Jaime Deming Jaime 1 demingcms k 12 nc

Jaime Deming Jaime 1. deming@cms. k 12. nc. us

A Little About Me… • Live in Huntersville, NC but originally from upstate New York • Teach at Irwin Academic Center right in uptown Charlotte • This is my 6 th year of teaching • I teach 3 rd grade gifted students • I’ve been using interactive notebooks for 5 years

What is it anyway? https: //www. youtube. com/watch? v=NMFQUt. Hs. Whc

Materials: Internet Access IPAD or computer (1 per child or group depending on if they are working alone) Genius Hour Folder or binder for each student Genius Hour bulletin board large r o d r a o Poster b paper n o i t c u r const Crayons, colored pencils, and/or markers Genius Hour Notebook for each student Lots of comfortable space!

Google’s 80/20: 80/20 Education’s 80/20: • Spend 80% of your time working on assigned work by your teacher • Spend 20% of your time learning or researching that interest you that will benefit the company in some way • Spend 20% learning about things that your passionate about, curious about, or interested in. • During this 20% time Google employees have created things like Google News and GMail!

1. Generate 2. Focus 5 Step: Genius Hour Design Process 4. Act 3. Ideate 5. Share

1. Generate • Start with a question • • What do you wonder about? What is a good question about something I am interested in? What is my passion? Can I put my question in Google and get the answer immediately? 3 -4 Star Student Example Questions • What does my family tree look like? • My family is from Mexico. What is it like in Mexico? • How can child abuse be ended? • How are animals in the US different than animals from other countries? • Where is the best place to travel on a family vacation? • How do you use sign language? • How has technology changed over the last 200 years? 1 -2 Star Student Example Questions • How far away is India from Charlotte? • What basketball player from the NBA gets paid the most? • What are the capitals of all 50 states? • When was the first cell phone invented? • Does anyone really live at the North Pole? • Is Santa Claus real? • How old do you have to be in order to be president? • Why does the US flag have 50 stars?

Research Question Quality Rubric 1 Star • Can easily Google to get the answer • Does not require research • Answer is only one word or a couple words • Key words: Who, when, where, sometimes what 2 Stars • Can Google to get the answer • You get the answer by going to one source/website • Answer is only a couple sentences • Key words: Who, when, where? 3 Stars • Key wo. Requires some research to answer question • Answer requires some detail • Cannot easily Google to get the answer • Key words: how, why, sometimes what 4 Stars • Requires a lot of research to answer question • Answer requires a lot of detail • Cannot Google the answer • Key words: how, why, sometimes what

• Research 2. Focus • How do I make sense of my challenge? • Do I need to conduct an experiment? • Do I need to do any interviews? • Should I survey anyone? • Graphic Organizers • Taking notes • Citing Sources

3. Ideate • Brainstorm a product to share your new learning with others • What do I create and how do I share it? (ie. Movie, poster board, power point, website) • Brainstorm • Action plan • Blue print • Rough draft

4. Act • Create your final product. My student that wanted to know the best place to take a family vacation created a brochure of the place they thought was best My student that wanted to learn more about Mexico created a tri-fold poster board teaching others about Mexico My student who wondered how technology has changed over time created a timeline and brought some examples into class to demonstrate how they work during his presentation. My student who wanted to know My student that wanted to know how to use sign his family history created a family tree using ancestry. com language created a video teaching other how to use it One of my students create a Weebly website teaching others the negative affects of child abuse and trying to put an end to it

5. Share • Students must share their new learning with the class. • Things you could do to share their projects… • Invite other classes in • Invite their parents • Make it a celebration with just your class!

Keeping Track of Students’ Progress • This is displayed on my Smart Board during every Genius Hour. Students know each stage of the design model process. They move their name to whatever stage they are at. This makes it easy for me to keep track of their progress.

Genius Hour Rules 3 Basic Rules: • Must begin with a question that requires research • You must not be able to Google your question and get an answer right away • You must share your findings with others • You must work the entire time • You must turn in your Genius Hour Log at the end of each Genius Hour. • If you need materials from home, you must bring them • You must take notes as you are researching • If you are missing work, you may not participate #firstthingsfirst • If I have to warn you twice, your Genius Hour is over • Your project is due on the due date, regardless how many Genius Hours you miss • Clean up all materials at the end of Genius Hour • Your project must contain a bibliography

What is your goal for next time?

Introducing Genius Hour Step 1 – Get your kids motivated! • Kid for president videos https: //www. youtube. com/watch? v=75 okex. Rz. WMk • Inspirational Books - Peter Reynolds Book (The North Star, The Dot, Ish, Creatrilogy) • Have an “I am Day” • Genius Hour Introduction video • Have your students share their passions/interests (Genius hour bulletin board) • What are your passions circle map • What do you wonder circle map

I am Day

Ocean g n i l e v a r T s y e onk M MUSIC Lacrosse y l i m Fa Dogs What are your Passions? Ancestry s n i Tw Run Writing ning Organic Foods Cookin g History Fossils Technology Reading

Is organic food really better for you than non organic? Why do people’s hair turn grey as they get older? How does a plane fly? What is the most beautiful beach in the US? How does cancer spread? What does “all natural” really mean on food labels? How I can bring awareness to stop smoking? What do you wonder? How did dinosaurs become extinct? How are children born with autism? Why do people shrink as they get older? The Facebook Debate: Why do some people see gold and white and others see black and white? What can you do when you’re younger to live a longer life

Introducing Genius Hour Step 2 – Teach your kids how to ask appropriate questions

Introducing Genius Hour Step 3 – Teach your kids how to do research and stay organized The Research T-Chart Notes (Research) Left Side Sources (Websites) Right Side

Introducing Genius Hour Step 4 – Consider doing your 1 st Genius Hour project together • At the beginning of the year we vote on an interest as a class and walk through our first Genius Hour project together as a class. The students still have choice in their products, we just all choose the same topic.

Do my CCSS fit into Genius Hour? CCSS. ELA-Literacy. W. 3. 4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1 -3 above. ) CCSS. ELA-Literacy. RI. 3. 7 CCSS. ELA-Literacy. W. 3. 7 Use information gained from illustrations (e. g. , maps, photographs) and Conduct short research projects that build knowledge about a topic. the words in a text to demonstrate understanding of the text (e. g. , where, CCSS. ELA-Literacy. W. 3. 8 when, why, and how key events occur). Recall information from experiences or gather information from print and digital sources; CCSS. ELA-Literacy. RI. 3. 9 take brief notes on sources and sort evidence into provided categories. Compare and contrast the most important points and key details CCSS. ELA-Literacy. W. 3. 10 presented in two texts on the same topic Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, CCSS. ELA-Literacy. RI. 3. 10 purposes, and audiences. By the end of the year, read and comprehend informational texts, CCSS. ELA-Literacy. SL. 3. 1 including history/social studies, science, and technical texts, at the high Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher end of the grades 2 -3 text complexity band independently and proficiently. -led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS. ELA-Literacy. W. 3. 2 Write informative/explanatory texts to examine a topic and convey ideas CCSS. ELA-Literacy. SL. 3. 2 Determine the main ideas and supporting details of a text read aloud or information and information clearly. presented in diverse media and formats, including visually, quantitatively, and orally. CCSS. ELA-Literacy. W. 3. 6 CCSS. ELA-Literacy. SL. 3. 3 With guidance and support from adults, use technology to produce and Ask and answer questions about information from a speaker, offering appropriate publish writing (using keyboarding skills) as well as to interact and elaboration and detail. collaborate with others. CCSS. ELA-Literacy. SL. 3. 4 CCSS. ELA-Literacy. W. 3. 5 Report on a topic or text, tell a story, or recount an experience with appropriate facts and With guidance and support from peers and adults, develop and relevant, descriptive details, speaking clearly at an understandable pace. strengthen writing as needed by planning, revising, and editing. (Editing CCSS. ELA-Literacy. SL. 3. 6 for conventions should demonstrate command of Language standards 1 -3 Speak in complete sentences when appropriate to task and situation in order to provide up to and including grade 3 here. ) requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations. ) • CCSS. ELA-Literacy. RI. 3. 5 Use text features and search tools (e. g. , key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. • • • t no s i e im t e v a h 0 t ’ P n o W ! n d E Z I n M. S I j um e s T b l P u c V i k = r a v r t ? u h r c VITY watc u o to EATI. com/ n i e its e. CR b f u t t I u s o u y c. x w an e s: //ww http

Q & A • How often should I do Genius Hour? At least 1 x – 5 x per week (depends on what fits into your schedule) How long should each Genius Hour session be? • 45 - 60 minutes sessions When during the day should I do Genius Hour? • First thing in the morning or end of day (great way to get kids to arrive at school on time and a great way to keep kids in school the entire day Should Genius Hour projects be graded? • It is up to you as the teacher. I have a rubric that I use for the process, creativity, and the presentation piece.

Resources • www. geniushour. com • https: //bitly. com/bundles/eduthompson/9 • Peter Reynolds Books • Kid for President Videos

Questions?