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Martin Burrett

Genius Hour Projects: Not just for Primary Schools by @hecticteacher - 25 views

ukedchat.com/...-primary-schools-hecticteacher

genius hour

shared by Martin Burrett on 13 Nov 17 - No Cached
  • Martin Burrett on 13 Nov 17
     
    "Genius Hour: From discussions with Primary school teacher friends of mine it was pointed out that something happened in Year 7 that changed students from the risk taking and independent learners that they were in Year 6 into passive learners by the end of Year 7. I had noticed the same thing with my own niece as she transitioned from primary to secondary, so I started to think about what was causing it. The more I looked the more I noticed that in secondary there is very little opportunity for students to make choices or take ownership of their learning and I wanted to change this."
ana2teach

Genius Hour - 70 views

I am reading the book. It is very interesting. Hope to be able to do Genius Hour with my students. I look forward to posts here in this thread to know more about how others implement Genius Hour.

genius hour 20% Time

started by Craig Dunlap on 09 Oct 14 1 follow-up, last by ana2teach on 10 Oct 14
Nigel Coutts

Lessons Learned from Genius Hour - 54 views

thelearnersway.net/...lessons-from-genius-hour

learning education 'Genius Hour'

shared by Nigel Coutts on 27 Dec 15 - No Cached
  • Nigel Coutts on 27 Dec 15
     
    After eight years of engaging our students with a Personal Passion Project during Term Four we shifted to a 'Genius Hour' model for 2015. In the end the results from the students were impressive but along the way some lessons were learned and we are looking forward to making some minor tweaks for 2016 that should further enhance the learning opportunities.
Nigel Coutts

Helping students to become problem finders - The Learner's Way - 44 views

thelearnersway.net/...ents-to-become-problem-finders

students problem finders learner education teaching learning

shared by Nigel Coutts on 29 Jan 17 - No Cached
  • Nigel Coutts on 29 Jan 17
     
    For students engaging in creative personalised learning projects such as a 'Genius Hour' or 'Personal Passion project it can often be difficult for them to uncover the right project. Students have become so reliant upon their teachers to pose them problems that when they are given the option to explore one of their own design they don't know where to start. This is indeed a significant challenge as we know that our students will enter a workforce and world of learning beyond school where they must be active problem finders. How then might we provide the support they require without removing the opportunity for truly personalised exploration.  
Nigel Coutts

Genius Hour - Why we scaffold - 79 views

thelearnersway.net/...genius-hour-why-we-scaffold

resources tools teaching learning

shared by Nigel Coutts on 18 Apr 15 - No Cached
  • Nigel Coutts on 18 Apr 15
     
    Genius Hour - The idea is simple, identify a block of time and give it over to the students as an opportunity for them to create a learning experience of their own. But while the idea is simple implementing such a plan can be challenging and there are aspects of such a project that require careful planning and a clear philosophical understanding before you begin.
thebda

4 Tips for Remote PBL: How I Did the "Making Space for Change" Project | PBLWorks - 18 views

www.pblworks.org/...id-making-space-change-project

remote learning Genius Hour Guide Framework

shared by thebda on 23 Apr 20 - No Cached
  • Flesh out your project milestones.
  • The “project milestones” table in the PBLWorks project planner is an excellent tool for organizing specific activities for logical student workflow
Matt Renwick

The Genius Who Plays For A Living | Popular Science - 16 views

www.popsci.com/...ys-playful-genius-erik-demaine

shared by Matt Renwick on 04 Mar 13 - No Cached
    • Matt Renwick
      Matt Renwick on 04 Mar 13
       
      notice the word "portfolio" - digital?
  • Instead of concerning himself with applications or even defining a specialized area of research, Demaine chooses projects based purely on his curiosity, regardless of where they may lead. Where others seek answers, Demaine looks for questions. “I collect problems,” he says. “The problems are the key to everything.”
Nigel Coutts

Making as Problem Based Learning - 56 views

thelearnersway.net/...king-as-problem-based-learning

resources learning making

shared by Nigel Coutts on 15 Nov 15 - No Cached
  • Nigel Coutts on 15 Nov 15
     
    Recently many of our Year Six students have been involved in projects that require them to utilise the brain of a maker. Facing challenges involving the exploration of how everyday objects are manufactured and while responding to their 'Genius Hour' ambitions they are facing a new set of problems and discovering the joy that comes from solving these with their hands as much as their brains.
Marti Pike

RTI Talks | RTI for Gifted Students - 9 views

rtinetwork.org/...24

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
  • ...59 more annotations...
  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
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