Do your students consume technology or do they create it? We like to think that when a student consumes technology, the information goes from the computer to his brain, whereas when he creates it, ideas go from him to the computer. And although we often view learning as only taking place during the instructional portion of our lesson, deeper levels of synthesis actually occur during the apply phase. This is when students take the knowledge they've acquired and use it to create something. As you design the apply portion of your HyperDoc, include learning opportunities that will encourage your students to develop their independent and critical thinking as well as problem-solving skills. As students digest and comprehend the lesson's content, allow them to use web tools to hone these skills and demonstrate what they've learned. If we want our students to be creative problem-solvers, then we need to create opportunities for them to practice and develop these skills. Students often develop additional soft skills during the application process, including perseverance, teamwork, flexibility, and time management.
A weekly blog to support meaningful instructional technology integration at West Genesee Central Schools.
Thursday, October 31, 2019
Monday, October 21, 2019
HyperDocs Hype: Explain
HyperDoc Explain Strategies
EXPLAIN TOOL: GOOGLE DOCS AND CHROME EXTENSIONS
Google Chrome extensions are effective, easy-to-add tools that can help you meet your students' specific learning needs. Case in point: If a student comprehends text better when it's read aloud, he could install the Read&Write extension in Google Chrome, and it would read the online text to him. Then, in the Google Doc, he could use the highlighting tools to make note of important text and use the comment features to annotate the Doc with his thinking. | |
21st Century Skills Critical Thinking ISTE Standards Technology Operations Critical Thinking Research and Information SAMR Augmentation Sample HyperDoc goo.gl/S47uyp | How to Design Choose an interesting article or text relating to your learning objectives for students to read. Paste the text from the article into a Google Doc, making sure to link to the original text and cite your sources. Add directions for reading the text above the article. Include links to a screencast or video for inserting Google Chrome extensions (as needed) How to Deliver Link directions from the HyperDoc with clear expectations. Students make a copy of the document and place it on their Google Drive. Students then follow the directions according to the Doc. How to Collect Depending upon your expectations, you can collect your students' thinking in multiple ways, including: anecdotal records based on class discussion student-annotated notes or responses in a Google Doc |
EXPLAIN TOOL: VIDEO INSTRUCTION
Strategically placing an instructional video in a HyperDoc gives your students access to an "explanation" when they need it, supporting their learning process. And when combined with direct instruction, students can instantly "replay" the day's lesson at their own pace and on their own schedule. This is prefect if a student is absent and misses the lesson or needs to hear a concept more than once.
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21st Century Skills Critical Thinking ISTE Standards Technology Operations Critical Thinking Research and Information SAMR Augmentation Sample HyperDoc goo.gl/0Fk8P2 | How to Design You can choose to use a pre-made instructional video from YouTube, Khan Academy, or TED-Ed, or you can create your own. For web-based content or instructions, use screencasting tools such as the Screencastify Chrome extension. Edpuzzle allows you to create interactive videos and includes accountability features. Keep your videos to a maximum of three minutes and be sure not to use them as substitutions for longer lectures. How to Deliver Place a link to your video in the HyperDoc next to the section where the instruction is needed. This prevents the student having to take time and search for what she needs to complete her assigned tasks. If you're using Google Slides, Forms, Sites, or MyMaps to package the HyperDoc, the video tutorial can be embedded directly into the page. How to Collect Sometimes a video will simply be a resource for aiding instruction, while other times it will be a way to check in with your students and assess their comprehension of a topic. Creating a Google Form is one convenient method for doing just this because you can either place a video directly in the form or next to it if the video is embedded on a Google Site. This also helps with grading because all of your students' responses will be collected in one spreadsheet. |
EXPLAIN TOOL: YOUTUBE PLAYLISTS
YouTube has a great catalog of videos that can help you explain topics in an engaging, fun way. To collect and organize your favorite videos, create a playlist that you can update and share with your students each year. | |
21st Century Skills Critical Thinking ISTE Standards Research and Information SAMR Augmentation Sample HyperDoc goo.gl/rnhDH0 | How to Design Identify the main topics covered using your textbook or unit's content guide and then search and preview videos for each of the topics, adding them to a specific playlist you have created as you go. Ensure you have two to three videos per topic and arrange them in order covered in your unit. How to Deliver Share your YouTube playlist with students by either linking to it or embedding it directly in a Google Site. Alternatively, to give students easier access to your videos rather than sending them to YouTube, link your playlist of instructional videos to slides in a Google Slides presentation or embed individual videos on a Slide for students to view and respond to in a slide book. How to Collect Whether you're using a blended learning approach and having students record their thinking on paper or you're going digital and encouraging collaboration, clearly state, label, and post your expectations and instructions. |
EXPLAIN TOOL: GOOGLE SLIDES BOOKS
There are more uses for a Google Slides presentation than just giving speeches--in fact, it's actually the perfect tool to use for packaging content. Keeping in mind copyright laws and proper citation practices, you can use Google Slides to create interactive digital textbooks that engage and educate your students through links, videos, and images that appear right alongside the text. The possibilities are endless. And while creating the slides and content may fall to you at first, it can eventually become a great project for students. | |
21st Century Skills Critical Thinking Collaboration ISTE Standards Technology Operations Research and Information Communication and Collaboration SAMR Augmentation Modification Sample HyperDoc goo.gl/FQBZ0z goo.gl/8HGDtE | How to Design Create a view-only Google Slides deck. Add images, text, and links to additional resources to the slides. If needed, include links to assessment questions. One more design idea: Some creators change the size of their slides to 8.5" by 11", mimicking the original page size for effect. Create a specific space for student input or note-taking and give students instructions for collaboration. How to Deliver You can share your Google Slides presentation by either linking to it or embedding it directly into a Google Site for easy access. Keep the deck view-only and instruct students to make a copy if you expect them to take notes directly on the slides. To collaborate, students can share copies of their slide decks with their classmates. How to Collect If a Google Slides presentation is for consumption only and you won't be assessing your students, don't worry about collecting anything. If you link to a Google Form in the slideshow to check your students' comprehension, there will again be no need to collect anything since the responses will automatically populate a spreadsheet. Often, you'll see slideshows that include space for student responses or group collaboration directly on the slides. In this case, students copy and share the slide deck with their teacher. |
EXPLAIN TOOL: EDPUZZLE
EDpuzzle is a web tool that empowers teachers to turn any video into an engaging lesson. A teacher can crop a video, personalize with voiceovers, and embed quizzes at any time. If you don't want to create your own, you are sure to find one in the EDpuzzle gallery that already fits your needs. | |
21st Century Skills Critical Thinking ISTE Standards Technology Operations Critical Thinking Research and Information SAMR Augmentation Sample HyperDoc goo.gl/R099Aj | How to Design EDpuzzle has an extensive database of video content that you are free to explore and use. Find a video that aligns with your lesson and customize it with voiceovers and questions to fit your needs, or you can create your own video! How to Deliver EDpuzzle allows you to invite students to the "classroom." You can even import a class from Google Classroom. You can store your content and share it with multiple classes as well as assign a due date. Students will each receive their own EDpuzzle account, login, and questions to which they'll respond to while watching the video. In a blended learning classroom, you could use EDpuzzle during "centers," when students are cycling through a rotation of learning opportunities focused on a specific topic. How to Collect You can use your EDpuzzle teacher login to collect your students' responses to the video prompts. |
Tuesday, October 8, 2019
HyperDocs Hype: Explore
Once the stage is set and your class is engaged, offer your students time to more thoroughly explore a topic by providing them with an exploration activity in your HyperDoc. You can start preparing for this portion of the lesson early on by collecting your favorite resource links that promote thought and ignite curiosity. As they explore, students will begin learning about the topic, forming their own opinions, and asking questions. And because students have countless resources readily available at their fingertips, they tend to dive into a rabbit hole and become so immersed in the information they're finding that they don't want to stop exploring. Of course, this excitement is also one of the many benefits of creating exploration time. Don't be too surprised if your students continue exploring the topic at their own pace at home or at school and begin finding their own favorite links to information about your topic to explore. In fact, you may even consider adding a section to your HyperDoc where students can share their newly discovered resources with one another. Allowing time for students to explore and share their ideas about a topic before launching into specific learning objectives creates a curious classroom community that's willing to take risks and ask questions.
HyperDoc Exploration Strategies
EXPLORE TOOL: MULTIMEDIA TEXT SETS
A multimedia text set is a collection of text about a topic that includes a variety of information sources such as websites, articles, videos, images, quotes, and infographics. Students explore the collection of resources and are immersed in the various perspectives presented on the same topic. Exploring a multimedia text set requires that students practice their digital literacy skills and build schema on the topic.
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21st Century Skills Communication Critical Thinking ISTE Standards Technology Operations Critical Thinking Research and Information Communication and Collaboration SAMR Modification Sample HyperDoc goo.gl/r2EdCV | How to Design Insert a two-column table in a Google Doc. In one column, link students to a resource. In the second column, create a way for students to respond to a broader question, record their thinking, and/or take notes. How to Deliver Share the Doc with students. When students click on the linked resources in the table, a new tab will pop up in the web browser with teacher-selected text. In the new tab, students read and explore the link. Students then record their notes in the Google Doc. How to Collect Through Google Classroom: Create an assignment in Google Classroom. Select the option to make a copy for each student so you can collect individual student data. Provide feedback on the Doc. |
EXPLORE TOOL: YOUTUBE PLAYLISTS
After students have read an article or text excerpt about a topic, give them visual content so
they can explore further. Watching videos helps improve a student's understanding of the topic at hand, while offering students who need this type of visual and auditory support easier access to your curriculum. When you invite students to explore a topic through videos, it helps
to pre-curate the content by creating a YouTube playlist. You can then link students to your playlist in your HyperDoc, allowing them to quickly access and explore the content on their own or with a classmate.
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21st Century Skills Communication Critical Thinking ISTE Standards Technology Operations Critical Thinking Research and Information Communication and Collaboration SAMR Augmentation Sample HyperDoc goo.gl/e9z0FQ | How to Design Create a new YouTube playlist featuring relevant videos for your students to explore. In your Hyperdoc, state your expectations for students as they watch the videos. Will they respond to a prompt after they watch the video? Discuss a new discovery with classmates? Or will they just explore for the sake of exploring? How to Deliver Include a link to your YouTube playlist in your HyperDoc. As students watch the videos, they will take notes in a notebook. How to Collect Depending on what you expect from the exploration time, you can collect student thinking in multiple ways: Anecdotal records based on conversations (formative assessment) Student responses in a notebook A collection form where students submit videos they have found |
EXPLORE TOOL: GOOGLE MYMAPS
To help students develop curiosity for learning, we must provide them with opportunities to
explore their interests. Creating personalized Google MyMaps is one way to do just this. Using this web tool, you can actually "plant" content where it took place on a map and then post corresponding text, images, videos, and links to take students to the next portion of the assignment. For example, if you were to drop a pin on Mount St. Helens, your students could view a video of the volcano erupting and then zoom in on the map to see the actual scarring left on the earth. Google MyMaps pins encourage students to determine their learning's pace
and path and engages their curiosity so they want to see what the next pin has in store. As students progress, you could add another layer to this powerful learning tool by having them
create their own maps.
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21st Century Skills Critical Thinking ISTE Standards Technology Operations Critical Thinking Research and Information SAMR Augmentation Modification Sample HyperDoc goo.gl/jSsFqU | How to Design In Google Drive, select New and then MyMaps. Create a personal Google MyMap. Add locations by placing markers in strategic places. Post the content you want students to discover for each location. How to Deliver Embed your map or share its link on a Google Site or share a link to your MyMap via Google Classroom. Discuss how to explore the map to not only learn its content, but also how to view it as a mentor text. How to Collect After exploring the map, discuss the elements, discuss the topic with students and explain how to use MyMaps. This prepares students for an application step later on in the lesson should they choose to create their own MyMap. |
Wednesday, October 2, 2019
HyperDocs Hype: Engage
First impressions matter, and using a HyperDoc to engage your class as you begin a lesson can be the key to
- capturing their attention
- inspiring their curiosity
- and building their excitement.
HyperDoc Engagement Strategies
ENGAGE TOOL: YOUTUBE
YouTube is an incredible sharing platform for video and multimedia. Videos can engage students in learning by introducing an idea or concept and promoting curiosity and questioning while building the student's background knowledge of the topic.
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21st Century Skills
CommunicationCritical Thinking
ISTE Standards
Creativity and InnovationCritical Thinking Research and Information Communication and Collaboration
SAMR
Augmentation
Sample HyperDoc
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How to Design
Find a video that inspires you and fits your lesson's objectivesLink the video in the HyperDoc
How to Deliver
Videos can be shown to the whole group or packaged in a HyperDoc for each student to view independently. Choose parts of the video on which to pause and promote student thinking
How to Collect
In a blended learning classroom, students can record their responses in a writer's notebook or on paper
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ENGAGE TOOL: PODCASTS
When you introduce a concept as audio during the engagement phase of a lesson, students improve their listening comprehension skills while gaining important background knowledge about the topic. Use our favorite podcasts or check out Listenwise which features free podcasts focused on social studies, science, ELA, and current events. You can link to any of these podcasts in a Hyperdoc.
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21st Century Skills
Critical Thinking
ISTE Standards
Critical Thinking
SAMR
Augmentation
Sample HyperDoc
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How to Design
Explore the topics on Listenwise's website that best align with your lesson's objectives.Link to a podcast in the HyperDoc and state your expectations for listening
How to Deliver
Students can listen to a podcast during class time individually, in small groups, or as a whole class. A benefit to linking to a podcast is that students can access the content and listen again at any point in the lesson.
How to Collect
Give students a prompt to consider while listening to the podcast so they can prepare for the subsequent class discussion and debate.
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ENGAGE TOOL: IMAGES
Engage students in a topic by using images to build curiosity, share background information, and generate lists of questions. Students practice their visual literacy by viewing images and answering basic questions about what they see.
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21st Century Skills
CommunicationCritical Thinking
ISTE Standards
Critical ThinkingCommunication and Collaboration
SAMR
Augmentation
Sample HyperDoc
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How to Design
Choose an image that relates to your HyperDoc's topic.Add the image to a Google Form and prompt students to answer questions.
How to Deliver
Students view the form and complete the questions.Share students' responses from the Sheet linked to the Form.
How to Collect
Students engage in sharing their ideas, prior knowledge, and questions about the topic during the class discussion.
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ENGAGE TOOL: MEMES
A meme is an image, video, or piece of text that has been imitated and then tweaked to be humorous. Using humor in the classroom is a great way to connect with students and engage them in a topic that might not be inherently interesting to them. It is also important to be culturally responsive to our learners, and memes are a fun, trendy way to communicate an idea. Meme Generator (MemeGenerator.net) is one tool you can use to create your own memes, although it is certainly not the only one.
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21st Century Skills
CommunicationCritical Thinking
ISTE Standards
Critical ThinkingCommunication and Collaboration
SAMR
Augmentation
Sample HyperDoc
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How to Design
Once you are at MemeGenerator.net, upload your own image, search pre-made memes, or use a template to create a meme.Add text to your image, whether you have uploaded your own image or used a template.
How to Deliver
When used as an engagement tool, you will often see a meme at the beginning of a lesson.
How to Collect
You can choose to collect the student thinking during class discussion or through comments written on a Google Doc.
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ENGAGE TOOL: QUOTES
Sometimes we want to spark our students' curiosity and engage them in conversation. One way to do this is by putting a catchy or thought-provoking quote on a Google Slide and then soliciting your students' thoughts through AnswerGarden.
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21st Century Skills
CommunicationCritical Thinking
ISTE Standards
Critical ThinkingCommunication and Collaboration
SAMR
ModificationSample HyperDoc goo.gl/O5KSxU |
How to Design
Choose a quote.Copy the quote onto a Google Slide. From the slide, link to a reflective question posed to AnswerGarden
How to Deliver
Share the slide and invite participants to respond to the quote using the AnswerGarden web tool.
How to Collect
As the responses are posted, watch the AnswerGarden word cloud grow. Words or themes used most often stand out in a larger font, which can be a starting point to understanding the group's thinking or the content's theme.
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