Student choice and the power of 20% time, Passion Projects, & Genius Hour

Over the past 2 years I have been doing what I call 20% time. I got the idea from Googles 20% time initiative. This is where google would give employees the opportunity to work on projects they were interested in while at work. Out of this time came things like gmail, adsense, etc. is not out of vogue at Google according to recent news reports. However, education is now giving it life in various forms such as 20time projects, Passion projects, and Genius hour.

No matter what you call this time you give students it will be the best time spent in class by you and your students. I am following along, albeit loosely, the setup of Kevin Brookhouser and his 20time projects (see website link above). In my class students get every Monday to work on learning a skill of their choice. Skills students choose to work on range from learning 3d design, to programming, to baking, football skills, soccer skills, etc. Nothing is off the table unless parents say so or it is too outlandish that it can't be done at school (I haven't run into this yet). The impact on learning and ancillary skills I can teach during 20% time is huge.

The impact that my 20% time project has on learning is greater than anything else I have done instructionally in my 19 years of teaching. On Monday's I have lower discipline numbers and less redirects to get on task. Students are more engaged with what they are doing which is a huge help in keeping discipline down. However that being said I am also able to teach skills such as project management, communication, research, and time management in real life contexts that have a lasting impact over time. Students use a modified Gantt chart

http://air.imag.fr/images/thumb/1/14/Gantt0309_iaas.png/1000px-Gantt0309_iaas.png

to track and report their progress on their skill. At the end of the project students will present what they learned in a TED talk like format. This gives them speaking skills in front of a small audience that they know and trust to an extent. As I continue on I hope to expand this project down the road.

Student feedback and engagement is high as well. I see more students working on their projects and skills both in and out side of class. This is significant as when I give homework or ask kids to work on work outside of class I get a poor turn in or completion rate. One might say that it could be because they don't have time or resources outside of class or school. Which might be true however I find that kids will find a way if they feel the work is relevant to them and/or their lives which my 20% time project usually are.

One big question I am asked is how do I assess the projects or skills that they learn. I try very hard not to assess the skill they are learning but more give them feedback and guidance as they move along. I assess them on their time management with a check-in that I do every couple of weeks or so. These consist of me looking at their Gantt charts and talking with them about their project and how it is going. It also involves me asking what they need from me in the way of instruction or resources. If they are asking for help and resources they are learning. I also grade them on a TED style talk presentation at the end of the semester. I have them talk to 3 points
1. What is your skill and the artifact you created with your skill
2. How did you go about learning your skill
3. What are your future plans to continue learning
I have found that if students can answer there three questions in their 5 minute talk they worked on the project they set out to do. I got the idea from one of my ELA teachers and love it.

I welcome your thoughts and ideas on this idea I have started and as always:
"Go Forth & Do Great Things!"