https://padlet.com/dawnmitchell/4hqwkh59ennz Please follow the Success Analysis Protocol described below to share with us your Genius Hour projects. en-us 2018-11-15 19:41:30 UTC 2026-01-05 17:10:07 UTC hello@padlet.com dawnmitchell https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/304998608

]]> 2018-11-15 19:42:47 UTC https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/304998608 blackweldera81 https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/305016274 Our Genius Hour project is still in the works, but I am feeling pretty positive about it and the enthusiasm that I've seen in this particular 3rd grade class. At this point, each student/small group has selected a passion project and is working on SOME type of product that will be shared with an audience in the next couple of weeks. While any type of Genius Hour has the potential to be a little chaotic, I feel like I've been able to manage that fairly successfully. This setup is very different for this class, and there are definitely a few students who expected to just hang out and waste 45 min. every Wednesday afternoon when they came to see me. But I made sure to provide some structure along with the free choice, by starting them off with a Symbaloo of websites that would help them find an activity or topic of interest, if they were struggling to do so. I've also held them accountable for each step of questioning and planning along the way, by requiring them to fill out a basic "project proposal" and flow map of our design process. The other thing that I think is helping us to feel successful is that there is no deadline on a "finished" project. I am willing to keep working with these students as long as their teacher will let me, but I know how pressure starts to mount in the second semester, and I want her to feel like this is productive time. So, I'm planning to have them present an in-progress project at some point before Christmas Break. Students will share why they chose their projects, what they have learned so far, and what their next steps will be. They know that I want them to take the time to make their work something to be proud of, and we're avoiding the panic of "just hurry up and finish it." I've created assessments that the teacher can use for grading their planning process, and I'll have another one that she can use for their presentations/reflections. But I don't expect anyone to have a finished product in December. If it's truly a passion project, they shouldn't be ready to take a grade and walk away from it in the next couple of weeks.]]> 2018-11-15 20:19:57 UTC https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/305016274 https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/305064880 I chose the Curriculum Compacting route. Since we are working towards our winter concert, I have noticed a few students falling behind in their practice time/performance in class. I am hoping that by getting an idea of where they are right now, I can pull up those who are struggling, while still challenging those who are currently on track. This is not a new concept for me, though the formal "in writing" part will be a challenge with this many students to track. I may start with one class (first period is my challenging one) and go from there.]]> 2018-11-15 23:05:15 UTC https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/305064880 https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/305640349 I chose to do a personalized learning pathway. My students are just beginning a growth mindset unit, and I created a hyperdoc for them that they move through, watching videos about what growth mindset is, creating charts of growth vs. fixed mindset statements, watching videos of teens/tweens who show a growth mindset, reading about tweens/teens who have built their own companies, and watching footage in search of evidence that proves growth or fixed mindset of the characters. To be honest, I FORGOT how engaged students are when they get to choose what they do and when, and they get to move at their own pace. There are very few misbehaviors, and students are motivated by moving along as they're ready. All three of my classes are doing very well, and I will definitely be building in these hyperdoc workshop type activities into my plans for the remainder of the semester and into next semester. ]]> 2018-11-18 11:56:01 UTC https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/305640349 https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/305670167 I have not started the Genius Hour Project. I will begin the project after the Thanksgiving Holiday. Tina and I plan to work on our project together. Our students will discover the importance of recycling. They will research items that they can recycle in their daily lives. We will ask students and their families to send to school those items. After collecting the recycled items the students will create an object using them. At the end of the Genius Hour Project Tina and I will recycle the unused items. Tina and I look forward to beginning our project and to telling you the outcome of the project.]]> 2018-11-18 16:11:48 UTC https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/305670167 kfeigenbaum https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/308510369 Inspired by some examples of work contracts on the Blendspace, I decided to try one for the family unit we are working on. I created a work contract for students to go by - including some choices (as well as requirements) for scaffolding activities that will support them when they present an introduction to their families. They will develop a visual of their choice (storyboard/slide show/ puppet show/ scrapbook/??) that will help them remember what to say and clarify their descriptions for the rest of the class. 
I like how the work contract makes my plans transparent for my students. We just started the unit, and so far my kids seem engaged and excited about the work.]]> 2018-11-27 20:04:18 UTC https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/308510369 https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/309125555 For my Genius Hour, I chose to do a STEM activity AND a LEGO Build with the students in my after school program.  My afterschool students are in K/5-4th grades.  The STEM activity was determining the difference an acid and a base.  The LEGO Build was building structures with LEGOS using task cards.  The student works in groups the STEM activity, and worked individually with the LEGOS (they could help each other if needed).  They recorded results and presented their LEGO creations. 
Since we only have a little over two hours together, it seemed to be enough time to complete the tasks.  The STEM activity was one day, and the LEGO build was another day.  For the acid/base activity, I would have had them test more liquids than we did.  For the LEGO Build, I would have provided more task cards.
Overall, the students learned the importance of working together during a group activity, how to figure out if a liquid is an acid or a base, and how to be creative with LEGOS.  They were fully engaged in both activities, and they asked many questions.  After giving instructions at the beginning of both tasks, I was able to facilitate while they worked.  

]]> 2018-11-29 03:11:26 UTC https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/309125555 https://padlet.com/dawnmitchell/4hqwkh59ennz/wish/312725973 Alana McSharry and I chose to perform a Genius Hour on Recycling. Students were introduced to overcrowded landfills & the plastic trash island in the ocean.  Students collected recyclable items that could be used to create Recycling Reminder Buddies. These were made from the trash they brought in.  I often can't get the parents to sign their child's folders, but they were more than willing to send in their trash. :0)   Our plan was to continue to collect the trash and take it to recycling centers, but unfortunately, we began to have issues with ants so we had to stop collecting items. We did however, encourage the children to collect and recycle items at home. 

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