Tag Archives: research

Tried and True – Genius Hour

Students involved in an "Interactive Genius Hour Presentation"
Students involved in an “Interactive Genius Hour Presentation

On this blog, I tend to post about a lot of ideas that I find, and some readers don’t always get a chance to know if I ever tried them – or if they were complete flops.  This week, I want to feature a few past ideas that I did try and that were successful – and that I definitely want to do again.

Some might call it 20% Time.  Others call it Passion Time.  My first encounter with it was as “Genius Hour,” and so I’ve kept that label.  There are many versions, and many recommended ways to do it.  The crux of the matter, however, is that many educators have found that it is important to allow students to pursue studies in topics that interest them and have relevance to their lives.  I began doing Genius Hour several years ago with my GT 5th graders.  This past year, I expanded it to 3rd and 4th grades.  Every year, and with each grade level, I’ve done things a bit differently.  But I continue to do it because I have definitely seen the value.  I can’t imagine my classroom without Genius Hour – and once I introduce it to a group, they will not stand for it to be taken away from them.  If we ever miss it because of scheduling conflicts, I have a near mutiny on my hands.

You can see my Genius Hour Journey by going to the Genius Hour Resources page (there is a tab at the top of this blog).  I also have downloadables (I highly recommend the Challenge Cards – a big hit with my class this year!), as well as links to other fabulous Genius Hour Resources.  Scroll down to the bottom of the page, and you will see some recommended articles for “newbies” to Genius Hour.

Genius Hour is messy.  It’s loud, and there is absolutely no sitting down on the teacher’s part.  Most of the time, your students are learning about topics in which you have no expertise whatsoever.  It can be frustrating and extremely challenging to your sanity.

But, once you see the impact it has on your students, you will find that it changes your philosophy of teaching.  And, even the moments that are not dedicated to Genius Hour in your classroom will slowly become more student-centered and more meaningful.

 

Camp Wonderopolis

campwonderopolis

Many of you may be familiar with Wonderopolis, a fun site to learn about all kinds of topics that may have piqued your curiosity at one time or another – and even topics that you didn’t know might cause you to wonder.  This summer, the site is offering another free, online camp.  It looks a bit different than last year’s camp, as this year’s description suggests that you will be able to follow your own path of wonder, and there will be photo and video contests in addition to hands-on activity suggestions.  For more about Camp Wonderopolis, click here.

Interactive #GeniusHour Presentations

Pin the Name on the Tree
“Pin the Name on the Tree” Presentation

I’ve had many failures this year (which I will be outlining in some near future posts, I promise), but one message I definitely seemed to get across to my students was that I am done with ho-hum slide presentations that make everyone yawn.  A couple of weeks ago, I mentioned the awesome presentation that some of my 4th graders did recently.  This past week, we had some great ones from my 5th graders.

My consistent theme this year, when it comes to Genius Hour presentations, has been The Golden Rule.  If you wouldn’t want people standing in front of you for 20 minutes reading slides to you in a monotone, then why on earth would you subject your classmates to the same torture?  I haven’t outlawed slide shows, but I’ve shown the students that they are ineffective unless you are a passionate speaker with engaging slides.  After I gave them a peek at 101 Ways to Show What You Know, things got a lot more interesting.

One of my 5th graders has been researching her family tree during Genius Hour, as she had discovered that she was descended from Grover Cleveland.  I have to admit that I was pretty worried about how this presentation would go over.  How would she find a way to make her personal family tree interesting to the rest of the class?  I gave her some suggestions, but she had her own idea.  She made an actual tree, and put velcro on it.  Then she printed out the names of her ancestors, adding velcro to the back.  She divided the class into teams.  When it was a team’s turn, they picked a name out of the bag.  She gave them a clue, and they had to “pin the name on the tree” in the correct spot to get a point.  Total engagement.

The next presentation came from a pair of boys.  They have been working on learning how to do stop motion animation.  From the beginning, I had been reminding them that creating a video wouldn’t be enough.  The class was going to need to learn something from their presentation.  Of course, they could have created a video that taught something.  But that wasn’t what they wanted to do ;)  When I think about all of the steps these boys went through for their project, I am blown away.

First, they taught themselves how to use the Lego Movie app.  When they couldn’t add their own voices to that, though, they taught themselves how to use iMovie.  They researched the history of Lego and of stop motion film.  They wrote facts on the backs of small pieces of paper.  Then they made short videos to give clues on how to find the small pieces of paper which were hidden all over the school.  They used the Aurasma app to link the clue videos to drawings they made (all of the drawings were related to their stop motion video).  The class was divided into teams of 3.  Each team had identifying drawings taped to their table (again – characters from their video).  Each team had three different clues that led to three different facts.  When the activity started, the teams would scan their first clue with Aurasma, two students from the team would go find the fact based on the clue video, and the third student would stay in the classroom to watch the stop motion video.  After the students returned, the boys used the Game Show app on the iPads to quiz the teams on the facts they learned.  Then, another round would begin.  This went on until every student had a chance to see the video and go looking for facts.

Did I mention – complete engagement and learning?!!!

Yep, this is a lot better than a slideshow…

For more information on Genius Hour, check out my Genius Hour Resources page here.

The boys quiz the class on the Lego and stop motion facts.
The boys quiz the class on the Lego and stop motion facts.

 

Photo Mapo + Tellagami + Aurasma AppSmash

Shanghai Photo Mapo
Shanghai Photo Mapo/Tellagami Project (Scan with Aurasma app to see video.  Be sure you are following the Hidden Forest channel.)

Yesterday I wrote about an app-smashing project my GT 5th graders did, and today I want to present to you one that my GT 1st graders have been working on.  They have been researching countries, and recently created Photo Mapo postcards to tell about particular interesting landmarks. Typing is a bit of a laborious process for some of the 1st graders on the iPads, so I let them keep their Photo Mapo descriptions fairly short.  However, I wanted them to elaborate a little more.  This was the perfect opportunity for them to use Tellagami.

With Tellagami, the students were able to choose if they wanted to type or record their own voices.  This involved some heavy decision-making for some of the students. On the one hand, they weren’t fond of typing.  On the other hand, they loved all of the different accents they could choose for their avatars if they did take the time to type the script! For some of them, that was plenty of motivation :)  Others decided they would rather speak for themselves.

Once the students created their Tellagami videos, I loaded them up to Aurasma studio.  Now, you can scan their Photo Mapo postcards, and see the videos that give a bit more detail.  Their parents will be able to view them at home, as well, by scanning the pages with the free Aurasma app.

For more ideas on using Augmented Reality in the classroom, check out my Augmented Reality Resource page – to which I just added an amazing lesson from Andy Plemmons using Layar for a 4th Grade Wax Museum.

Spain Photo Mapo
Spain Photo Mapo/Tellagami Project ( Scan with Aurasma app to see video.  Be sure you are following the Hidden Forest channel.)

 

Photo Mapo

Sample image created with Photo Mapo app
Sample image created with Photo Mapo app

I have a bad habit of downloading apps that look interesting and then forgetting to try them.  Photo Mapo is a free iOS app that should not be overlooked.

Photo Mapo allows you to integrate any photo with a map and short description.  It offers 13 different styles, and you can determine what shows on your “postcard”, such as the zoom level of the map, the date, or the latitude and longitude.  To choose the map to go with your picture from your camera roll, you can have Photo Mapo determine the actual location where the picture was taken, or you can type in your own address.

To create the sample above, I used a Creative Commons image that I saved to my camera roll from Wikipedia, then I typed in “Rome, Italy” for the address, and wrote a short description.

How can this be used in the classroom?

  • students can add these to research reports on countries, people, or famous landmarks, including “travel guides” or “scrapbooks” (Use the Scrap It app or Pic Collage for a great app-smash!)
  • use these to create a visual representation of classrooms you have virtually visited through Twitter or Skype connections
  • use it to record a field trip (map zoom level can go down to street view)
  • create geography quizzes or mystery questions
  • have students use it to show how a particular location has changed over time
  • combine with Aurasma and Tellagami to make your postcard tell a story when scanned

I’m sure my creative readers can think of even more ideas!  Please add them to the comments below!

UPDATE: Here is a link to an augmented reality project my students did using Photo Mapo.

 

A First for First – Mystery Tweeting

You may remember a post I did last week on using Twitter with younger students, based on a presentation by Matt Gomez about his Kindergarten class’ experience with “Twitter Friends.”  I couldn’t wait to try connect my 1st graders with a class on Twitter, and was thrilled to receive a reply to my request for 1st gradeTwitter buddies from a teacher in Illinois.

We decided to do a Mystery Chat – similar to a Mystery Skype. Our students came up with names for the private accounts we set up (that was an interesting brainstorming session!), and we scheduled the chat for yesterday morning.

Before the chat, my class came up with some questions to ask to help them determine where the other class was located.  I also set them up with some iPads and laptops to practice looking at some maps and Googling some basic questions.

The experience was not without its hiccups.  Map questions seemed to be okay, but we haven’t done a lot of internet research yet.  So, when the mystery class asked us what our state food is, we all looked at each other with wide eyes.  To help the class out, I typed “state food of Texas” into Google in a separate window from our chat, and we had an interesting discussion on not going with the first piece of information you find on a Google search.  I was pretty sure our state food couldn’t be bread!

Screen Shot 2014-02-18 at 8.13.05 PMAfter a bit more investigation, we found a few sources that seemed to agree that our state food is chili.

With little time left, the 1st graders did not have time to try to Google which state has the violet as its state flower, a clue which our mystery class had given us.  They are still hunting and pecking on the keyboard, so I typed it in for them, and found out that our mystery state was in Illinois.

I was a bit worried about the lag time between responses and questions, and was concerned the students would find the experience a bit boring.  But, by the end of the period, they were on the edges of their seats.  When they found out the state touched the Great Lakes, they immediately honed in on Michigan.  When we finally learned the true location, it seemed to mystify them.

“Illinois?!!!!  Who would have guessed Illinois?”

Later in the day, I saw one of my first graders in the bus line, and she ran to hug me.  “I still can’t believe they live in Illinois!!!!!” she exclaimed.

They are looking forward to our next chat with the Illinois class, and we are hoping to connect with more classes around the world.  If you missed my updates to the post about Twitter for younger students, you might want to take a look, as it includes a great resource for finding classes interested in connecting on Twitter in other regions.

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