have time to find out what students like - we have too much we need to teach them! WE tell them what WE think they need to know. They get used to years of this, and by the time they reach us, they don’t know how to be curious anymore - they lose some of the urge to share what they know with us. In fact, some of the students that have the hardest time during genius hour are the ones who have learned to play the school game well. Your “straight A” students will have a difficult time without rubrics, deadlines, and the openness of this year-long project. They want to be told what to do. This won't work in the world in which they're heading.

For these students, you may have to scaffold their learning. It begins with a conversation. There are many questions you can ask students to lead them to ideas. First, you’ll need to generate ideas for their passion. You can ask a multitude of questions (list here) in your one-on-one conference. You can also, as AJ Juliani suggested in this blog post, ask students to create a “March Madness Interests” bracket. Once students find something they’d like to do, it’s time for them to set their own parameters. If they need a deadline, have them come up with it. They could create a calendar with dates on it when they’d like to be done with certain parts of their project, and select a date in which to present. If they want to be graded, they should be tasked with creating the rubric, and given parameters with which to do so. If they will be doing more than one project for the year, they may find it easier to begin in this fashion, with rubrics and deadlines becoming unnecessary for their next projects. What you should do, to make it easier on all of your students, is come up with steps to follow. It can be as simple as “Brainstorm ideas, research, and present,” or as complex as you’d like (depending on what you’re willing to manage).

Benefits for students: They take ownership of their learning. The develop social skills. They learn how to work smarter at solving problems. They become better at asking questions. They develop a more trusting relationship with you, which hopefully spreads to other adults. They have increased motivation to come to your class. They are more engaged during class, which leads to learning.

Benefits for teachers: Having time built into your week when you can sit down with kids individually helps them feel valued, and it will also help you. You will learn what makes them tick. You will learn what type of learner they are. You will learn what they are skilled at, and what they wish they knew. You will learn about their life outside of school. You can use all of this information during the rest of your week - and your students will, too. It’s suddenly all about the students, the way it should be - they’ll trust you because you know them. You’ll show them you trust that they can make decisions for the class.

Created with Festisite & Over

All of your lessons will revolve around your students - their skills and their needs. And isn’t THAT what it’s all about?

So… How do teachers pull this off? I recently wrote a post about decisions you’ll have to make - it may look daunting, but it will be one of those decisions you won’t regret.

Students' ideas will provoke change in your classroom & in your thinking!*

*Disclaimer: Be ready to be the loudest and most engaged class in your hallway…

Saturday, March 28, 2015

Quick Tip #16 - Classroom Culture

Coming back from a break? Give students time to SHARE!

Full Transcript

Ten Surprising Ways to Use Instagram In the Classroom

Friday, March 27, 2015

Sharing Through Instagram

So many thoughts ran through my mind...

Erin Olson always inspires me. This tweet inspired a bit of action on my part. I wanted to know what my students thought...

Confession:
I am on Instagram.
More than 75% of my followers consist of my students.
I follow my students (when they let me).

Yes. How daring! Not really.

I am a role model for my students. I do not use any vulgar language, and I post about what makes me feel blessed. Parents know I'm on Instagram, and are glad I'm being a positive role model for their children. I decided to post this tweet to my account, and asked students to respond.

Here are their comments (without any edits):

It's fun to share your experiences and different things you are trying to other people/friends.
I like to share what I'm doing to all of my followers
It's fun to know what your friends are doing in their life. It awesome to see the pictures and its a way to communicate with your friends that live far away or are on vacation. I like to use it to show everyone what has/is happening in my life.
I like keeping in touch with my friends in other states, and communicating with my friends here.
I think it's cool to see what your friends are doing and you can share what you are doing with your friends
It's fun to share and relate with everyone.
Everyone has one and its less complicated then any other social media.

Sharing. Learning. Communicating. Relating to each other. And, yes, it's about sharing our stories.

Another thing I've noticed that is prevalent - birthday greetings, FULL of memories they've shared! I try not to read these, as sometimes they throw in a teacher's name, or class, and I feel like I'm intruding. They will compose a collage of photos of the birthday person and then write huge paragraphs with rambles about memories together! Instant writing prompt photos? Sign me up!!

I currently follow Humans of New York, and learn about many people's stories - their successes and their struggles. I just found Ugaaso Abukar Boocow's Instagram account. She posts beauty from war-torn Somalia. I have so much more to learn...

Many teachers are using Instagram to share what they're doing in the classroom, and at home. Some have classroom Instagram accounts. (I might, but it's blocked at our school.)

Like most social media, it is what you make it.

I know some of us on Twitter get frustrated by those teachers who are not on Twitter... yet.

Do you remember your misconceptions about Twitter? (Or do you still have some??) I remember thinking it was for celebrities. I thought it was people tweeting out pictures of what they're eating. It wasn't until I was at a workshop when the leader suggested we continue sharing our ideas on a certain hash tag. That's when I started learning more...

I get frustrated, too. I like to think of Vygotsky, however, when I get frustrated. Remember the "Zone of Proximal Development" (ZPD)? According to Vygotsky, the zone of proximal development is

"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers"

We joined Twitter when we were ready. Someone guided us when we had a reason to ask. If it's meant to be, and teachers want to learn more, they will find their way. They know they can count on us to be there to help guide them once they are ready.

When I share on Twitter & on Instagram, I always have my students and transparency in mind. I want to share questions, concerns, celebrations, and blessings. What about you? Are you "self-absorbed" enough to join?

Instagram - @joykirr1

Twitter - @JoyKirr

UPDATE 4/1/15...

I thought I'd spin a bit of #TLAP (Teach Like a Pirate) last night... I received a $50 gift card from a business, and since my 5/6 block helped me receive it, I thought I'd let them "spend" it. When I asked what they wanted, they had many ideas, all CLASS PETS! Yikes... After sharing this idea at home, Hubby suggested an ant farm. I did the research - no thank you. Brought that idea back to school, and 5/6 suggested sea monkeys... Ugh. No thank you. Finally, at lunch one day, one student suggested a robotic fish. Now THAT I can get into!

I received three in the mail (one for each class = $45 = perfect). I decided block 5/6 should be the ones to see this gift first, so I had to hide it. I got the excitement going in class yesterday, letting them know I'd have something for them - and no, it wasn't an April Fool's joke. I had one student on my mind that I wanted to come back to school. This student misses school quite a bit. I think this student has a lot of sway with the parents. This particular student also follows me on Instagram, so I posted this photo and comment:

With that, I had my fingers crossed this student would return... I did not expect all the comments from students! One was heartbreaking, and it was from a student who is almost always at school:

Only reason to look forward to schhool (sic)

Sigh.

This particular student came to school, and was excited to see the RoboFish. :) What's more - the student who'd been absent came back, too!! I said, "I was hoping that picture on Instagram would get you back here - welcome back! It's so good to see you! How was your break?..."

Instagram, Twitter, "social media" in general...

We've found uses for it that show it's not just about being "self absorbed."

Other teachers blogging about Instagram:

Mrs. Callahan - 7th and 8th grade

Erin Olson

Three Examples of Using Instagram in K-12 Settings

Instagram in the Gamified Classroom

Other interesting posts regarding Instagram...

Your photos can be copied and sold...

Three Reasons Students Should Own Your Classroom's Twitter & Instagram Accounts

Tuesday, March 17, 2015

Quick Tip #15 - Classroom Culture

It's the week prior to Spring Break...

Sunday, March 15, 2015

The Phantom Tollbooth - Quotes

I've had it on my list for years... then good ol' fate stepped in!

I checked out three books from my local library, and two were semi-random. One of these was The Phantom Tollbooth by Norton Juster. It's been on my list, and I remember Paul Solarz saying he loved reading it with his kids. It was also on our "BOB" (Battle of the Books) list for our local library, so I grabbed it... not really wanting to read it, but feeling like I should.

As fate would have it, I was able to visit Paul's classroom this past Friday after a doctor's appointment! (Yes, he's local - in my district! How is it that I only see him at EdCamps?!?!) I could write all about all I noticed in his classroom, but that's for another post. Of course, I had to look at his fabulous library along one wall of his room, but then he showed me all the other books he had stashed away... Literature circle books for the year, and whole-class read alouds (and "read alongs," because he had enough copies). One of these, of course, was . When I got home, I began the journey that is called The Phantom Tollbooth.

Two days later, I've got my favorite quotes to share with everyone who hasn't yet read this one:

"...the way you see things depends a great deal on where you look at them from." p108

"...there's always something to do to keep you from what you really should be doing." p213

"It certainly pays to have a good look at things." p217

"you must never feel badly about making mistakes, as long as you take the trouble to learn from them." p233

"What you can do is often simply a matter of what you will do." p247

My favorite, that last one, is going up on our ceiling in room 239 where we tape quality quotes from books we've read. My next step? Finding a photo I have taken (or take one!) that helps emphasize that quote. After that? Remembering that it truly IS a matter of what we WILL do...

Sunday, February 15, 2015

Quick Tip #14 - Classroom Culture

It's all about cultivating trust...

Sunday, February 8, 2015

Quick Tip #13 - Student Engagement

Use FaceTime when students are absent!

Tuesday, February 3, 2015

Quick Tip #12 - Student Engagement

Use EXAMPLES!

Quick Tip Playlist

Sunday, February 1, 2015

Parents in the Middle School ELA Classroom

What would you do if you were not afraid?

This question was posed by our new superintendent on Opening Day in August. Our principal then shared it again later that same day, and I heard it again in our ELA department meeting. In the last three years, I've tried so many things in my class (getting wheels on our tables, Genius Hour, the Cardboard Challenge, letting students decide so many things during our days, painting the tables with whiteboard paint, using iPads for whatever we could, trying to go paperless...), that I hadn't really thought I could answer that question when it came to education.

During our third annual Cardboard Challenge, however, I spoke to a parent (why do parents of my students scare me?!), and she mentioned that parents "don't really get invited into the classroom" after their children reach 6th grade. Hmm... THAT would be frightening! Inviting parents in? Why? For what reason could parents come into our ELA classes? Over Thanksgiving break, I made the decision to just TRY it. Here's what I did...

I decided parents could come in to give a book talk or read a picture book. I checked out the calendar. I created a Sign Up Genius site that included a "how to" on giving book talks, and all the possible time slots available. I posted it on our class Weebly. I added the invite to my two-week update email home to parents. And then...
I waited.

All good things come to those who wait... It's been so very good!

Responses have started coming in... Here are our results from January:
From January 13th - January 30th - only HALF a month of school, we've had the following visits:
Book Talk - Sarah's Key by Tatiana de Rosnay*
- To Kill a Mockingbird by Harper Lee
- The Fault in Our Stars by John Green
Picture Books - A Stranger in the Woods by Carl R. Sams
- When the Relatives Came by Cynthia Rylant
- There Is a Bird On Your Head by Mo Willems

I have created a playlist of the parent book talks and have put them on our class Weebly. As for the picture books, you just have to be there to enjoy them! For the most recent, Mrs. L. asked the class if they'd read other books by the same author, and then even read it together with her daughter - just the way they used to at home!

It was so much fun to watch, that we had to recreate it with more students. In February, we have a grandmother coming in to read The Sweetest Fig, and in March we may have an author (parent connection) Skype with us to give a book talk on his own book!
*Bonus: Mrs. J. donated Sarah's Key to our classroom library, and a student is already reading it!

Note: I think it's a nice touch to have a note ready for parents in the office when they're coming to visit. I wrote on an index card a simple message with a thank you in advance and directions to our room. --->

Am I still afraid of having parents come in?
Absolutely!
Will I continue to have parents join us?
Of course I will!
So... what's stopping you?
What would YOU do if you were not afraid?

Let's step out (and stay out for awhile) of our comfort zones and face our fears!

Want to see more of what we're doing? Follow @KirrClass for updates!

Update as of May 31, 2015...

Ben's Grammie read The Sweetest Fig.

Jenna's mom read Goodnight Moon, Goodnight iPad, and the poem "Sick."

Elise's mom gave a book talk on The Wishkeeper, and we Skyped with the author, Maximillian Timm.

She later came in to read us a story she and Elise had written - with student names as characters!

Ben's Grammie read The Right Word (about Roget's Thesaurus).

Ashly's dad read Dream Big, Little Pig

Max's mom read More Parts

Blake's mom read The Circus Ship

Totals: FOURTEEN visits from parents in five months. Success!

Quick Tip #11 - Reluctant Readers

"Picture Books" - NOT!

Hook those reluctant readers with books such as these...

Note: Not all photos from Humans of New York are appropriate for all audiences.

Full Text

Quick Tip Playlist

(tinyurl.com/GHSurveyCentral)

Saturday, January 24, 2015

Stellar Surveys

This is a "How-To" post for students.

You want answers to your questions. Should gum be allowed in schools? Is knuckle-cracking bad for you? What flavor cake do you like best? Which material should I use to make hats? Would you purchase my creation? What should I practice drawing? It's time to create a stellar survey!

Five Tips to Creating Stellar Surveys
1. Design your survey first. What is your goal? What do you feel you NEED to know in order to guide your research? Do you want to include opinion questions? Questions on a scale of 1-10 (with explanations of which is which)? True/False? Multiple choice? Rankings? Open-ended? How long or short should it be to keep the attention of the people responding? How can you word each question to ensure an honest answer? This step is a TON of work! Done right, it will pay off when you start seeing responses.
2. Use a Google form or a site such as Survey Monkey. This way, you can easily access respondents answers in a pre-made spreadsheet. You can also share these results with others, with one link. The best reason to use a Google form or Survey Monkey is that it's easy to share - through email, Twitter, on your blog, on your class website, or on this Survey Central document. The more results you get, the more accurate your research. Click here for Google form directions.
3. Do not make every question "required." You will turn off many possible participants if you do.
4. Include a question about age. Use age ranges, such as 5-10, 11-15, 16-20, etc. This way, you can organize responses to fit your needs.
5. Leave room for the unexpected. If you are using multiple choice, consider using "other" or "none of the above" as a choice.

If you use another tip, please let me know in the comments, and I'll add it to this list!

Friday, January 23, 2015

Survey Central

Calling all teachers of Genius Hour / 20% Time / Passion Projects!!

Problem: Getting answers to your students' surveys...
Solution: A survey CLEARINGHOUSE!

Why didn't we think of this before? I've created "Survey Central" - a place where teachers can add their students' surveys, and ask their own students to view other surveys and help their peers.

SURVEY CENTRAL

"View only?" Can't edit this document?
Simply ask for permission by clicking "share" and then "request access." I didn't make it editable by anyone, as we want surveys that are appropriate for all students, without spammers adding who-knows-what.

The first survey was one I saw on the #geniushour hashtag this morning - that's how they get seen. Please continue to share your students' surveys to the hashtag on Twitter, and add them to this document. Then be considerate and tweet out the survey link as well - so other students can benefit and get data for their research. Let's continue to try to create life-long learners!

Share this post with students for tips on HOW to create stellar surveys.

Kudos to Mr. Kirr for generating the name of this clearinghouse document!

Saturday, January 17, 2015

Quick Tip #10 - Classroom Culture

Creating Positive Classroom Culture with Exit Slips

Another idea I've tried, because brilliant & kind people have shared them with the world...

Full Text

Quick Tip Playlist