Ideasīut here’s another challenge I’ve found when asking students to create for genius hour. This is hard, because we want to see results, but we won’t get them if we don’t make time for the creative process. ![]() In our resource-constrained world, it can be a challenge to make time for creativity. In the final analysis, the opportunity to build and the challenge of the contest have really spurred them on.Īs another example, Innovation Week events are another opportunity for teachers to encourage whole schools to invent and create. His students are from a poorer area-they’re “not supposed to be great at physics”-but he gets them all excited about it, especially the girls. ![]() I love the story of physics teacher Ben Owens, who has his students build full-size trebuchets to throw pumpkins for the pumpkin chunkin’ contest every autumn. You can’t just say “We’re going to have genius hour!” and then throw them in a room without ideas or suggestions. Sometimes just a phone call to someone in your community can transform opportunities for your students. Think about how you might be able to repurpose space or supplies within your own building. But don’t think you have to have expensive things. Yes, it’s nice to have makerspaces with “gadgets and gizmos and whatsits galore” (in the words of Ariel from A Little Mermaid) with products like Hummingbird sets and 3D printers and other cool tools that let kids create. With this in mind, here are some things we need to do to encourage student inventors as we nurture student passions, interests, and strengths. We can either be average at everything or exceptional at something. ![]() Should we not give this math genius access to college-level advanced math work, and figure out the basic English requirements he or she needs for a basic understanding of grammar? Why do we think that all students should be good at everything? In many schools, we’ll put a math genius who struggles with grammar into extra English classes. Perhaps it is because we focus on students’ weaknesses instead of their strengths. According to the Torrance Test-which measures CQ, or creativity quotient-the United States has been declining in creativity since 1990.
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