Redefining Genius Hour at Millwood with Google Apps

The SAMR model that was designed by Dr. Ruben Puentedura as a framework for understanding stages of technology integration.  The infographic below outlines nicely how Google Apps can be used to augment, modify and ultimately redefine learning.  That is exactly what has happened to our Genius Hour program at Millwood.  Before we used GAFE, we did use some technology in Genius hour but we were very much at the substitution and augmentation stages of the SAMR model.  Instead of researching a topic at the library in books some students augmented their book research with Google searches.  Instead of writing by hand, they typed up a report that they would print, glue to a project board and present to the class.  GAFE has completely changed the inquiry and sharing aspects of Genius Hour.  Students are now able to access the information they need without ever leaving Google slides by using the research tools.  They are able to create rich multimedia Google Slide decks by simply pulling images with the link attached into their slides and simply clicking insert to embed videos.  They are making their slide decks interactive by adding animations, and by using linking to other pages within their Google Slides.  They are obtaining primary data by using Google Form surveys.  The talk in front of the class is still an option for sharing the learning, but students can also use the share button to have seamless collaboration with classmates on projects.  They could share by then posting their work Google Classroom or on our class Google Site. This year our projects have been 100% paperless thanks to Google Apps.  The work that many students have done is so far beyond anything students were able t create last year.  Millwood's Genius Hour has truly been redefined due to our shift to using the GAFE suite of tools.

George Kouros: Reflection is part of your work!

George Couros  -- principal, consultant, author and innovator in the field of education-- was a keynote speaker at TDSB Google Camp this year.  During his talk as well as in his blog he encourages educators to reflect.  Many people counter that is that there is no time, but his response has been that, "reflection is part of your work. It is important that you make it part of your day, as it should be a part of your student’s day.(http://georgecouros.ca/blog/archives/3531) I agree with this statement and the sentiment that without reflection, we would be at the whim of every new fad in education.  In my previous post I wrote about embracing change, especially when teaching with technology, but there are so many tools and programs to choose from and we have finite time and resources.  Time spent reflecting on which ones might best support student learning is time well spent.  We need to reflect on what we believe, what we have experienced, the ideas and opinions of others and only when we have a clear picture of where we've been can we develop a vision for the future.
  

"Resistance is Futile"

This past week I had the privilege of addressing TDSB Beginning Teachers at the 21st Century Teaching and Learning Symposium.  I was invited to present about using Google Apps for Education to support kindergarten to grade 5 students in a Genius Hour Program.  I had my slide deck from TDSB Google Camp to show them, but the introduction just wasn't right for an audience of all new teachers.  I knew this was a group who had grown up very differently than I had.  They were a group who wouldn't dream of teaching without integrating technology throughout their program.  What would my opening remarks be?

 I thought for a very long time, about what had brought me to the place in my teaching where I am now.  I am teaching a program that is inquiry based, individualized and uses so much technology that it is nearly paperless.  Because of the rapid development of teaching related technology, I have experienced more change in the past two years of my career than in the past twenty! I have found, over the years, that the only constant in education is change. Indeed, the only constant in life is change! While change can be difficult and does not always make things better, I can honestly say that the best, most transformative things that have happened in my classroom have been as a result of embracing change, rather than resisting it.  

When our students graduate, we are sending them out into a world in which they must be highly adaptable.  As teachers, therefore, we must model how to be adaptable.  This does not mean we should throw the baby out with the bathwater, as some people fear.  There are tried and true strategies that we know are essential to helping students learn. We should, however, ask ourselves whether we can continue to apply these strategies in more efficient ways, with the new tools that are available to us.  While staying true to our core beliefs about what students need, we must experiment and explore with new technology and methodologies that we think have the potential to increase our students' understanding of the world, increase their access to information, and enhance their ability to innovate. We must also stay abreast of the latest research into what helps students be successful. We must constantly rethink our practices in response to the research. 

It can be overwhelming at times.  There have been times in my career when I have thought that I had too much to do at work -- too much curriculum to teach and too many assignments to mark -- to take the time to learn all these new things in order to be able to show them to my students.  Teachers are very responsible and organized people.  The idea of bringing something into our class that we do not fully understand can be a very scary thought.  Change is happening so rapidly, however, that we must get used to learning alongside our students.  Yes, this will be an uncomfortable dynamic.  It means loosening our grip on the reins a little.  I have found that whenever I have done this, especially with respect to teaching with technology, it has even been a little embarrassing at times.  There has always been at least one of my students who was able to learn how to use a tech tool quicker and more fully than I was, and ended up teaching me!   I have, however, gotten used to my new role, which I now believe is to help my students launch, and then to watch them fly higher than I ever thought possible.  

As my thoughts came together for this Beginning Teachers presentation, I realized that if we want to prepare our students to be self directed learners who know how to set lofty goals, and who are able to creatively select the technology and tools they need to achieve those goals, I needed to give them some chances to act this way in school. As I looked out at my audience, I advised them that when it comes to facing change, they should remember the words of the Borg: