Early on, I noticed that students were in varying stages of progress with their projects. Some students took enthusiastically to the freedom and creative process that Genius Hour encourages. Those students quickly came up with questions to explore and launched their projects soon after. Their excitement was energizing and contagious. As I interacted with those groups, I was amazed at their creativity, work ethic, and perseverance. For those groups, I acted as an encourager, coach, and sometimes a mediator. I asked questions, offered praise, and counseling when needed.
Others struggled with that freedom and, exasperated and stressed, asked me to "just tell them what to do". I spent time with those students helping them sift through ideas and pushing them to take on a challenging question. I assured them that they could handle this work. I was surprised at how these students struggled with the freedom of Genius Hour. They were used to structured learning, but unfamiliar with drafting their own learning questions and goals. I had to strike a balance with these students. I provided structure and support when needed and backed off when they were ready to move on without me. There is still one group the requires my hands-on assistance, but slowly they are beginning to need me less.
I am learning as much as my students. Genius Hour has encouraged responsive teaching. Some students are able to ask outright for what they need; other students aren't able to communicate exactly and I must listen for their cues. Each group has different needs and I must accommodate them all. I play many roles during Genius Hour: cheerleader, facilitator, counselor, and, even, prop master.
This Friday, I surveyed my students to see what they thought about the process. Here are some of their unedited remarks:
I would rather have you give us a project. It's too hard to create one on our own. I would rather sit and do guided notes everyday. That is easier.
I like the openness of the project. The structure is good at the beginning when we are generating ideas, but needed less as we work on the project.
I have learned that I am not use to having unstructured learning in school. I kind of like it.
It's been awesome to take the wheel of my learning for once. I think it promotes creativity.
Genius Hour allows you to express yourself. The best part is being creative and working with friends.
It's a good way to show our creativity and allows us to do what we want rather than what the teacher wants.
It's hard to keep up with the project and other schoolwork because I want to work on my GH project all the time.
It's a fun and creative process that helps our ideas come to life.
It gives us access to materials we wouldn't normally have at home.
Genius Hour has been a journey for both my students and me. I know my students are learning skills they can use beyond my writing class. I am learning as much as they are. I look forward to their final projects.
