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Caught Up in Curiosity: Genius Hour in the Kindergarten Classroom

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Caught Up in Curiosity: Genius Hour in the Kindergarten Classroom

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Source: Peer-Reviewed
Abstract:  Choice and interest have long been linked to motivation for learning to read and write; however, designing instruction with authentic premises for young children that harness these motivators can prove challenging. In this teaching tip, we describe one kindergarten classroom's experience engaging in Genius Hour, in which children were supported to identify topics about which they were passionate, research those topics, and share their learning with an authentic audience of peers and family members.
Findings: The teachers who conducted this study found that the students were more intrinsically motivated when provided with choice of what they were to learn about. They also found that students became more independent in their work and asked for less teacher assistance with tasks.
APA Citation: Roberts, K. & West, J. (2016). Caught up in curiosity: Genius hour in the kindergarten classroom. The Reading Teacher, 70(2), 227-232.
http://eds.a.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?vid=4&sid=c3e70c6c-50df-41c8-abf8-dffaecae7ef7%40sessionmgr4008

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Inquiry-Based Science Education: Scaffolding pupils' self-directed learning in open inquiry

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Inquiry-Based Science Education: Scaffolding pupils' self-directed learning in open inquiry

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Source: Peer-Reviewed
Abstract: This paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils’ own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of documents with explanations and/or exercises regarding difficult parts of the inquiry process. The soft scaffolds included explicit references to and additional explanations of the hard scaffolds. We investigated how teacher implementation of these scaffolds contributed to pupils’ self-directed learning during open inquiry. Four classes of pupils, aged 10–11, were observed while they conducted an inquiry lesson module of about 10 lessons in their classrooms. Data were acquired via classroom observations, audio recordings, and interviews with teachers and pupils. The results show that after the introduction of the hard scaffolds by the teacher, pupils were able and willing to apply them to their investigations. Combining hard scaffolds with additional soft scaffolding promoted pupils’ scientific understanding and contributed to a shared guidance of the inquiry process by the teacher and her pupils. Our results imply that the effective use of scaffolds is an important element to be included in teacher professionalisation.
Findings: The findings showed that it is not easy for teachers to implement soft scaffolds for students throughout inquiry-based projects. However, the findings also showed that the implementation of scaffolds throughout open inquiry helped promote student understanding of skills to direct their own inquiry. This relates to my research because it helps me understand how inquiry scaffolds can be implemented in the primary grades and how they help students become more independent researchers.
APA Citation: Peeters, M., Van Uum, M., Verhoeff, R. (2017). Inquiry based science education: Scaffolding pupils’ self-directed learning in open inquiry. International Journal of Science Education, 39(18), 2461-2481.
http://eds.a.ebscohost.com.ezproxy.una.edu/eds/detail/detail?vid=6&sid=c3e70c6c-50df-41c8-abf8-dffaecae7ef7%40sessionmgr4008&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU%3d#AN=126591204&db=tfh

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Grade 4 Students Development of Research Skills Through Inquiry-Based Learning Projects

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Grade 4 Students Development of Research Skills Through Inquiry-Based Learning Projects

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Source: Peer-Reviewed
Abstract: Researchers like Harada, Yoshina, Donham, Bishop, Kuhlthau, and Oberg have pointed out the benefits for students to move from rote to inquiry learning. However, "the norm in many classrooms remains teaching practice that results in rote learning and regurgitated facts." In recent years, the Hong Kong government's Education Bureau has put inquiry-based learning as the first emphasis under the new General Studies curriculum for primary schools with the objective of "creating more learning space by removing obsolete content, allowing more time for inquiry-based learning." Many schools are now attempting to incorporate this mode of learning into their curriculum. This study reports on two phases of IBL projects undertaken by 141 grade 4 students, each phase lasting for two to three months. The projects were led by general studies teachers and heavily supported by Chinese-language teachers, the information technology teacher, and the school librarian. Through analyzing the lesson plans, in-class exercises, homework assignments, written reports, presentations by students, and data collected through surveys and interviews, this article focuses specifically on the role of the general studies teachers in guiding students through the inquiry process. It also analyzes the students' development of knowledge and research skills, as well as students' and parents' perceptions of the projects.
Findings: The findings showed that most all of the students, parents, and teachers perceived a great improvement in student research skills through the projects. Many parents and teachers were quoted on their perceptions. The findings suggest that general education teachers should take a supporting role to facilitate throughout inquiry-based learning projects in order for the students to show improvement in research skills. This relates to my research because Genius Hour is a form of inquiry-based learning and I am wanting to discover if the implementation of it will improve research and writing skills of third grade students.
http://eds.b.ebscohost.com.ezproxy.una.edu/eds/pdfviewer/pdfviewer?vid=5&sid=4b524103-50df-4d3f-aa1c-9b13ba9ccd55%40pdc-v-sessmgr03

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Source: Practitioner
Abstract: The author describes how makerspaces are redefining learning. She describes the maker lab at her school and how she uses it to set up maker stations for her students.
APA Citation: Rubinstein, K. (2018). Making Space for Makerspaces -- THE Journal. [online] THE Journal. Available at: https://thejournal.com/Articles/2018/05/15/Making-Space-for-Makerspaces.aspx?Page=4 [Accessed 8 Dec. 2018].
https://thejournal.com/Articles/2018/05/15/Making-Space-for-Makerspaces.aspx?Page=4

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Source: Practitioner
Abstract: A fifth grade teacher implemented Genius Hour in her classroom through a set of mini projects she assigned every five weeks. She found that through reflection, collaboration, and sharing that her students came up with projects she would've never imagined before the implementation of Genius Hour.
APA Citation: Smith, M. (2017). Genius Hour in Elementary School. [online] Edutopia. Available at: https://www.edutopia.org/article/genius-hour-elementary-school [Accessed 8 Dec. 2018].
https://www.edutopia.org/article/genius-hour-elementary-school

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Source: Practitioner
Abstract: A high school teacher discusses the implementation of inquiry-based learning instruction in her Biology class. She also discusses the challenges of letting go of traditional instructional methods.
APA Citation:  Alper, C. (2018). Embracing Inquiry-Based Instruction. [online] Edutopia. Available at: https://www.edutopia.org/article/embracing-inquiry-based-instruction [Accessed 8 Dec. 2018].

https://www.edutopia.org/article/embracing-inquiry-based-instruction

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Source: Popular
Abstract: Elementary teacher, Brooke Brown, introduces the materials used to construct her makerspace in her classroom. She also discusses the importance of a makerspace for students in developing critical thinking skills.
APA Citation: Brown, B. (2018). Welcome to my Makerspace - Teach Outside the Box. [online] Teach Outside the Box. Available at: https://teachoutsidethebox.com/2017/08/welcome-to-my-makerspace/ [Accessed 8 Dec. 2018].
https://teachoutsidethebox.com/2017/08/welcome-to-my-makerspace/

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4 Specific Strategies for Implementing Inquiry-Based Learning

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4 Specific Strategies for Implementing Inquiry-Based Learning

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Source: Popular
Abstract: In this blog post Scott Sterling discusses 4 strategies that he used for implementing inquiry-based learning in his English classroom. He discusses the importance of guiding students through the process while still allowing for students to formulate their own questions. He describes the following four strategies: questioning strategies, Genius Hour, Self-Organized Learning Environment, and Hackathon.
APA Citation:  Sterling, S. (2018). 4 Specific Strategies for Implementing Inquiry-Based Learning. [online] Blog.edmentum.com. Available at: http://blog.edmentum.com/4-specific-strategies-implementing-inquiry-based-learning [Accessed 8 Dec. 2018].
http://blog.edmentum.com/4-specific-strategies-implementing-inquiry-based-learning

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How to Make Inquiry-Based Learning Work in Your Classroom

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How to Make Inquiry-Based Learning Work in Your Classroom

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Souce: Popular
Abstract: Sandra Naufal, an elementary teacher, discusses the importance of building classroom community to be able to use inquiry-based learning instruction in your classroom. She gives a list of ways to support students in formulating questions, such as beginning with an inquiry discussion circle.
APA Citation:  Naufal, S. (2018). How to Make Inquiry-Based Learning Work in Your Classroom | The TpT Blog. [online] The TpT Blog. Available at: https://blog.teacherspayteachers.com/how-to-make-inquiry-based-learning-work-your-classroom/ [Accessed 8 Dec. 2018].
https://blog.teacherspayteachers.com/how-to-make-inquiry-based-learning-work-your-classroom/