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Notes to Other Teachers

The main focus of Genius Hour is to instill in the students a sense of self-teaching and the method of which they learn new things. One can never rely on one source of learning for tehir entire lives.  We are all responsible for our own education regardless of age. This project is aimed to help students learn a topic at their own pace and in the way in which suits them.

 

In regards to an overall assessment of the student's work, I use a combination of evaluations from the student's peers, myself, and a self-evaluation.  The Evaluation link on the main Genius Hour page will take you to the rubric that I use for evaluation.  I fill out this entire form for each student after they give their presenation and the student also does one for themselves.  Then I use the top portion of the rubric for the students to give a peer review on the presentation only.  I add up the total from my evaluation and the student's self-evaluation and then also add the average of the peer reviews for the final total points out of a possible 330.  I like to then hand back the evaluations to each student so that they can see the difference between how they think they did and how I think they did.  This will give them a litle more insight to what they need to do the next time around.  Most students have been finding out that they need to utilize their class time better.

 

If you are planning on implementing Genius Hour into your classroom, take the time to do a lot of research on the topic.  Think about methods of teaching and learning that work for the way your classroom is set up.  This student-led learning process can work in every classroom.  It especially works well for me in science since I teach the scientific method, then the students use that knowledge when conducting their research.  Listed below are some links to websites that have helped me start out on the journey to Genius Hour.  I hope this has been helpful for you and feel free to email me with any questions you have, I will answer them to the best of my ability.

Genius Hour is intended to line up with the Nebraska Science Standards in regards to the process of students conducting scientific inquiry.  Listed below are the specific standards that are covered during the entire process.

  • SC8.1.1 Students will design and conduct investigations that will lead to descriptions of relationships between evidence and explanations.

  • SC8.1.1.a Formulate testable questions that lead to predictions and scientific investigations

  • SC8.1.1.b Design and conduct logical and sequential investigations including repeated trials

  • SC8.1.1.c Determine controls and use dependent (responding) and independent (manipulated) variables

  • SC8.1.1.d Select and use equipment appropriate to the investigation, demonstrate correct techniques

  • SC8.1.1.e Make qualitative and quantitative observations

  • SC8.1.1.f Record and represent data appropriately and review for quality, accuracy, and relevancy

  • SC8.1.1.g Evaluate predictions, draw logical inferences based on observed patterns/relationships, and account for non-relevant information

  • SC8.1.1.h Share information, procedures, results, and conclusions with appropriate audiences

  • SC8.1.1.i Analyze and provide appropriate critique of scientific investigations

  • SC8.1.2 Students will apply the nature of science to their own investigations.

  • SC8.1.2.a Recognize science is an ongoing process and the scientific community accepts and uses explanations until they encounter new experimental evidence not matching existing explanations

  • SC8.1.3 Students will solve a design problem which involves one or two science concepts.

  • SC12.1.1 Students will design and conduct investigations that lead to the use of logic and evidence in the formulation of scientific explanations and models.

  • SC12.1.1.a Formulate a testable hypothesis supported by prior knowledge to guide an investigation

  • SC12.1.1.b Design and conduct logical and sequential scientific investigations with repeated trials and apply findings to new investigations

  • SC12.1.1.c Identify and manage variables and constraints

  • SC12.1.1.d Select and use lab equipment and technology appropriately and accurately

  • SC12.1.1.e Use tools and technology to make detailed qualitative and quantitative observations

  • SC12.1.1.f Represent and review collected data in a systematic, accurate, and objective manner

  • SC12.1.1.g Analyze and interpret data, synthesize ideas, formulate and evaluate models, and clarify concepts and explanations

  • SC12.1.1.h Use results to verify or refute a hypothesis

  • SC12.1.1.i Propose and/or evaluate possible revisions and alternate explanations

  • SC12.1.1.j Share information, procedures, results, conclusions, and defend findings to a scientific community (peers, science fair audience, policy makers)

  • SC12.1.1.k Evaluate scientific investigations and offer revisions and new ideas as appropriate

  • SC12.1.1.l Use appropriate mathematics in all aspects of scientific inquiry

  • SC12.1.2 Students will apply the nature of scientific knowledge to their own investigations and in the evaluation of scientific explanations.

  • SC12.1.2.a Recognize that scientific explanations must be open to questions, possible modifications, and must be based upon historical and current scientific knowledge

  • SC12.1.2.b Describe how society influences the work of scientists and how science, technology, and current scientific discoveries influence and change society

  • SC12.1.2.c Recognize that the work of science results in incremental advances, almost always building on prior knowledge, in our understanding of the world

  • SC12.1.2.d Research and describe the difficulties experienced by scientific innovators who had to overcome commonly held beliefs of their times to reach conclusions that we now take for granted

  • SC12.1.3 Students will solve a complex design problem.

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