Using Google's 20% Time Concept in the Classroom


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  • Who am I Experience & Roles
  • How it happens at Google Allowed for innovation Not just day dreaming, but Focused free thinking, more productive when working on projects that excite them Grouplets - engineers interested in same idea work together CEO Larry Page
  • Problem, Project, PASSION Go in depth with a topic that inspires them. Some argue that Standards-based education stifles engagement and passion in students. “ Education is not filling a bucket, but lighting a fire ” WB YEATS More fun and engaging, conduit for their passions and interests Emotional connections
  • Create their own challenge by choosing their topic Topic choice based on interest and personal passion Choose a product type that fits their skill set or push themselves to try something new (girl chose to do a website because she always wanted to learn)
  • Still an important academic skill Evaluating information, critical thinking (synthesis, application), Information literacy Trial and error
  • Still an important academic skill Evaluating information, critical thinking (synthesis, application), Trial and error
  • Product design and layout Personality and personal touches
  • Give students a voice in their own learning And, it excites me because I get to learn from them!
  • Depends on the time frame, learning goals, and the context in which it is occuring.
  • # of lessons in the Quarter/Semester/Year in which the project time will occur. Can be flexible Mine come out to about 8 or 9, but I ’ ll usually add 1 more in somewhere.
  • Why do humans feel nostalgia, and what does the experience trigger psychologically? What is the connection between dance and the therapeutic emotions it causes? How does playing video games affect one's decision making in the real world? To what extent is personality shaped by one ’ s environment? (Nature v Nurture)
  • Collaborate with Librarian Product overview in a few minutes
  • Traditional research reports aren ’ t allowed Process develops traditional research skills Students choose something they are good at or something that will challenge them a bit
  • Traditional research reports aren ’ t allowed Process develops traditional research skills Majority students choose magazine style article and TED Talk Preso
  • This could vary between courses, grade levels, and scope of project. School assessment policies and philosophies could drive this also.
  • Rubric example on website
  • Using Google's 20% Time Concept in the Classroom

    1. 1. Using Google’s 20% Time Concept in the Classroom Thomas GalvezThomas Galvez High School Technology Learning CoachHigh School Technology Learning Coach @tgalvez@tgalvez
    2. 2. Why Do It? Process Assessment Student Comments How Can You Use/Adapt
    3. 3. One Day a Week Focused Free Time Come up with & mature new products Offer fixes to current products AdSense Gmail Google Talk Google News Has tightened up 20% time recently to streamline product efforts Grouplets “More wood behind fewer arrows”
    4. 4. Why Do It?
    5. 5. PBL
    6. 6. Differentiation
    7. 7. Research Skills
    8. 8. Critical Thinking
    9. 9. Creativity
    10. 10. Learn what THEY want
    11. 11. Process
    12. 12. Structured or Less Structured?
    13. 13. Tech Tools for Process
    14. 14. # of Periods x
    15. 15. Reflect on passions/interests Choose Topic Conference with teacher
    16. 16. Brainstorm questions Conference with teacher Refine & Finalize Question
    17. 17. Research Annotated Bib or ? Choose Product Type
    18. 18. Outline and/or Storyboard Product Draft Final Product
    19. 19. Product
    20. 20. Technology-based Creativity in Design, Layout, Organization
    21. 21. Website Magazine-style Article** Audio Podcast Video Podcast Enhanced Podcast Documentary/Spec ial Report Video Screencast TED Talk Style Preso**
    22. 22. Assessment
    23. 23. Formative Summative Final Product or Presentation Research Question Topic Annotated Bib or ? Outline/Storyboard Product Draft
    24. 24. Rubric NETS for technology components Content Benchmarks/Objectives/Outcomes Student Generated Objectives/Outcomes
    25. 25. Student Comments
    26. 26. What do you feel you learned most by doing this project?
    27. 27. What did you enjoy the most about doing this project?
    28. 28. Example
    29. 29. How Can You Use/Adapt?
    30. 30.
    31. 31. How Can You Use/Adapt?
    32. 32. Thank you!Thank you!