Genius Hour Part 4
Well its already Thanksgiving break and its hard to believe my tech journey and genius hour project are coming to an end already. After the completion of the trailer for my perogie genius hour, I knew it was time to make them. At this point I got my gramma with me so she could at least tell me a couple secrets on making them before we started (this was also the batch we're using for my family for thanksgiving so according to her its "important you don't screw (which sounded a lot like a word starting with F) this up or else the whole family will blame you for no perogies this year". What an inspirational pep talk to give your grandson.
Thankfully it seems like the perogies made it out ok, now they wait in the fridge until thanksgiving for the ultimate test of seeing if my family can tell it was me and not my gramma who made a portion of them (it's a slim chance but it's there). Hopefully there's no technical difficulties with my recordings of the cooking to show them off this time but if so there's always some live samples I could bring to class *wink wink*.
I decided to recreate the perogie statue from my previous blog post after I finished my cooking. As strangely as the statue appeared, the perogie disappeared...into my mouth about 3 seconds after the picture.
Back to what we've been learning in class this past week, we focused on the creation of learning objects. I found a huge variety of useful tools to use in my classroom but one in particular I found interesting was google expeditions. Using just a phone and some cardboard, it allows you to take your students on a visit to anywhere in the world (or universe!) using virtual reality. I think this could be very valuable in helping students visualize the places they've learned about or see concepts in action in the real world.
In relation to a genius hour project, I think this provides a great way for students to get introduced to the idea, and see creative ways that the results of a genius hour can be implemented. This can also hopefully get them inspired by the things they see, and get them interested in researching a topic that was previously uninteresting due to the method it was being presented to them in (in a similar way to how people tend to care more about certain animals after seeing them in person).
Something like this could be easily implemented into my classroom science lessons. Having the ability to show students the bottom of the sea floor, and its creatures or the up close 3D structure of an atom can go a long way in helping them stay excited for what they could be seeing next. Being able to help them see examples of how everything they learn is integrated into real life can help them stay engaged in their learning and develop students who want to ask questions and explore on their own (much like the ways in which a genius hour project would!).
Thankfully it seems like the perogies made it out ok, now they wait in the fridge until thanksgiving for the ultimate test of seeing if my family can tell it was me and not my gramma who made a portion of them (it's a slim chance but it's there). Hopefully there's no technical difficulties with my recordings of the cooking to show them off this time but if so there's always some live samples I could bring to class *wink wink*.
I decided to recreate the perogie statue from my previous blog post after I finished my cooking. As strangely as the statue appeared, the perogie disappeared...into my mouth about 3 seconds after the picture.
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In relation to a genius hour project, I think this provides a great way for students to get introduced to the idea, and see creative ways that the results of a genius hour can be implemented. This can also hopefully get them inspired by the things they see, and get them interested in researching a topic that was previously uninteresting due to the method it was being presented to them in (in a similar way to how people tend to care more about certain animals after seeing them in person).
Something like this could be easily implemented into my classroom science lessons. Having the ability to show students the bottom of the sea floor, and its creatures or the up close 3D structure of an atom can go a long way in helping them stay excited for what they could be seeing next. Being able to help them see examples of how everything they learn is integrated into real life can help them stay engaged in their learning and develop students who want to ask questions and explore on their own (much like the ways in which a genius hour project would!).
Hey Zack! Awesome blog! I really like your incorporation of the visuals you added! I find it great you posted unique photos of perogies (like the perogie statue you showed me in math). Very organized and thorough! Checking out your blog posts and pages make it very easy to read and I definitely feel like I'm taking the information you are providing. I also sense your personality through your blog which is always a good thing. Very simple yet creative background, and love how the text are in a font big enough to read. It looks like you put into a lot of effort into your blog and you should be proud!
ReplyDeleteHi Zack!
ReplyDeleteI really enjoyed your TED talk then I came back and read your blog. I felt connected to your topic because a. grandmas rule, and b. Persian people are also very dedicated to their food as well. It was very interesting to see where your socio-economic research took you regards of the ingredients used in the perogies (and the religious aspect of it! fascinating - things you don't think about on a regular basis). I LOVE the giant statue as well, actually made me crack up. I wasn't sure where you were going to go with this topic when you first introduced it for you genius hour but I can see that it has come to a very well rounded conclusion. It would have been better if you brought some for us to taste but for now I'll just imagine how delicious they were ;)