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InspireMyKids - The World's Largest Community of Inspiration for Kids

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Kids can change the world. All they need is a little inspiration! Welcome to the world's largest collection of inspiring stories and videos for kids.

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20Time projects allow students to track their learning growth, which supercharges intrinsic motivation. Way more effective than grades and other carrots and sticks.

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Genius Time Archives - The Primary Professor

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Filed Under: Tagged With: Genius Time, 20 percent time, 20 time project, 20% Time, 21st Century Learning Skills, Genius Hour, genius hour for kids, genius hour ideas, genius hour ideas elementary, genius hour in 2nd grade, genius hour in 3rd grade, genius hour in 4th grade, genius hour in 5th grade, genius hour topics, Genius Time, genius time in 2nd grade, Passion Projects, topics for genius hour Genius Time Ideas, Genius Time Resources, Getting Started with Genius Time, Intro to Genius Time

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The LAUNCH Cycle provides a creative process that can be incorporated into every class at every grade level ... even if you don't consider yourself a "creative teacher." And if you dare to innovate and view creativity as an essential skill, you will empower your students to change the world-starting right now

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The Launch Cycle - Bring Out the Maker in Every Student

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The LAUNCH Cycle provides a creative process that can be incorporated into every class at every grade level ... even if you don't consider yourself a "creative teacher."

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Open-and-go lessons that inspire kids to love science.

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Mystery Science offers open-and-go lessons that inspire kids to love science. The hook, visuals, and activity have all been prepared for you. Less prep, more learning.

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Did You Know  Latest (Officially updated for 2023) #2023

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John Spencer

Posted on February 25, 2018

Assessment is everywhere.

Visit a basketball court or a skate park or a rock climbing gym and you might just miss something happening all around. Assessment. The same is true of that group of kids huddled around their devices building a shared world in Minecraft or maneuvering around a kitchen experimenting with a new recipe or building an arcade game in a makerspace using Arduino.

Assessment is constantly happening. But it feels invisible because it's less like a noun and more like a verb. In other words, assessment is often something we do, not something we give and take.

Nobody stops in the middle of an ollie to take a skateboarding test. The test is built into it. Did you crash or not? Did the trick work? And nobody masters an ollie only to find out that they've actually failed because there are ten ollie attempts that were each graded and the average is now at 10%.

It's not a question about good or bad types of assessments. It's a question of ownership. After all, a skater might use a scoring rubric in a competition. And there's nothing wrong with using scores and metrics. That same group of Minecrafters building a world together will make a video and check to see the page views and likes. But it has to feel authentic and this begins with student ownership.

When kids engage in authentic projects outside of school, they are likely to own the assessment process. So, as we think about assessment in a PBL classroom, it should look more like a skate park or a makerspace or a kitchen. It should be a space where assessment is happening everywhere, all the time.

If you enjoy this blog but you'd like to listen to it on the go, just click on the audio below or subscribe via iTunes/Apple Podcasts (ideal for iOS users) or Google Play and Stitcher (ideal for Android users).

http://www.spencerauthor.com/wp-content/uploads/2018/02/PBL-and-Assessment.mp3

In a PBL unit, you don't need to stop the project to take an assessment. Students don't need to take a weekly quiz. Instead, they can engage in self-assessment, peer assessment, and teacher-directed assessment. This was a hard lesson for me. At first, I wanted to maintain control. I didn't trust that students could engage in self-assessment and peer assessment. But I also viewed assessment as something I needed in order to plan better lessons. Sure, I let students know their grades but I never really saw the ongoing cycle of learning and assessmment.

Assessment is an opportunity for students to see their own progress, set goals for the future, and determine next steps. The assessment should be happening all over the place. Here, they are judging the quality of their product while also reflecting on the process and determining their mastery of the standards. So, here's what it looks like.

Self-Assessment

Self-assessments have an empowering effect. Instead of attributing academic success to a teacher or to luck, they see it as a result of their hard work. They grow more self-directed and independent and it's because they're constantly looking at their own progress. The following are some self-assessment options:

Tracking Goals: Students create their own goals. These can be quantitative or qualitative. Then they keep track of the progress. It might mean a graph, a progress bar, or simply a description of progress.

Self-reflections: Here students answer reflective questions about what they are learning, where they are struggling, and what they need to do next. Some of the questions might be specific and concrete while others are broad and abstract.

Student Surveys: Sometimes students struggle with open-ended self-reflection questions. Surveys provide a blend of the objective and the subjective. So, they might use a Likert scale, selecting specific words from a bank, or ranking items. This added structure helps students make sense out of something that can feel abstract.

Self-Assessment Rubrics: Students are able to look at the progression from emerging to mastering with specific descriptions in various categories. They are able to gain an accurate view of how they are doing, while also having a clear picture of where they need to be.

Checklists: These can be a powerful diagnostic tool that students use before, during, and after a task. Pilots, doctors, and engineers all use checklists as a way to determine whether their work has fit specific criteria. When students use checklists, they are learning how to make sense out of systems. There's actually a great book on checklists called The Checklist Manifesto that I highly recommend.

Peer Assessment

Sometimes you miss critical details in self-assessment. You can't see your blind spots because . . . well . . . they're your blind spots. In these moments, you need peer feedback to help you see a new perspective. The same is true of entire groups in the midst of a project. When you mix of students to engage in peer assessment, you get fresh ideas and help avoid tunnel vision.

This idea is built into some of the most innovative companies around. Take Pixar. They have a Brain Trust system where people pitch ideas, share their work, and ask for feedback. Everyone in the room has the freedom to criticize. And they do.

Often.

This can sound scary. However, it works at Pixar because they are a supportive community. You see, when trust and transparency are present, critical feedback can fuel creative thinking. As Catmull puts it in Creativity Inc., "We believe that ideas-and thus, films-only become great when they are challenged and tested."

So, here are some structured, shorter ways to provide peer feedback:

The 10-Minute Peer Feedback System: This critical friends approach begins with one student sharing their work or pitching an idea while the other student actively listens. It then moves into a chance to ask clarifying questions, get feedback, respond to feedback, and chart out next steps. Each of these stages lasts two-three minutes apiece. While that sounds fast, it can actually feel leisurely. Note that this can be used to assess both the process and the product.

Structured Feedback with Sentence Stems: Here, you as a teacher provide specific sentence stems that your students can use to provide diagnostic, clarifying, or critical feedback.

3-2-1 Structure: This is simple. Students provide three strengths, two areas of improvement and one question that they have.

See-Think-Wonder: Students give peer feedback by pointing out what they see in another product, what they think about it, and, finally, what questions they have.

Feedback Carousel: Each group gets a stack of sticky notes and offers anonymous feedback as they move from group to group. Unlike the other feedback methods, students here are offering feedback without the original group member present. It also focuses almost entirely on the product.

Peer Coaching: Students interview each other about the process, using the coaching questions from the student-teacher conferences to guide them if they struggle to come up with reflection questions.

Teacher Assessment

Although student ownership is critical to assessment, teachers still play a vital role in the assessment process. One of my favorite methods is through student-teacher conferences. The concept is simple. Plan out three to four mini-conferences per class period each class period. Each conference lasts about five minutes. This generally allows you to meet with each student individually once every two weeks. In a PBL unit, you are spending less time in direct instruction and guided practice, which frees you up to have richer feedback conversations with students.

The following are the three types of conferences I have used with students:

Advice Conference: This empowers students to ask for advice. This conference is all about learning specific skills that students are missing. Each student must ask the teacher a series of questions based on an area where he or she is struggling. This is a chance for targeted one-on-one attention and explicit help with a strategy. Students guide the process, tapping into the teacher's expertise. This has the added bonus of encouraging students to embrace the idea that mistakes as a part of the learning process.

Reflection Conferences: This empowers students to reflect on their learning. Instead of telling students what to do, the goal is to draw out student reflection. The teacher uses a series of reflective questions to lead students through the process of metacognition and into the setting and monitoring of goals. As the year progresses, the teacher asks fewer follow-up questions and the students begin sharing how they are doing without the aid of pre-chosen questions.

Mastery Conference: Unlike the reflection conference, the focus here is less about reflecting on the process and more about students judging their own mastery of the content. We use the Standards-Based Assessment Grid.

When students own the assessment process, they are able to figure out:

What they have already know (prior knowledge)

What they don't know (areas of improvement)

What they want to master (their goals)

What they will do to improve (action plan)

Notice how well this fits into the idea of the metacognition cycle:

When students own the assessment process, they grow into self-directed learners. And when this happens, they become the independent, critical thinking, life-long learners we know they can be.

Curious about getting started with PBL? Please leave your email address below and click the yellow subscribe button to receive the free Project-Based Learning Toolbox. This toolbox includes a set of projects and mini-projects, along with a Getting Started with PBL guide and a set of assessment resources you can use within the project-based learning framework. I will also send you a weekly email with free, members-only access to my latest blog posts, videos, podcasts and resources to help you boost creativity and spark innovation in your classroom.

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How Does Assessment Work in a P.B.L. Unit?

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John Spencer Posted on February 25, 2018 Assessment is everywhere. Visit a basketball court or a skate park or a rock climbing gym and you might just miss something happening all around. Assessment.

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How to Bring ‘More Beautiful’ Questions Back to School

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How to Bring ‘More Beautiful’ Questions Back to School

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Luckily, kids are hard-wired for that kind of generative curiosity. Unfortunately, "right around age 5 or 6, questioning drops off a cliff," Berger said. Paradoxically, when kids go to school they stop asking so many questions. "Children enter school as question marks and leave schools as periods," Berger said, quoting Neil Postman.* But why?

There are a lot of understandable reasons why questioning drops off in school. Foremost among them is time. "Time really conspires against questioning," Berger said. "In the classroom there often isn't time to let kids ask their questions." And really good, deep questions often take a lot of time to unravel -- more time than a harried teacher trying to cover all the curriculum often feels she can afford. And while time pressure is a very real part of teaching, not making time for questioning says a lot about how valuable it is to us. People make time for the things they value.

But knowledge can also be the enemy of questioning. "As we know more, or feel we know more, we may be less inclined to question," Berger said. Sometimes answers can close down other avenues of thinking or ways of seeing a problem, but that all depends on how teachers treat knowledge. When treated as a life-long endeavor, learning a little bit about something opens up space to learn more.

And of course there are social barriers to questioning. Many kids don't see asking questions as "cool." And the perception that question askers are suck-ups or dorks probably also comes from fear. Many people feel vulnerable admitting they don't know something. They are afraid to offer a window into their inner world by wondering out loud.

These barriers to questioning are real and challenging, but there are lots of ways parents and teachers can work to make questioning a normal part of school and life. One of the primary ways adults can support questioning, Berger said, is to model curiosity and to value questions. Instead of asking a child, "What did you learn at school today," a parent might ask, "What great question did you ask today?" Or, when a child asks one of those great, deep questions that gets at why humans are even here, parents could dive in and explore the question with their child.

"You don't have to have the answers. You just have to have the interest," Berger said. Instead of trying to close off questioning by providing a pat answer or a terse "I don't know," parents might say, "If you were going to start answering that question, where would you start?"

"We want their questions to be large and expanded instead of being diminished and eventually going away," Berger said. That philosophy should apply to school as well.
5 WAYS TO HELP STUDENTS BECOME BETTER QUESTIONERS
1. Make It Safe: "I think this might be the most important one," Berger said. Many kids won't raise their hand in front of the whole class to ask a question because they're shy or nervous. "Fear kills curiosity," Berger said. "The two things do not exist very well together." But a student that might be afraid to question in front of the whole group may be willing to ask questions in a smaller group or to write a question down. Teachers can help make small groups even safer by laying out protective rules like "no question can be edited or judged."

"The key thing is it makes questioning the point of the activity, and that is rarely the case," Berger said. "The point is always to get to the answer." Asking good questions takes practice. The Right Question Institute offers protocols to get students questioning, but teachers shouldn't expect kids to immediately be good at it.

2. Make it Cool: Berger suggests convincing kids that good questions lead to cool stuff and make the world a better place. Furthermore, people who ask good questions are cool people, even rebellious people sometimes. "The people who are really breaking new ground are the people asking questions," Berger said. "Questioners are the explorers, the mavericks."

And questions can make people uncomfortable, especially when they hit on something true. "If you are a questioner, you are going against the grain," Berger said. "That could appeal to young people."

3. Make It Fun: Turning questioning into a game can be a great way to make the process more lighthearted and fun. Frame the process as being a detective, solving riddles or puzzles. One possible game to get kids started is to take closed questions and turn them into open questions and visa versa. This helps kids really understand the difference and what makes a strong question.

Students could also approach the issue with "why" questions to dig into it, then start asking "what if" questions to open up their imaginations and finally "how might we" questions to begin coming up with solutions. "How might we" is a more invigorating and creative questioning tact that "how could we" or "how should we" prompts, which tend to have more judgment in them.

4. Make It Rewarding: Many students are used to empty praise from their teachers. When students venture a deep question, they commonly hear, "That's a great question, let's move on." But an educator's genuine interest in the question will be much more powerful than any praise.

Additionally, teachers can create structures in their classes to reward questioning. Perhaps there is a best question of the week, where students get to vote on one another's questions. Or maybe there's a bonus question on a test that is itself a question: "What question should have been on this test, but wasn't?"

5. Make It Stick: Questioning has to be a regular part of the school day for it to become a student habit. The famous comedian George Carlin used to talk about "vuja de," that none of this has ever happened before. He was joking, but he also credited his ability to look at familiar situations in fresh ways as a key to his success.

Educators could follow Carlin's lead and spend some time one day a week looking at a common object or idea and pushing students to ask questions about it as if they've never seen it before. "If you can instill this habit of mind in kids, this is the key to success for innovators," Berger said.

If educators can find the precious minutes to foster these habits, Berger believes it could go a long way to developing critical thinkers. "I know that often times it doesn't feel like there's room to do some of these things under the current schedules and demands, but I feel like what needs to be done is small acts of insurrection," he told educators and parents gathered at the conference.
Questioning Is About Power
Feeling confident to question the systems of power around us is one of the key jobs of an informed citizenry. Kids need to learn during their time at school that they have the right to know, to challenge assumptions and to dig deeper. Fostering this mentality in students can be challenging for teachers who are often complicit in systems of control over students. But often when teachers open the space for these questions, value them and explore them with students, a deep trust is built.

"I also think questioning matters because questions open up a dialogue instead of shutting it down," Berger said. He says it's the honest, thoughtful, respectful questions that start really good discussions. And ultimately could lead to the equity that so many educators and students are striving toward.

It's also important to note that questioning makes a student vulnerable, and every student has a different relationship and experience with standing up to authority. "It's very possible that there could be some groups of kids who would be more worried about how questioning is going to make them look," Berger said. "That kid has more at stake," and teachers need to recognize that.

These equity questions are the next topic Berger wants to explore. One study he read showed that upper-income families encouraged questioning in school, while lower-income families told their children to fit in and not rock the boat.

"Just because they're not asking a question doesn't mean they won't have them," Berger said. He's researching how people are making questioning safe for everyone. Ultimately, questioning and reflecting are the keys to self-growth, something educators want for all their students.

"It's OK to ask ambitious questions about yourself, your life, and that you won't have the answer right away," Berger said. Often people don't ask those kinds of questions because they're afraid they won't have the answer. But if questioning deeply has always been part of the learning process, perhaps the next generation of citizens won't be so afraid to sit with those hard questions.
*An earlier version of this story did not properly attribute this quote to Neil Postman. We regret this error.

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How to Bring 'More Beautiful' Questions Back to School

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Luckily, kids are hard-wired for that kind of generative curiosity. Unfortunately, "right around age 5 or 6, questioning drops off a cliff," Berger said. Paradoxically, when kids go to school they stop asking so many questions. "Children enter school as question marks and leave schools as periods," Berger said, quoting Neil Postman.* But why?

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Project-based learning that changes lives! | Dr. John Spencer

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Helping K-12 teachers unleash the power of creativity through project-based learning & design thinking. Download your free PBL blueprint today!

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What is Genius Hour? - Introduction to Genius Hour in the Classroom

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Luckily, kids are hard-wired for that kind of generative curiosity. Unfortunately, "right around age 5 or 6, questioning drops off a cliff," Berger said. Paradoxically, when kids go to school they stop asking so many questions. "Children enter school as question marks and leave schools as periods," Berger said, quoting Neil Postman.* But why?

There are a lot of understandable reasons why questioning drops off in school. Foremost among them is time. "Time really conspires against questioning," Berger said. "In the classroom there often isn't time to let kids ask their questions." And really good, deep questions often take a lot of time to unravel -- more time than a harried teacher trying to cover all the curriculum often feels she can afford. And while time pressure is a very real part of teaching, not making time for questioning says a lot about how valuable it is to us. People make time for the things they value.

But knowledge can also be the enemy of questioning. "As we know more, or feel we know more, we may be less inclined to question," Berger said. Sometimes answers can close down other avenues of thinking or ways of seeing a problem, but that all depends on how teachers treat knowledge. When treated as a life-long endeavor, learning a little bit about something opens up space to learn more.

And of course there are social barriers to questioning. Many kids don't see asking questions as "cool." And the perception that question askers are suck-ups or dorks probably also comes from fear. Many people feel vulnerable admitting they don't know something. They are afraid to offer a window into their inner world by wondering out loud.

These barriers to questioning are real and challenging, but there are lots of ways parents and teachers can work to make questioning a normal part of school and life. One of the primary ways adults can support questioning, Berger said, is to model curiosity and to value questions. Instead of asking a child, "What did you learn at school today," a parent might ask, "What great question did you ask today?" Or, when a child asks one of those great, deep questions that gets at why humans are even here, parents could dive in and explore the question with their child.

"You don't have to have the answers. You just have to have the interest," Berger said. Instead of trying to close off questioning by providing a pat answer or a terse "I don't know," parents might say, "If you were going to start answering that question, where would you start?"

"We want their questions to be large and expanded instead of being diminished and eventually going away," Berger said. That philosophy should apply to school as well.
5 WAYS TO HELP STUDENTS BECOME BETTER QUESTIONERS
1. Make It Safe: "I think this might be the most important one," Berger said. Many kids won't raise their hand in front of the whole class to ask a question because they're shy or nervous. "Fear kills curiosity," Berger said. "The two things do not exist very well together." But a student that might be afraid to question in front of the whole group may be willing to ask questions in a smaller group or to write a question down. Teachers can help make small groups even safer by laying out protective rules like "no question can be edited or judged."

"The key thing is it makes questioning the point of the activity, and that is rarely the case," Berger said. "The point is always to get to the answer." Asking good questions takes practice. The Right Question Institute offers protocols to get students questioning, but teachers shouldn't expect kids to immediately be good at it.

2. Make it Cool: Berger suggests convincing kids that good questions lead to cool stuff and make the world a better place. Furthermore, people who ask good questions are cool people, even rebellious people sometimes. "The people who are really breaking new ground are the people asking questions," Berger said. "Questioners are the explorers, the mavericks."

And questions can make people uncomfortable, especially when they hit on something true. "If you are a questioner, you are going against the grain," Berger said. "That could appeal to young people."

3. Make It Fun: Turning questioning into a game can be a great way to make the process more lighthearted and fun. Frame the process as being a detective, solving riddles or puzzles. One possible game to get kids started is to take closed questions and turn them into open questions and visa versa. This helps kids really understand the difference and what makes a strong question.

Students could also approach the issue with "why" questions to dig into it, then start asking "what if" questions to open up their imaginations and finally "how might we" questions to begin coming up with solutions. "How might we" is a more invigorating and creative questioning tact that "how could we" or "how should we" prompts, which tend to have more judgment in them.

4. Make It Rewarding: Many students are used to empty praise from their teachers. When students venture a deep question, they commonly hear, "That's a great question, let's move on." But an educator's genuine interest in the question will be much more powerful than any praise.

Additionally, teachers can create structures in their classes to reward questioning. Perhaps there is a best question of the week, where students get to vote on one another's questions. Or maybe there's a bonus question on a test that is itself a question: "What question should have been on this test, but wasn't?"

5. Make It Stick: Questioning has to be a regular part of the school day for it to become a student habit. The famous comedian George Carlin used to talk about "vuja de," that none of this has ever happened before. He was joking, but he also credited his ability to look at familiar situations in fresh ways as a key to his success.

Educators could follow Carlin's lead and spend some time one day a week looking at a common object or idea and pushing students to ask questions about it as if they've never seen it before. "If you can instill this habit of mind in kids, this is the key to success for innovators," Berger said.

If educators can find the precious minutes to foster these habits, Berger believes it could go a long way to developing critical thinkers. "I know that often times it doesn't feel like there's room to do some of these things under the current schedules and demands, but I feel like what needs to be done is small acts of insurrection," he told educators and parents gathered at the conference.
Questioning Is About Power
Feeling confident to question the systems of power around us is one of the key jobs of an informed citizenry. Kids need to learn during their time at school that they have the right to know, to challenge assumptions and to dig deeper. Fostering this mentality in students can be challenging for teachers who are often complicit in systems of control over students. But often when teachers open the space for these questions, value them and explore them with students, a deep trust is built.

"I also think questioning matters because questions open up a dialogue instead of shutting it down," Berger said. He says it's the honest, thoughtful, respectful questions that start really good discussions. And ultimately could lead to the equity that so many educators and students are striving toward.

It's also important to note that questioning makes a student vulnerable, and every student has a different relationship and experience with standing up to authority. "It's very possible that there could be some groups of kids who would be more worried about how questioning is going to make them look," Berger said. "That kid has more at stake," and teachers need to recognize that.

These equity questions are the next topic Berger wants to explore. One study he read showed that upper-income families encouraged questioning in school, while lower-income families told their children to fit in and not rock the boat.

"Just because they're not asking a question doesn't mean they won't have them," Berger said. He's researching how people are making questioning safe for everyone. Ultimately, questioning and reflecting are the keys to self-growth, something educators want for all their students.

"It's OK to ask ambitious questions about yourself, your life, and that you won't have the answer right away," Berger said. Often people don't ask those kinds of questions because they're afraid they won't have the answer. But if questioning deeply has always been part of the learning process, perhaps the next generation of citizens won't be so afraid to sit with those hard questions.
*An earlier version of this story did not properly attribute this quote to Neil Postman. We regret this error.

# data[].attributes.attachment_link.title
How to Bring 'More Beautiful' Questions Back to School

# data[].attributes.attachment_link.description
Luckily, kids are hard-wired for that kind of generative curiosity. Unfortunately, "right around age 5 or 6, questioning drops off a cliff," Berger said. Paradoxically, when kids go to school they stop asking so many questions. "Children enter school as question marks and leave schools as periods," Berger said, quoting Neil Postman.* But why?

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What is Genius Hour? An Overview of Genius Hour and 20% Time in the Classroom

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I have found myself thinking a lot about that phrase over the last couple of years - and even more so over the past weeks as a somewhat imposing wave of 'The Science of Learning' continues to roll into the educational discourse here in Australia.

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The official English-language website of Stella and Sam author Marie-Louse Gay.

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When I look into the eyes of my grandchildren, I see pure wonder reflecting back: They're hungry with curiosity about the world around them, unafraid to explore, and eager to discover something new each day. The gift of inquisitive creativity is something we were all born with - and something I believe we can sustain - by the simple act of questioning.

As Executive Director of the MIT Leadership Center, author and a motivational speaker for diverse, globalized corporations and events, I've dedicated my personal and professional life to this core questioning philosophy. And today, I'd like to share this inspired work with you on HalGregersen.com. Experience why questioning is so crucial to building a leader's innovation capacity. See how it is transforming the future of learning . Learn how questions can make the world a better place . And be sure to share your own thoughts, stories and questions along the way.

We may not be able to turn back the hands of time to childhood. But if we never stop questioning, we never risk losing our own childlike sense of wonder - and power - to disrupt the status quo.

Happy Exploring!

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Hal Gregersen | Innovating, Leading, Questioning

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When I look into the eyes of my grandchildren, I see pure wonder reflecting back: They're hungry with curiosity about the world around them, unafraid to explore, and eager to discover something new each day. The gift of inquisitive creativity is something we were all born with - and something I believe we can sustain - by the simple act of questioning.