What's the right way to do genius hour? We have learned that there isn't a right way or formula to do this. We have to make this process our own. So, this website is our own process. Good or bad, they are are ours hiccups. We put this website out there so others could see what we have done. We hope others will ask us questions to push our thinking. We will also use this blog as a way to reflect on our work and to push our own thinking. We know that what we have done will most likely not work perfectly for you. So, take or leave what you find here. It is your journey to take with your own unique set of individuals in your own class. Take the journey together. We have not regretted our choice to start genius hour.
There are some things that didn't necessarily work for our kids so far in this process. They might for your classroom but our kids didn't connect to a few activities and videos we did. For instance, the kids loved Kid President (see resource page) but they didn't really get his message. They thought he was very funny but that's were the message stopped. They really loved the Caine's Arcade video (see resources pages) and were inspired with what he was able to do. (Please note there is a bad word towards the end of the video. It isn't said but it's on the screen as part of a facebook message).
We also have one student who is very literal. When we gave students 10 minutes to complete a drawing that was semi-started for them, (a circle with small lines like the beginnings of a clock) all he could do was see it as a clock. He started making hands of a clock, identifying the time and then erasing. So, I (Kathryn) asked him what other things look like a big circle. He did not respond. I told him it looked like a button to me (because this child has an obsession and love for buttons) and the idea to make the circle into an elevator was born. Some students will need more prompts before they can begin. Some will find it hard to create with only a few guidelines. Some will need a little more support.
We are struggling ourselves with the next steps for genius hour. For us it's the control that worries us. We know we just have to "let it go" but it's so hard to summon our inner "Elsa" and let go of the control. What if they fail? What if they don't know what to do? What is they don't make something? How will we get resources to every child when they need them? At some point you probably just have to let it all go and let the process unfold. We understand this but it's a risk. There's a possibility of failing and it's just scary.
Another struggle we find ourselves talking about is to remember the focus is on the process and not the product. It's so hard to not want to focus on the PRODUCT. We want kids to make beautiful products. We want people to see the purpose and creative genius in every child but we also know in reality that genius hour projects won't hit a home run every time. When we really think about our "why" we realize that all of this is about the process. If we want kids to be risk takers, resilient, creators, self-starters, to persevere when the work gets hard, then we have to focus on the process and not the product.
These are our hiccups. We call them hiccups because although they feel big to us (and maybe a little scary) they are just little hiccups in the entire process. A much bigger message to learn, wonder, make mistakes, and create is being sent loud and clear to Room 220. This is what matters to us more than the hiccups.