Why Genius Time?

Many years ago, when I taught seventh graders, I did an activity to help me learn more about them. One boy I will never forget. He shared with me that over the summer he won a ribbon at the fair for his apple pie. He made everything himself. The filling. The crust. It stuck with me for a few reasons: He was a boy (sexist, I know). Who taught him to make pie? Why did he want to learn this?

Later in the year, another boy brought me a piece of peanut butter cup pie that he made. Again, who, what, why?

Another year, I had a girl who taught herself to play guitar.

I've had students who aren't afraid to tear into their cars and fix something.

Others who have taught themselves new languages.

Last year, I had students who put together their own gaming computers.

And not one of these students learned any of this in school.

They read for information. They connect with others from whom they want to learn. They watch videos. They try and fail. They try again.

They learn amazing things and show that learning in incredible ways. And none of that learning is done in school.

And this is why, once again, I am introducing Genius Time to my freshmen. I want them to find their passions. I want them to learn about things they truly care about. I want them to try and fail and try again.

We're going to begin this week by watching a couple of videos explaining what genius time is. I also want to show them this.

Exploring our passions. Trying something new. Learning for learning's sake. That's why we'll do Genius Time again this year.

Genius Time

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When I instituted Genius Time in my English 9 classes, I wasn't sure what to expect. I just liked the idea of kids learning for the sake of learning. I embraced the idea that kids would have choice, that they would decide where the learning led.

When we started back in March, I said very little about the project. I told them I wanted them to decide what they wanted to learn about.

"Can we work in groups?" they asked.

"Of course."

"You're not going to tell us what to do?"

"Nope."

"You don't care what we learn about?"

"Just that it interests you. I want it to be something you really, really want to learn about. I don't want you to pick something just because you think it will be easy."

So every Friday, after our 10 minute reading time (sacred time, never give up), they move on to their learning. Most of worked very hard. Of course, some have wasted time, some are doing what they think is the bare minimum to get by. Some changed topics several times. I expected that. They are, after all, 14 years old. I stuck with it and I believed in them. I didn't ask them to write reports or fill in time sheets. I just tried to talk to each group, each week to see where they were.

We will begin presenting our learning on Friday. So the recent questions from students have been of the "What should I put in my presentation?" variety.

I don't tell them.

I look them in the eye and ask, "What have you learned? Show me that."

Some get it. Some don't. But I'm still not telling them how to do it. And I'm sure I'll have a few Powerpoints because they can't think of anything else to do.

BUT!

I have two girls who put a lyric dance together because they want to convince their dance teacher to let them do it next year. They are learning more than dancing (even though one of them posted on Facebook "Not much English going on here."). They are learning to think about how to convince someone to listen to their ideas.

I have a group that wanted to learn about movie making. So they read about it, wrote a script, and began filming.

One group of boys learned about the effects of teen drinking. They are making a movie also.

There's a boy who read and learned about Ouija boards. Then made his own.

Another boy had a grandfather who was a POW in WWII and was kept in a concentration camp. He's been reading about the camp and doing interviews with his grandfather (to me this is priceless).

And one of my "slacker" freshmen boys began researching aeronautical engineering. He went on to look at colleges that offer degrees in it and also the military. He is developing a plan of action for himself, although I don't think that's what he will tell the class about (doesn't want to give up that slacker image).

Other individuals or groups have studied types of cancer, schizophrenia, fixing bikes, running cross country and how to train for it, and ghosts. Things they wanted to learn about, presented in ways they want to use, with people they want to work with.

And you want to know what I've learned?

• to sit back and let kids figure out their problem
• to look students in the eye and wait for their answer
• the power of questions as answers
• that kids will take their learning seriously if it's what they want to learn about

I don't know how it will turn out. I won't grade it. I'm just going to sit back and enjoy.

Because I will know that we've all learned something.

Friday Favorites

I am flat out stealing this idea from Ruth. On Monday she wrote a post called "Pretend It's Friday" and she wrote about four favorite things. I love that idea. For one thing, Friday is my favorite school day and maybe my second favorite day. And so, Friday Favorites is born...

My Favorites:

1. Friday. I love Fridays. Always have. The end of week, the beginning of the weekend. Fridays in my classroom are always a little freer than, say, a Monday.  Most people are in a good mood. Really. What's not to like about a Friday?

2. Genius Time:  This semester I have been giving my freshmen genius time on Friday. They are able to read and learn about anything they want. Some of them have stayed with the same topic the whole time. Others have changed their minds and began learning about something else. Now they are starting to think about how they will show their learning to the rest of the class. I have a few sticking with the tried and true powerpoint. Quite a few want to make a movie. I don't care this first time how they share with us. I'm just glad they are excited about something!

3. The Big Bang Theory: Every Thursday night will find my husband and I in front of the TV watching The Big Bang Theory. It makes me laugh out loud every time. It also reminds me of several groups of students who are their own BBT. I often ask these kids which character they are. They always know who they are and which of their group is the Sheldon.