Making personalized learning projects possible

Sasaki, Lori

ID

Schwartz, K. (2017, December 4). Tips and Tricks to keep kids on track during genius hour projects. KQED Mindshift. Retrieved from https://ww2.kqed.org/mindshift/2017/12/04/tips-and-tricks-to-keep-kids-on-track-during-genius-hour-projects/?utm_medium=Email&utm_source=ExactTarget&utm_campaign=20171210Mindshift&mc_key=00Qi000001WzPsREAV

This article outlines one teacher’s advice and experience around Genius Hour, or “20 percent time projects.” The teacher shares anecdotes and examples (including a student video) of the challenges and successes in implementing this kind of student-centered learning.

There is not a comprehensive explanation of the entire project, however the article touches upon various important stages, such as defining the problem, staying organized, and assessment. The tangible tools and tips (with lots of links to resources) for managing personalized learning projects helped to make this kind of learning process seem both inspiring and realistically do-able.

Hanging out, messing around, and geeking out: Kids living and learning with new media.

Norma Olsen

ET- blended learning
IL- 21st-century learning

Ito, M., Baumer, S., Bittanti, M., Cody, R., Stephenson, B. H., Horst, H. A., … & Perkel, D. (2009). Hanging out, messing around, and geeking out: Kids living and learning with new media. MIT press. Retrieved from https://dmlcentral.net/wp-content/uploads/files/Hanging_Out.pdf

In this book, the cowriters report on a three-year ethnographic study that explores how the social and recreational use of digital technology and social media provides a way to develop many of the 21st century skills of collaboration, creation culture, and self-directed learning. Reading this can provide ways which teachers and teacher librarians can harness the natural draw of technology and socializing towards instructional purposes. We must understand what motivates 21-century youths if we are to create learning environments that can direct their energy towards the fields and problems that face our world. 

Motivating Project-Based Learning: Sustaining the Doing, Supporting, and Learning

Andrighetto, Kourtney

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3/4), 369.

CA, ET- Project-based learning

Summary

Educational theories, curriculum development, and assessment are shifting from teacher centered to student centered, project-based learning instruction. Project-based learning has gained much attention in the field of education due to self- directed learning methodologies and opportunities for students to engage in problem-solving and evaluation. This article provides an overview of project-based learning theories and how it contributes to learner motivation and relevance in the 21st-century. The authors note that in order for project-based learning to be successful, the selected topics must be high-interest and valuable to learners. In addition, project-based units must be structured to allow students opportunities for activity, creativity, and interaction with technology. When students are moving, doing, and collaborating, high-yield learning will take place.


Evaluation

This source provides an in-depth explanation of project-based learning theories and how technology integration may boost student learning. For teacher librarians, the discoveries in this article highlight opportunities for co-teaching and unit planning with classroom teachers across content areas.

6 Principles Of Genius Hour In The Classroom

Lester,  Debbie
ET
6 Principles Of Genius Hour In The Classroom. (2014). TeachThought. Retrieved 19 December 2016, from http://www.teachthought.com/learning/6-principles-of-genius-hour-in-the-classroom/
Genius Hour in the classroom is an approach to learning built around student curiosity, self-directed learning, and passion-based work. In traditional learning, teachers map out academic standards, and plan units and lessons based around those standards. In Genius Hour, students are in control, choosing what they study, how they study it, and what they do, produce, or create as a result. As a learning model, it promotes inquiry, research, creativity, and self-directed learning.
LABELS: Project Based Learning, Self-directed learning, Genius Hour

How we can assess in a 21st century learning environment

Ramos, Tara

CA

Barnes, M. (2016). SE2R can revolutionize how we assess learning.  Retrieved from

http://www.advanc-ed.org/source/se2r-can-revolutionize-how-we-assess-learning

Summary: This article gives an idea of how assessment can work in a 21st century learning atmosphere.  Mark Barnes, author of the book Assessment 3.0 proposes that narrative feedback is most useful to student learning and he suggests teachers use his SE2R model for providing that feedback.  The SE2R model can be summarized as follows:

  • Summarize- the evaluator gives a short statement about what was accomplished with the work
  • Explain- the evaluator explains what learning was demonstrated and/or what was missing  
  • Redirect- when learning outcomes are not demonstrated, the evaluator redirects students to prior learning, to resources or to seek help from teachers or peers.   
  • Resubmit- Students are asked to resubmit their work after making changes.  
Evaluation: I found the SE2R model to be very helpful and I feel that it aligns very well with the type of learning experiences and environments that we are building in the INFO 250 course.  We must not let assessment fall by the wayside as we create 21st century learning experiences.  Narrative feedback and the chance to resubmit goes hand-in-hand with the growth mindset that we are trying to foment.  It views learning as continuous and makes the point of learning learning, not a letter grade.  It also allows for each student to start at their unique starting point and grow as much as possible.  Lastly the SE2R model need not be only limited to teacher use, but students could also learn to use it as a tool to evaluate their own and their peers’ work.  I highly recommend this article and this author to others in the INFO 250 course.  

Great Video on Behaviorist Theory

Jeselyn Templin

CO

G., C. [Caitlin G.]. (2015, September 20). The breakdown: Behaviorist theory . Retrieved from https://www.youtube.com/watch?v=ywfwHL18nFM

Summary:
Caitlin G’s video on Behaviorist theory effectively breaks down the finer points of both Behaviorism and Constructivism by explaining their relationship to one another and how they differ.

Evaluation:
The way she breaks down Behaviorism and Constructivism is very accessible to novices in the field. I appreciate the examples she uses, like Pavlov’s dogs to explain response to stimuli, to make sure her viewers understand what she is talking about. By the end of the video I felt well-versed in the basics of Behaviorist theory and ready to research more in the form of scholarly articles.

Genius Hour in the Library

Debbie Gibbons

IL

Rush, E. B. (2015). Genius hour in the library. Teacher Librarian, 43(2), 26-30. Retrieved from

Summary:
This is a reflection by one elementary librarian on her first year of implementing a Genius Hour in her school library. Students in grades 3 – 5 were allowed to explore, research, or study any topic during their weekly library period. The librarian, the classroom teacher, and the students all had responsibility for monitoring and evaluating the process and progress. One key factor was to encourage the students to take risks and turn “failures” into learning opportunities. The article offers a checklist to implement a Genius Hour in your own school.

Review:

In the same way that students were encouraged to take risks, the author took on a new endeavor in starting a Genius Hour in her library. She admits that not everything was perfect, and there were things that she would do differently the second year. The checklist allows the reader to learn from the author’s missteps. I especially appreciate that she revealed that there were a handful of students who looked like they were diligently working all along and then had no work to show at the end of the project. She then offers a practical suggestion for how to better support those students the next year.