We are Learners

Interestingly enough, this week's focus is to reflect on your learning style. While reflecting back on the Genius hour project, I have realized how frustrated and impatient I can get while learning something new. This has led me to not always try, procrastinate, and other times to get back on the horse while going through the Geinus Hour. I feel I need an IEP with extra time and/or some 1:1 hands-on learning for French braiding. I understand the concept, but my hands and brain do not seem to be in sync.

I watched more videos and used the color-coded picture as shown in the last blog. The videos were hard to try to pause and braid at the same time, so I had the color-coded file open while I braided. Things would go along ok, but then I would get confused as to which strand I was on. Or,  I would look back to the picture and then I would have more strands that I needed and/or would not remember what step I was on...ugh!

I immediately made a connection not only to some of my students, but to my son who is in 5th grade beginner band. For the past month or so my son has not been wanting to go to band on Monday or Wednesday. Sometimes even so much as to cry on Sunday night or the morning. Neither my husband nor I have been able to get a substantial reason out of him for his displeasure of band other than, 'I just don't like it'. He mentioned something about not passing onto a green belt, so I am not sure if he is frustrated with that. As I discussed further with the band director, he advised me that my son can be quite demanding on himself. I too have the tendency to as well, that is why I get easily frustrated while trying to learn how to French braid.

Processing all of this highlights ever so more to me that it is imperative keep the needs and minds of the students forefront while teaching lessons, assigning homework, and assessing things. Below is a learning chart which illustrates my level of results and effort during the Genius Hour project. I think this would be an excellent tool for students to use for projects and self-assessing. Not only does it hold students accountable for their learning, but really makes them see that there are both highs and lows to learning.