Genius Hour Rubric REFERENCE: This rubric was adapted from Balanced Ed Tech’s “Thinking Studio Rubric” http://balancedtech.wikispaces.com/Thinkering+Studio+Rubric

Apprentice Journey"man" MasterComments

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

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

that are personally meaningful, build

one's sense of self-learning, and

contribute to the learning of others

Sets concrete (doable) short term and

long term goals toward completing

task/challenge

Discovers a “wicked problem”

Goes for an "epic' challenge, one that

will be useful in other endeavors, or

that benefits others (see public

contribution)

Addresses an authentic question,

challenge, or task

Effort/Participation

Lack of resources slows project

Continues working on the task even

when difficulties arise or a solution was

not immediately evident.

Sometimes distracts or gets distracted

Brings resources as needed

Works with others in class: comments

on journals or projects, offers

help/expertise to other projects

Looks for and Appreciates "Small

Wins"

Achieves an "epic" goal

Brings zest to project/class

Demonstrates grit when needed and

knows when to let go

Self starter - Takes the initiative

Daily Journal or Blog Entries of Progress

Planning completed

Planning completed and is usually close

to what can be realistically done in a

given amount of time

Planning completed and demonstrates

understanding of what's possible in a

given amount of time

Reflection completed Reflection completed and shows meta-

cognition about the project (process or

product)

Reflection completed and shows

meta-cognition about the project

(process and product) and learning

Monitors progress toward goals and

revises actions or goals as needed

Identifies and changes habits that are

impediments to successful learning

Biweekly Update

Teacher provides prompts to make sure

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 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 controls the meeting, making

sure to elaborate on their current

project/topic, journal, portfolio, public

contribution, etc.

Portfolio

Posts files/links to most projects

started/finished

Posts files/links to all projects started or

finished.

Thoughtfully lists/updates projects they

want to highlight

Maintains a multiyear portfolio

Public Contribution

Posts material that would be helpful to

someone learning about the same topic,

tool, or project when reminded

Semi-regularly posts material that would

be helpful to someone learning about

the same topic, tool, or project

Material is organized/presented in a

"reader" friendly format

Regularly (weekly) posts material that

would be helpful to someone learning

about the same topic, tool, or project

Material is organized/presented in a

"reader" friendly format

Material becomes a part of a larger

community

Outside Expertise

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

as learner to learner

Actively seeks outside resources from

a variety of sources: books, websites,

forums, online videos, MKOs (more

knowledgeable others), partners,

mentors, etc.

Becomes an active member of an

outside community

Integration of Technology

Exploring or mastering technology is the

sole focus of the project

Technology is only used for finding OR

communicating information

Technology is used for multiple uses

that could include: finding information,

processing information,

communicating information,

exploring/mastering a tool, etc.

Demonstrates "tool" flexibility

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

Imaginary play

Flexible decision-making

Problem finding | Questioning

Redefining problems, tasks, questions

Little-C

Finding a new way to complete a task,

finding multiple solutions

Adapt strategies for solving unique or

novel problems

Transfer knowledge/skills across

domains

"Writing" exhibits voice

Pro-C

Asks an original question

Synthesizes (resources, tools,

information)

Demonstrates "tool" flexibility

Insights

Interpretations

Hacking

Flowing between creator and critic

role

Invent strategies for solving unique or

novel problems

Embraces constraints as avenues for

creativity (cost, time, materials, tools,

prior knowledge, etc.)

General Comments:

Questions

Do you feel you have been growing in your abilities and understanding of how you learn in some other way? Let your teacher know and you can discuss individualizing this rubric for yourself. What else could be considered?

o Creativityo Working outside of your comfort zoneo Inquiryo The Disciplined Pursuit of Less - "Your focus needs more focus."

Did you notice that there are not specific grades assigned to each level? Why not?