Elementary School

Jessica Schmidt expected to work in medicine. Three years into medical school she met with an advisor who helped reframe her struggle with academic life. For Ms. Schmidt, an ADHD diagnosis explained so much – and understanding how her own brain worked inspired a totally new professional direction. Ms. Schmidt reflected on her earliest school experiences and realized she wanted to create a classroom environment that supports all students.

Ms. Schmidt’s first grade classroom is communal with shared daily routines that provide structure. Even as students are self directed in a rotation of classroom jobs, they recognize how their participation adds to the community. As a class they take time to talk about why they do things the way they do – with an emphasis on care and growth.

Academic learning is infused with wonder. What do you notice? What do you wonder? Ms. Schmidt engages in conversation about thinking. Critical thinking, thinking outside the box, thinking about thinking. She believes feedback and adaptability are important to the learning process too. Reflecting on your own learning is helpful – Ms. Schmidt does this out loud to show students that adults keep learning too.

First graders learn so much in a short time but what stays for years after is how they felt with their teacher and classmates. “The kids build good relationships and you see that throughout the day,” Ms. Schmidt says. “These kids enjoy each other, enjoy being at school.” Ms. Schmidt wants her students to have confidence in their ability to learn. She wants them to know they are seen, appreciated, and capable of incredible things – as individuals and in community.

As a grade three teacher, Nick Roy appreciates the energy and curiosity his students bring to the classroom. Grade three is a pivotal year for elementary school students as they develop their sense of self and test their limits and abilities. A few years ago while considering how to better empower independent student learning, Nick introduced a project that remains a highlight of each school year.

Genius hour gives students time to explore a driving question, research, and share their learning. At the start of the project, Nick listens and offers feedback to his students as they choose a focus. Sometimes the idea seems like a reach – can you really build the fastest car in one school year? – but Nick views the process as essential. “I want to see you try,” he answers. “The goal is to build perseverance and resourcefulness.” When students encounter frustration in a supportive environment, they begin to trust their own resilience.

Though genius hour celebrates individual learning, community is central to the project. Driving questions connect students with people who can teach them more. The class culture is encouraging and enthusiastic. The close of each genius hour project is a celebration. 

The student who wanted to build the fastest car studied how the shape of a car affects its speed, made a model car, and raced it using WHAT. Another student addressed waste by upcycling styrofoam to design a boat they rowed on water. Others created podcasts, art, clothing, and video games. Each school year, students impress themselves. “It’s amazing what that accomplishment does for kids,” says Nick. “They believe they can do crazy things!”