Genius Hour Curriculum ConnectionsGenius Hour allows for students to explore a variety of curricular outcomes from a variety of subject areas. It really depends on the student's project. The premise of Genius Hour is the exploration of Inquiry learning. Which can be seen throughout the Saskatchewan curriculum.
The following passage is from the Saskatchewan School Libraries Association site, Inquiry - the Saskatchewan way. This information has been included here, as it explores the relevance and importance of providing time for the development of Big Ideas. Big Ideas Evoke Questions for Deeper Understanding Big ideas evoke inquiry questions. These questions are important in developing a deep understanding of the discipline or unit of study within the discipline. They do not have obvious answers and they foster high-order thinking. They invite genuine inquiry. Students develop their own questions related to the big idea being explored and Saskatchewan curricular outcomes. "It is important to develop questions that are evoked by student interests and sense of wonder and have potential for rich and deep learning. These questions are used to initiate and guide inquiries that lead to deep understandings about topics, problems, ideas, challenges, issues, concepts, and areas of study" Renewed Curricula: Understanding Outcomes (2010, p.10). Well-developed inquiry questions enhance students’ understanding of curricular content. To help develop an inquiry approach to teaching and learning, each subject and grade specific curricula identifies sample Guiding Questions for Deeper Understanding from Saskatchewan Curricula(PDF) that may be used to engage student learning. “It is important that teachers and students learn within meaningful contexts that related to their lives, communities, and world.” Renewed Curricula: Understanding Outcomes (2010, p.9-10). Powerful instructional practices: A resource for teachers and administrators (2011, Section C2, p. 11-20) explores different types of questions and how to plan for them, and use them with students. Well-developed inquiry questions enhance students’ understanding of curricular content. To help develop an inquiry approach to teaching and learning, each subject and grade specific curricula identifies sample ”guiding questions for deeper understanding” that may be used to engage student learning. “It is important that teachers and students learn within meaningful contexts that related to their lives, communities, and world.” Renewed Curricula: Understanding Outcomes (2010, p.9-10). |
Core Curricular Competencies and Genius HourThe Cross-Curricular Competencies (Thinking, Identity and Interdependence, Literacies, and Social Responsibiltity) are interrelated. These competencies are to enrich student thinking now and in the future. With each competency, there are goals to develop thinking. Genius Hour promotes the cross-curricular the development of these competencies in the following ways.
1. One of the first competencies examines the goal to develop thinking, in contextual, creative and critical ways, Genius Hour naturally promotes this as the students research, experiment and explore their passion projects. Thinking critically about the information that is being researched for the project and how to present that information to others promotes critical and creative thought. 2. The second competency, develop Identity and Interdependence, encourages students to understand and value the following areas:
In participating in Genius Hour, students are encouraged to explore their own individual passion projects, which encourages students valuing their intellectual development. However, by sharing their learning in the form of a blog,questions, reflections, information they learned, they are promoting the learning of others and giving other students the opportunity to reflect and ask questions about each others learning. Through collaboration in a blog, students are no longer just working in isolation, but are exploring their projects and questions about learning as a group, thereby demonstrating caring for others. 3. The third competency, includes the following goals to develop literacies. These goals are:
Genius Hour promotes these goals as students find answers to the guiding question for their passion project. Finding the answers is more than one Google Search, but researching, exploring and experimenting and constructing their own knowledge based on their findings. Through blogging, are sharing their learning with the classroom community, they are engaging in writing which of course promotes basic literacy. However, by engaging with technology for research and blogging, students are also developing digital literacy. 4. The fourth competency, develop Social Responsibility, explores the following goals: use moral reasoning processes, engage in communitarian thinking, and take social action. Genius Hour projects encourage the development of Social Responsibility, in a variety of ways. By engaging in Genius Hour in the classroom, students must respect the variety of projects that their fellow students may be working on. Students are given the chance to share via blogging or even discuss progress face to face. One of the expectations of Genius Hour is that students work quietly or are respectful of the noise level so that all students can concentrate on their project. In this way, students learning how to work cohesively and respectfully sharing a work area. |
Genius Hour Can Develop Thinking
The following has been adapted and extended from the Cross-Curricular Competencies.
Constructing knowledge (i.e., factual, conceptual, procedural, and metacognitive) is how people come to know and understand the world around them. Deep understanding develops through thinking and learning contextually, creatively, and critically in a variety of situations, both independently and with others.
K-12 Goal: Think and learn contextually
Apply prior knowledge, experiences, and the ideas of self and others in new contexts
Analyze connections or relationships within and/or among ideas, experiences
Explore concepts, situations, and experiences from several perspectives
K-12 Goal: Think and learn creatively
Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events
Experiment with ideas, hypotheses, educated guesses, and intuitive thoughts
Explore complex systems and issues using a variety of approaches such as models, simulations, movement, self-reflection, and inquiry
Create or re-design objects, designs, models, patterns, relationships, or ideas by adding, changing, removing, combining, and separating elements
Imagine and create central images or metaphors for subject area content or crossdisciplinary ideas.
K-12 Goal: Think and learn critically
Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena
Distinguish among facts, opinions, beliefs, and preferences
Apply various criteria to assess ideas, evidence, arguments, motives, and actions
Apply, evaluate, and respond to differing strategies for solving problems and making decisions
Analyze factors that influence self and others’ assumptions and abilities to think deeply, clearly, and fairly.
Constructing knowledge (i.e., factual, conceptual, procedural, and metacognitive) is how people come to know and understand the world around them. Deep understanding develops through thinking and learning contextually, creatively, and critically in a variety of situations, both independently and with others.
K-12 Goal: Think and learn contextually
Apply prior knowledge, experiences, and the ideas of self and others in new contexts
Analyze connections or relationships within and/or among ideas, experiences
Explore concepts, situations, and experiences from several perspectives
K-12 Goal: Think and learn creatively
Show curiosity and interest in the world, new experiences, materials, and puzzling or surprising events
Experiment with ideas, hypotheses, educated guesses, and intuitive thoughts
Explore complex systems and issues using a variety of approaches such as models, simulations, movement, self-reflection, and inquiry
Create or re-design objects, designs, models, patterns, relationships, or ideas by adding, changing, removing, combining, and separating elements
Imagine and create central images or metaphors for subject area content or crossdisciplinary ideas.
K-12 Goal: Think and learn critically
Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena
Distinguish among facts, opinions, beliefs, and preferences
Apply various criteria to assess ideas, evidence, arguments, motives, and actions
Apply, evaluate, and respond to differing strategies for solving problems and making decisions
Analyze factors that influence self and others’ assumptions and abilities to think deeply, clearly, and fairly.
Genius Hour Can Develop Literacies
K-12 Goal: Construct knowledge related to various literacies
Understand that literacies can involve words, images, numbers, sounds, movements, and other representations and that these can have different
interpretations and meanings
Examine the interrelationships between literacies and knowledge.
Evaluate the ideas and information found in a variety of sources (e.g., people, databases, natural and constructed environments)
Access and use appropriate technologies to investigate ideas and deepen understanding in all areas of study.
K-12 Goal: Explore and interpret the world using various literacies
Inquire and make sense of ideas and experiences using a variety of strategies, perspectives, resources, and technologies
Select and critically evaluate information sources and tools (including digital) based on the appropriateness to specific tasks
Use various literacies to challenge and question understandings and interpretations
Interpret qualitative and quantitative data (including personally collected data) found in textual, aural, and visual information gathered from various media sources
Use ideas and technologies in ways that contribute to creating new insight.
K-12 Goal: Express understanding and communicate meaning using various literacies
Create, compute, and communicate using a variety of materials, strategies, and technologies to express understanding of ideas and experiences
Respond responsibly and ethically to others using various literacies
Determine and use the languages, concepts, and processes that are particular to a discipline when developing ideas and presentations
Select and use appropriate technologies in order to communicate effectively and ethically.
Understand that literacies can involve words, images, numbers, sounds, movements, and other representations and that these can have different
interpretations and meanings
Examine the interrelationships between literacies and knowledge.
Evaluate the ideas and information found in a variety of sources (e.g., people, databases, natural and constructed environments)
Access and use appropriate technologies to investigate ideas and deepen understanding in all areas of study.
K-12 Goal: Explore and interpret the world using various literacies
Inquire and make sense of ideas and experiences using a variety of strategies, perspectives, resources, and technologies
Select and critically evaluate information sources and tools (including digital) based on the appropriateness to specific tasks
Use various literacies to challenge and question understandings and interpretations
Interpret qualitative and quantitative data (including personally collected data) found in textual, aural, and visual information gathered from various media sources
Use ideas and technologies in ways that contribute to creating new insight.
K-12 Goal: Express understanding and communicate meaning using various literacies
Create, compute, and communicate using a variety of materials, strategies, and technologies to express understanding of ideas and experiences
Respond responsibly and ethically to others using various literacies
Determine and use the languages, concepts, and processes that are particular to a discipline when developing ideas and presentations
Select and use appropriate technologies in order to communicate effectively and ethically.