What Is Genius Hour?
by TeachThought Staff
Update: We did a t-shirt campaign of this graphic last year and it sold decently (if 13 t-shirts can be considered ‘decent.’). It’s still available if you wanted a t-shirt with a kind of learning model on it. You know. If you’re into that sort of thing. You can find it here.
Genius hour is an approach to learning where students are guided by their own interests, background knowledge, and curiosity to learn.
From the outside looking in, it is less organized, less formal, and less standardized than traditional learning. Genius hour is truly “open-ended” learning characterized by student self-direction, passion-based learning, inquiry, and autonomy.
In public education, genius hour can be thought of as a response to rigid, test-driven, and “achievement-focused” climate that testing-based model of school improvement has encouraged in schools over the two or three decades. Genius hour allows (actually, it requires) students to explore their own ideas and follow their own instincts in learning for the sake of learning, creating for the sake of creating, and doing for the sake of doing. An underlying assumption of genius hour is that if students are given space and tools and audiences and time, they will create something personal and compelling, and of course be “learning” in the process.
It has several unique characteristics that separate it from other approaches to education.
Characteristics Of Genius Hour
The image above provides 10 characteristics and 10 non-characteristics of genius hour.
Characteristics of Genius Hour
Genius hour is…
- Emphasizes inquiry and research
- New challenges (i.e., it creates new problems to solve in your classroom)
- Inherently personalized
- Inherently creative
- Often collaborative and social
Non-Characteristics of Genius Hour
Genius hour is not…
- “Free time” for students
- Without any rules or expectations
- Less rigorous (compared to other approaches to learning)
- Requires whiz-bang technology
- Unfit for schools and other formal learning environments
- Requires less planning and less teacher “effort”
One Approach: 3 Rules for Genius Hour
One of the key elements of genius hour is its lack of specific rules and dependence on extrinsic motivation. Genius hour is about the student, their curiosity, and their autonomy–factors that (ideally) will support the students in doing their best work, and creating something wonderful and personalized that the teacher would not have been able to imagine and plan on their own.
This means that the role of the teacher, the presence of rules, and the function of any structure or framing of the learning experience can make or break genius hour. The more rules you have, the less likely it’s actually genius hour.
- It must use a driving question
- It must involve research
- The product, end result, or other compelling artifact from the project must be shared/published
In addition to offering a nice overview of genius hour, the video above (from geniushour.com, a great resource for genius hour ideas, resources, and general information) offers three rules a teacher might consider before rolling it out to a classroom.
These are rules based on one teacher’s approach to genius hour with a given class in a given district with a given set of technology access, student engagement, etc. Which means your rules might be different than these–or you might start out with these, then change one or two based on how it goes, specific related goals in your school or district, and so on.
What Is Genius Hour?