The creation of an instructional genius hour framework for classroom implementation is an objective of this study. Currently, genius hour educators use a wide variety of frameworks. Some genius hour educators do not follow a set framework, yet others continually modify their genius hour frameworks. This study draws attention to the need to create an instructional framework for classroom implementation. This study was conducted through semi-structured interviews with five of the most respected genius hour educators. For the purposes of this study, each individual educator was treated as a separate case study. During the semi-structured interviews, genius hour educators shared their personal experience with implementing genius hour, their personal philosophies and ideas related to genius hour, their recommendations regarding genius hour implementation, and their recommendations regarding genius hour frameworks for classroom implementation. Moreover, this study also conducted two observations of genius hour classrooms in action. These classroom observations offered data related to genius hour educational philosophy and the need for a genius hour framework. This study recommends that educators use an instructional framework when implementing genius hour. A framework will have a positive effect on the performance of genius hour because of the added structure and clarity it provides for students and educators. It is recommended that educators choose a framework, and modify it in order to best serve the academic needs of their particular genius hour programme. This study moves beyond the genius hour framework by identifying major themes that genius hour educators should consider when implementing genius hour in the classrooms. Alongside the importance of the framework model, the common themes of front-loading, learning from failure, developing passion, and mentoring emerged from the interviews and observations. In essence, this study developed a framework model, game time, based around the importance of incorporating the aforementioned themes. The findings within this study offer an understanding of the importance of using a genius hour framework for classroom implementation. This study envisions that educators can use the research gathered in order to create an optimal genius hour framework for classroom implementation. This offers a framework for classroom implementation, which should be individualized in order to best suit the classroom specific needs. / Hierdie studie het die skepping van ʼn genie-uur-onderrigraamwerk vir klaskamer-implementering ten doel. Tans gebruik genie-uuropvoeders ’n wye verskeidenheid raamwerke. Sommige genie-uuropvoeders volg nie ’n vasgestelde raamwerk nie, terwyl andere voortdurend hul genie-uurraamwerke verander. Hierdie studie vestig aandag op die behoefte om ʼn onderrigraamwerk vir klaskamerimplementering te skep. Hierdie studie is uitgevoer deur middel van halfgestruktureerde onderhoude met vyf van die mees gerespekteerde genie-uuropvoeders. Vir die doeleindes van hierdie studie is elke individuele opvoeder as ’n afsonderlike gevallestudie behandel. Gedurende die halfgestruktureerde onderhoude het genie-uuropvoeders hul persoonlike ervarings van die inwerkingstelling van genie-uur, hul persoonlike filosofieë en idees oor genie-uur, hul aanbevelings vir genie-uurimplementering, en hul aanbevelings vir genie-uurraamwerke vir klaskamerimplementering gedeel. Verder het hierdie stude ook twee waarnemings van genie-uurklaskamers-in-aksie uitgevoer. Hierdie klaskamerwaarnemings het data in verband met genie-uuronderwysfilosofie en die behoefte aan ’n genie-uurraamwerk opgelewer. Hierdie studie beveel aan dat opvoeders ʼn onderrigraamwerk gebruik wanneer hulle genie-uur in werking stel. ’n Raamwerk sal ’n positiewe uitwerking op die uitvoering van genie-uur hê as gevolg van die bykomende struktuur en duidelikheid wat dit aan studente en opvoeders bied. Daar word aanbeveel dat opvoeders ’n raamwerk kies en dit aanpas ten einde die beste in die akademiese behoeftes van hul betrokke genie-uurprogram te voorsien. Hierdie studie beweeg verder as die genie-uurraamwerk deur belangrike temas te identifiseer wat genie-uuropvoeders kan oorweeg wanneer hulle genie-uur in die klaskamers in werking stel. Afgesien van die belangrikheid van die raamwerkmodel het die algemene temas van voorkantlading, leer uit mislukking, ontwikkeling van passie en leidinggewing uit die onderhoude en waarnemings na vore gekom. Hierdie studie het wesenlik ’n raamwerkmodel ontwikkel, genaamd speeltyd, wat gebaseer is op die belangrikheid daarvan om die voorgenoemde temas te inkorporeer. Die bevindings van hierdie studie bied ʼn begrip van die belangrikheid daarvan om ’n genie-uurraamwerk vir klaskamerimplementering te gebruik. Hierdie studie stel in die vooruitsig dat opvoeders die navorsing sal gebruik wat ingesamel is om ʼn optimale genie-uurraamwerk vir klaskamerimplementering te skep. Dit bied ’n raamwerk vir klaskamerimplementering, wat geïndividualiseer behoort te word om die beste in die spesifieke behoeftes van elke klaskamer te voorsien. / Ukwakhiwa kohlaka lokufundisa ngendlela ye-genius hour oluzosetshenziswa ekilasini yiyona njongo yalolu cwaningo. Njengamanje, othisha abalandela indlela yegenius hour basebenzisa izinhlobonhlobo zezinhlaka. Abanye othisha abalandela indlela yegenius hour abasebenzisi izinhlaka ezibekiwe, kodwa abanye bayaqhubeka nokulungisa izinhlaka zabo zegenius hour. Lolu cwaningo luveza isidingo sokwakhiwa kohlaka lokufundisa oluzosetshenziswa ekilasini. Lolu cwaningo lwaluqhutshwa ngokuxoxisana okuhleliwe nothisha abahlanu abahlonishwa kakhulu begenius hour. Ngokwenjongo yalolu cwaningo, uthisha ngamunye wayethathwa njengowahlukile kwabanye abasetshenziswe ocwaningweni. Ngenkathi kuqhubeka izingxoxo ezihleliwe, othisha begenius hour baxoxa ngabahlangabezana nakho uma beqalisa ukusebenzisa igenius hour, imigomo abayilandelayo kanye namasu ahambisana negenius hour, izincomo zabo mayelana negenius hour kanye nezincomo zabo ngezinhlaka zegenius hour ezizosetshenziswa ekilasini. Phezu kwalokho, lolu cwaningo luphinde lwabuka kusetshenziswa igenius hour kabili emakilasini ngenkathi eqhubeka. Lokhu kubhekwa kwamakilasi kwaveza imininingwane eqondene nemigomo yezemfundo yegenius hour kanye nesidingo sohlaka lwegenius hour. Lolu cwaningo luncoma ukuba othisha basebenzise uhlaka lokufundisa uma beqala ukusebenzisa igenius hour. Uhlaka luzoba nomphumela omuhle ekusebenzeni kwegenius hour, ngenxa yokwakheka okwengeziwe kanye nokucacisa, ihlinzekela abafundi nothisha. Kunconywa ukuba othisha bakhethe uhlaka, balulungise kahle ukuze luhambisane nezidingo zezemfundo zohlelo lwabo oluthile lwegenius hour. Lolu cwaningo luhamba ludlulele ngale kohlaka lwegenius hour ngokuhlonza izingqikithi okufanele othisha begenius hour bacabange ngazo uma beqala ukusebenzisa igenius hour emakilasini. Ngaphandle kokubaluleka kwesimo sohlaka, izingqikithi ezejwayelekile zokufundisa ngokuhlahla indlela, ukufunda ngokwehluleka kuqala, ukukhula kothando kanye nokwalusa kwavela ezingxoxweni nasekubukeni. Empeleni. lolu cwaningo selwakhe isimo sohlaka, isikhathi semidlalo, okuncike ekubalulekeni kokuhlanganisa lezi zingqikithi ezibaliwe. Okutholakele kulolu cwaningo kunikeza ukuqonda kokubaluleka kokusebenzisa uhlaka lwegenius hour ekilasini. Lolu cwaningo lubona ukuthi othisha bangasebenzisa imininingwane etholakale ocwaningweni ukwakha uhlaka lwegenius hour olusebenza kahle oluzosetshenziswa ekilasini. Lokhu kuhlinzeka uhlaka oluzosetshenziswa ekilasini, okumele lwenziwe lusebenzele umuntu ngamunye ukuze luhambisane kahle nezidingo zekilasi ngalinye. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)