Implementing Genius Hour Strategy for College-Level Learning and Teaching Practice (Annotated Bibliography Sample)
Part I: 1000-word annotated bibliography
The annotated bibliography should include 5 empirical research articles that are strongly connected to your chosen topic. A summary of 200 words should be written for each of the five sources.
Each 200- word summary should include the elements of a good annotated bibliography. The full reference of each paper should appear above each summary. The reference is not to be counted as part of the 200 words for each paper.
IMPLEMENTING A GENIUS HOUR STRATEGY FOR COLLEGE-LEVEL LEARNING AND TEACHING PRACTICE TO BOOST AUTONOMY, CREATIVITY, DECISION-MAKING, AND REDUCED LIKELIHOOD OF COLLEGE DROPOUT: PART 1
Author’s Name
Course Number: Course Title
Due Date
Part 1: Annotated Bibliography
Mirra, N., 2019. From connected learning to connected teaching: Reimagining digital literacy pedagogy in English teacher education. English Education, 51(3), pp.261-291.
This article examined the goal of a preservice English language arts (ELA) education course for training teachers. The author, Mirra, was an instructor in the course. The established goals and practices that characterized the program, its interventions, and the conversations and inferences ensuing from it, are discussed in the article. The author’s primary goal was to demonstrate the understanding behind the Genius Hour, the endless possibilities that associate it with instructional effectiveness, and the emerging challenges associated with technology use. The article was intent on highlighting the importance of “pedagogical value,” whereby a learning strategy is considered relevant to the extent that it facilitates a new approach or framework of learning while demonstrating a commitment to promoting learner equity and material/information access for learners in the younger generation pursuing academic, civic, or professional goals. This article will be relevant to providing a linearized view of how implementing the Genius Hour strategy might evolve as a novel tool for driving important outcomes in the instructional ecology. The article also provides important insights into expected learner outcomes in the direction of new creativity-driven pedagogy as a subset of learning experience and effective teaching outcomes designed to ease the stress on the mental faculties of both learner and
