Informing the Implementation of Personalized Learning in the Middle Grades through a School-Wide Genius Hour.

El siguiente recurso consta de un estudio de caso en el que se evalúa la
implementación del proyecto de “Genius hour” en estudiantes de educación
secundaria, y su impacto sobre la personalización del aprendizaje a través del
desarrollo de rasgos específicos.

 

Referencia

Le Geros, L., Bishop, P., Netcoh, S. & Downes, J. (2022). Informing the
Implementation of Personalized Learning in the Middle Grades through a
School-Wide Genius Hour. RMLE online, 45(1) 1-
22. https://doi.org/10.1080/19404476.2022.2009707

 

Resumen

In the last years, one of the major focuses of contemporary education systems
has been to develop personalized learning. This article describes a qualitative
case study that examines middle school educators’ perceptions of how their
school’s collective experimentation with Genius Hour supported the broader
implementation of personalized learning. Teachers in the study perceived that
this project fostered students self-direction and engage them through
relationships and choice provision. It it also benefited teachers for experiencing
a model of personalized learning in practice. However, some logistical, personal,
and curricular considerations kept them from integrating the practice into their
classrooms more generally. Implications of the collective experiment with
school-wide Genius Hour are discussed in this article, including considerations
for practice and future research.

 

Más información:

https://www.tandfonline.com/doi/epub/10.1080/19404476.2022.2009707?needAccess=true