After following the genius hour hashtag on Twitter for years, and helping with the Piedmont 6th grade Love of Learning,  I've put together a basic 6 step plan for running your own 20% time. Special thanks to media specialist Christen Higgens for the many resources culled from her presentation to CMS Tech Leaders. 

Step 1 Decide the Parameters

Peruse this post below and the links within it then decide for yourself what your Genius hour should look like.  Will you grade it?  (I don't) How much time will be given (weekly for 6 weeks, more or less)?  When, how and how often will they check in with you (each week, each class)? What is acceptable use of time? (Can students spend a whole class researching? A whole week?)

Different teachers decide different parameters. I try to stay true to the origins of the program, which was in the business world when workers were allowed to spend 20% of their time on pet projects that could very well go nowhere. Out of that came post it notes and many of the google services we use, but of course not every project tried is a success. AND THAT IS FINE!!!! that is why the next step is so important.

Not sure where to start? Check: 
www.geniushour.com/
http://www.livebinders.com/play/play?id=829279
​
Step 2. Set the stage for student excitement and motivation
 
This great blog post about 20% time cautions against using the word "passion" when introducing the project.  Students might fret about not having any passions (which is totally normal, given that passion often comes only after years of practice or work)  so instead try words like "interesting" or "curious"  Likewise, the word "genius" might  cause some students to doubt that they can do such a project, so be very clear that everyone is a genius at something (no, Einstein didn't say that but it is true) and this is their chance to explore, they still have many years to find out and develop their skills,this is just an exploratory walk.

Because it's really important to me that students get the right vibe around this assignment, I like to show and discuss videos like the one below first. Once you decide the mood and parameters of your Genius Hour, you might want to find different videos if yours will be more structured.

 Step 3  Allow students to pick a topic

I recommend NOT telling students that a topic they suggest isn't "good enough" that it is "boring" or "not important enough" Instead, tell them that entire college courses and academic careers are based around very specific and seemingly "unimportant" topics and then guide them to how the skill or topic they've chosen can work for them.

Sites (links may be PG 13 - use this list to guide yurself and share the ones that will be good for your student population.

• http://www.onlineuniversities.com/blog/2009/10/100-hilarious-college-courses-that-really-exist/ - 100 courses that are not what students think of as academic but some people have PhD's  in these areas!
• http://time.com/4006878/unusual-college-university-courses/ - includes a course on Harry Potter
• https://ww2.kqed.org/pop/2015/03/23/16-weird-college-classes-thatll-make-you-want-to-go-back-to-school/ - includes a course in Ice cream 

A good site for students who just don't know what they'd like or who can't even comprehend that they can choose their own direction is

• https://diy.org/skills

However, the Genius hour project does not have to be skills based. It does have to be personal, however, and can't just be a "report" on what OTHERS have done with a topic.
​
3 Research sites vetted for school are:
NCWiseOWLwww.ncwiseowl.org/ (can search by interest level or grade level)
​Public Library ResourcesCMSPL
Piedmont Library Resources includingWebpath Express

Step 4 Allow students  work time 

Most students will need their 20% time scaffolded by you. Ms. Higgins has students comlpete the following  check in questions at the end of each work period.

What is working for my project?
What isn’t working for my project?
What am I enjoying?
What questions do I still have?

Many sites offer tools to guide student work and each is different. Below are some great resources culled from others:

Step by Step Directions from Paul Solarz

Chart to guide interest www.geniushourguide.org/the-kwhlaq-chart-helps-students-organize-21stc-learning/

Document shared courtesy of  Christen Higgens in her Genius Hour presentation at CMS schools.
Here is another scaffold, by Kate Petty, shared by Sean Ziebarth
​
Step 5: Host a showcase or rolling presentations

Piedmont 6th grade hosts a showcase

• http://piedmontpd.weebly.com/celebrating-piedmont/love-of-learning-now-a-tradition​ - includes videos of two years of Piedmotn Showcases 
• http://piedmontpd.weebly.com/celebrating-piedmont/love-of-learning-at-piedmont - includes photos from our first showcase

 Christen Higgins has rolling presentations. Whenever students are ready, they fill out a google form with questions similar to this: 

1. What is your name? *
2. Who is your teacher? *
3. What is your driving question? *
4. What answer did you come up with? *
5. How are you presenting your information?  Video, live demonstration, performance, other..._____________ If you have a slideshow, don't forget to share it with the teacher. share on Google Drive with "can comment" to this address ______
6. Will you have a guest included in your presentation? *Which dates are they available?

As students present, Ms. Higgins has audience submit a google form as well: 
My name is:
Your answer
I am scoring this student:
Your answer
Their Driving Question is:
Your answer
Accuracy
They are starting with accuracy - The information is not true, or it needs facts to support it.
They are learning accuracy- Most of the information is true or has facts, but it could use more.
They have achieved accuracy- All of the information is true and has facts to support it.
Creativity
They starting with creativity- The presentation is boring and the same old thing.
They are learning to be creative- The presentation is kind of interesting but could be more unique.
They have achieved creativity- The presentation is very interesting and is new and different from what we usually see.
Focus
They are starting to focus- The information doesn’t have a lot to do with the driving question.
They are learning focus- The information has a little bit to do with the driving question, but it gets off topic.
They have achieved focus- All of the information is there to answer the driving question.
Preparation
They are starting to be prepared- The presentation doesn’t have what it needs and it is full of laughing or goofing off.
They are learning to be prepared- The presentation has most of what it needs but it got a little distracted from the information.
They have achieved being prepared- The presentation has obviously been practiced and took effort to present.
What questions do I have for this student?
Your answer
SUBMIT

Step 6 - Have students self-reflect

Genius Hour Scoring Rubric- Self
For scoring your own genius hour project

My name is:
Your answer
My Driving Question is:
Your answer
Accuracy
I am starting with accuracy - My information is not true, or it needs facts to support it.
I am learning accuracy- Most of my information is true or has facts, but it could use more.
I have achieved accuracy- All of my the information is true and has facts to support it.
Creativity
I am starting with creativity- My presentation is boring and the same old thing.
I am learning to be creative- My presentation is kind of interesting but could be more unique.
I have achieved creativity- My presentation is very interesting and is new and different from what we usually see.
Focus
I am starting to focus- My information doesn’t have a lot to do with the driving question.
I am learning focus- My information has a little bit to do with the driving question, but it gets off topic.
I have achieved focus- All of my information is there to answer the driving question.
Preparation
I am starting to be prepared- My presentation doesn’t have what it needs and it is full of laughing or goofing off.
I am learning to be prepared- My presentation has most of what it needs but it got a little distracted from the information.
I have achieved being prepared- My presentation has obviously been practiced and took effort to present.
What worked for my project?
Your answer
What was challenging during my project?
Your answer
What questions do I still have?



Recommended research sites:

YouTube - great for learning a skill
DIY - great when students are not sure what they are interested in.

​The following are best for resesarch oriented projects.
Follett Destiny for your School Libarary (will give students web results as well as books in the school libarary char-meck.follettdestiny.com/common/welcome.jsp?context=saas52_3215696
Charlotte Library www.cmlibrary.org/resources
NC Wise Owl http://www.ncwiseowl.org/

Related Posts
spiedmontpd.weebly.com/lesson-ideas/maker-movement-how-to-introduce-a-project-to-students
piedmontpd.weebly.com/celebrating-piedmont/whirligigs-an-example-of-maker-movement-in-education
http://piedmontpd.weebly.com/news-and-thoughts/big-hero-6-and-the-maker-movement
http://piedmontpd.weebly.com/celebrating-piedmont/egg-drop-maker-movement-and-active-learning

This lesson idea is from Ms. Patrice Frilot's Mango Street Project for her 7th grade students. Please refer to her project rubric for details. ​

Create and record a podcast, audiobook, videocollage, screenplay and/or musical soundtrack that demonstrates and enhances student mastery of your curricular topics.

Mix and match these ideas below according to your lesson goals or student interest. Students can share their work publicly or just with you and the class. 

Audio recording:
Audiobook - record a 10 vignette  novela script depicting the theme your teacher assigned in the style assigned. 
Podcast -write and record an 8-10 minute podcast of a topic.

​Video Collage
Illustrate 10 vignettes from your topic/book to demonstrate your expertise with the themes your teacher is looking for. Requires in-depth analysis of the text to find images that fit.

Pre-Recorded Theatrical Production and soundtrack

-Written screenplay of 5 vignettes recorded and edited plus paragraph reflection for each vignette explaining why you chose that vignette
​- soundtrack of at least 5 songs with  paragraph explaining why you chose those songs as it relates to the themes 

Ms. Gurthie's Recommends these Tech Tools for...

​Scriptwriting:

• Google Docs Screenplay Template

Video - Recording and Editing:
(video collage or filming your live theatrical production):

• iMovie - iPad, iPod touch or iPhone or other smartphone recording and editing app (check your app store and make sure it is free to use and share videos or use one of the suggestions below)
•  Stupeflix - Chromebook

Upload your final edit to your school Google Drive account or  YouTube to share (May have to save to your camera roll first.)  I use a free app called YouTube Capture that makes uploading to YouTube a bit easier with our school wifi. You can also edit after it's been uploaded to Youtube  with YouTube editor

a word about music and sound effects.
You can use your own music or select from this free music and sound effects library. I also use commercial music if there is a popular song that fits. Most artists will allow this but will put an ad in your video if you add it to YouTube.  

Music tracks can also be added to your movie, beyond the basic imovie tunes that come with the app. Because I don't own music, I usually do that by recording the music into my imovie as it plays on another device. You can also have the music playing as you live-act the scene but be aware that if you edit that will change your song too.


Audiobook (or Podcast):

• Audiobook/Podcast Directions sheet 
• Vocaroo (Vocaroo instructions are on the above direction sheet)

Soundtrack:

• SUAN Online Mixtape Recorder  - this is so fun!  Adds any YouTube song to a mixtape.