With the English syllabus so content heavy, I'm looking to see how I could create a "Genius Hour" routine so that my students can spend a lesson learning anything of their choice (hopefully born from their studies in English!) This is certainly something that needs some thought. I mean, I could definitely just give it a go and see what works, but I think its best that this project be well-thought out.
Firstly, I'd like to clear up the way I'm approaching the term "genius." The Greeks used the term in relation to a god-like spirit that possessed you and enabled you to produce. Therefore, when not referred to as a spirit, the term was then used to describe production, "to beget." Thanks to online etymology dictionary for clearing that up. It was just those losers in the late 1500s who started thinking "genius" was something only few of us had. It was probably Shakespeare's idea, apparently everything else that was thought of in that time period was thanks to the Bard. With the Greek concept of 'genius' in mind I am looking for students to find the intrinsic motivation to produce a project that they can appreciate and be proud of.
Here goes.
This excellent article outlines the process of self-directed learning, the issues that can arise and the key strategies to employ. http://classroom-aid.com/2013/03/23/self-directed-learning-well-explained/
Using this article as a basis, I am formulating a plan.
Step One:
Identify the outcomes that such a project could cover
Firstly, the new NSW syllabus focuses heavily on texts as representations of the real world and as means of exploring and learning about the world. Outcomes 6, 7, 8 & 9. Focus on individual and cultural expression in and through texts and therefore could be used quite effectively to frame the project.
Step Two
Upon looking at the outcomes it is evident that the project needs a frame. Especially for first-timers, freedom can be just as limiting as structure as students can find it very difficult to cope with the responsibility. Plus, I need to ensure that I'm teaching the syllabus.
Frames of reference
Reading/Responding:
Exploring multiple texts about your interest project - this way students can identify how different texts in different cultures and times explore their area. It also opens up the discussion "What is a text?" Anything we read and interpret - wouldn't it be wonderful to hear 15 year olds discussing how the world is a text that they interpret!
Creating:
Presenting results of the project - obvious choices for this would be a blog with consistent reflection on the stages of their project and of course a finished product which students use to share their knowledge. This would be wonderful for students to display their knowledge in an area that is their strength. We have a "Showcase" in Term 4 of student work. Ideal for this style of project. This is where our usual Outcomes 1 - 5 come in handy as they involve the skills students use in the presentation of their text.
Anti-frames:
One of the ideas with this project is that students EXPLORE, so its important that they don't just pick a topic and research it. There needs to be time for tangents. This is when connections can be made and creativity can be fostered. Yay! I knew I was doing this for a reason. So, maybe there needs to be a guideline that you explore your first idea and then find a better one!
Starting points:
Students need a tactic. A way of beginning. I feel that if I stepped in front of the class and said "Go forth and teach yourself something!" They would interpret that as "I've had it! You can teach yourselves!" Strange how similar those two comments sound. Makes me realise why I was such a self-motivated learner at school.
Here I will borrow from http://www.teachthought.com/learning/project-based-learning/27-actions-that-promote-self-directed-learning/
These actions ae the basis for students to begin a project. This will require some modelling. Lucky I've been doing some self-directed learning of my own about creativity.
- Challenge something
- Make an observation
- Draw a conclusion
- Question something
- Revise a question based on observation & data
- Critique something
- Observe something
- Revise something
- Transfer a lesson or philosophical stance from one situation to another
- Improve a design
- Identify a cause and effect
- Compare and contrast two or more things
- Test the validity of a model
- Separate causes from symptoms
- Identify the primary and secondary causes of a problem
- Adapt something for something new
- Make a prediction and observe what occurs
- Narrate a sequence
- Study and visually demonstrate nuance
- Identify and explain a pattern
- Study the relationship between text and subtext
- Elegantly emphasize nuance
- Critically evaluate a socially-accepted idea
- Extract a lesson from nature
- Take & defend a position
- Record notes during and after observation of something
- Form a theory & revise it based on observation and/or data
Research Skills: There are English lessons to be had about collecting digital sources, how to organise bookmarks and categorise texts according to content. I feel I'm teaching English better already (especially Outcome 8). The best thing about teaching this skill is that the content is of interest to the student, using a format (the Internet) that they use regularly for content exploration.
If after an hour of thinking (and talking to mum on Facebook) I can identify key English skills and syllabus outcomes that such a project could cover, I am confident that this concept is very relevant to the subject and other being a generally enriching experience, could in fact be just as effective as any concpet driven unit where students are given the paramaters in which their thinking can take place.
What do you think? Any ideas?
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