Swartzwelder, Cassandra

Topic: Inquiry and Design (ID)

Robinson, C. (2018). A short guide to Genius Hour makerspaces. Science Scope, 41(9), 18-21.Retrieved from: http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=1&sid=1e3b183f-12b0-4e2c-873e-d02168cce2cd%40sessionmgr103

The article discusses combining genius hour with makerspaces in the classroom. Even though they are two separate terms they are fitting. Robinson (2018) defines genius hour as “a portion of time students can use to work independently on their own projects and passions” (p. 18).  The article goes on to define a makerspace as “a physical location where students have the opportunity to explore their own interests, learn to use new tools and materials, and develop creative projects” (Robinson, 2018, p.18). The combination of the two provides students with a time in which they can work on their own project in a physical location (makerspace). In return this allows the classroom teacher to focus and help students who need individual support.

The author discusses the importance and the impact of combining both genius hour with classroom makerspaces. Robinson argues that connecting the two will help students establish the skills needed for common core standards. This is a concern for many classroom teachers who already have enough on their plate. The article also does a great job of outlining tips for creating your own genius hour makerspace. There is also a list of helpful resources.

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