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Genius Hour Rubric

Apprentice

Journey"man"

Master

Task(s)/Question(s)/Challenge(s)/Topic(s)

that are personally meaningful, build
one's sense of self-learning, and
contribute to the learning of others

Selects a task/question/challenge/topic
that is interesting/fun but that is already
familiar to student and doesn't find
opportunities to learn/contribute

Identifies tasks/questions/challenges

Discovers a “wicked problem”

Goes for an "epic' challenge, one that
will be useful in other endeavors, or
that benefits others (see public
contribution)

Sets concrete (doable) short term and
long term goals toward completing
task/challenge

Addresses an authentic question,
challenge, or task

Effort/Participation

Works with others in class: comments
on journals or projects, offers
help/expertise to other projects

Continues working on the task even

when difficulties arise or a solution was
not immediately evident.

Lack of resources slows project

Looks for and Appreciates "Small
Wins"

Achieves an "epic" goal

Brings zest to project/class

Demonstrates grit when needed and

Sometimes distracts or gets distracted
Brings resources as needed
knows when to let go

Learning Log

Self starter - Takes the initiative

Comments


Planning completed

to what can be realistically done in a
given amount of time


Planning completed and is usually close

Reflection completed and shows meta-

understanding of what's possible in a
given amount of time

cognition about the project (process or
product)

Reflection completed

Monitors progress toward goals and

Planning completed and demonstrates

Reflection completed and shows
meta-cognition about the project
(process and product) and learning

revises actions or goals as needed

Identifies and changes habits that are
impediments to successful learning

Evidence of Learning Narrative

Teacher provides prompts to make sure

Student controls part of the meeting,
making sure to elaborate on their
current project/topic, journal, portfolio,
public contribution, etc. Teacher
reminds students to discuss one or two
topics OR prompts students to
elaborate on one or two topics.

student touches on their current
project/topic, journal, portfolio, public
contribution, etc. Or, teacher needs to
prompt student to elaborate on each
discussion topic.

Student controls the meeting, making
sure to elaborate on their current
project/topic, journal, portfolio, public
contribution, etc.

Citations of Research

Integrates outside resources

Actively seeks outside resources from a

source or two: books, websites, forums,
online videos, MKOs (more
knowledgeable others), partners,
mentors, etc.

Seeks out conversation with the teacher

Actively seeks outside resources from
a variety of sources: books, websites,
forums, online videos, MKOs (more
knowledgeable others), partners,
mentors, etc.

Complete bibliography typed of all

as learner to learner

resources used

Creativity

Mini-C

Connecting ideas - analogical thinking metaphorical thinking

Considering a new way to complete a
task, considering multiple solutions

Seeing different perspectives

Pattern recognition

Self-efficacy?

Questioning assumptions

Playful with concepts/procedures/tools

Flexible decision-making

Problem finding | Questioning

Redefining problems, tasks, questions

Little-C

Finding a new way to complete a task,

General Comments:

Asks an original question

Synthesizes (resources, tools,
information)
Demonstrates "tool" flexibility

Insights

novel problems

Interpretations

Transfer knowledge/skills across

Flowing between creator and critic

Adapt strategies for solving unique or

domains

Pro-C

finding multiple solutions

"Writing" exhibits voice

role

Invent strategies for solving unique or
novel problems

Embraces constraints as avenues for
creativity (cost, time, materials, tools,
prior knowledge, etc.)