In the , teacher Elaine Simos explores the Genius Hour. The following excerpts from her article answer three important questions:
What is 鈥渢he Genius 贬辞耻谤鈥�?
In the Genius Hour model, instructors allocate a portion of class time鈥攐ften the 20 percent that gives the approach an alternate name (20% Time)鈥攆or student exploration of a self-selected and/or given topic. Students turn to an array of sources in the course of their explorations and consider the topic from a wide variety of angles before synthesizing all of their research into a central understanding. This culminates in a final product, project, or other such artifact, that is shared with the class and potentially the larger school community. 鈥�
What are the benefits?
Student interests, both existing and burgeoning, are brought to the forefront of the classroom when a differentiated model is implemented, allowing teachers to 鈥渦se time flexibly, call upon a range of instructional strategies, and become partners with their students to see that both what is learned and the learning environment are shaped to the learner.鈥� Accordingly, learning strategy implementation can be targeted to each individual鈥檚 needs and strengths. 鈥�
Why does it matter?
[T]he correlation between an increased focus on critical inquiry and its natural connection to differentiated instruction highlights the need for learners who are able not only to produce the 鈥渁ppropriate鈥� artifacts of learning, but also to independently design or direct their own learning in a manner which builds upon their unique strengths and areas for development鈥�
The curricular concept underlying Genius Hour embodies an optimal learning relationship: students embracing their own power and responsibility in the learning process work in conjunction with educators who can facilitate and guide that learning to ever-greater heights.
For more, including Ms. Simos鈥檚 personal experiences with this approach, read her full article, .