- How they learned.
- The academic content--the "what"--they learned using a standard, mandated, or self-created rubric. These rubrics and checklists are generally used for report cards or mandated reporting of student progress, but are helpful to students when they're reflecting on their progress as well.
HyperDoc Reflect Strategies
REFLECT TOOL: PADLET
In your HyperDoc, link to a Padlet. Padlet is a web tool described as a graffiti wall, online paper, or a digital bulletin board. Teachers can use it to encourage online conversations or quickly collect student thinking. | |
| 21st Century Skills Communication Collaboration ISTE Standards Digital Citizenship Communication and Collaboration SAMR Modification Sample HyperDoc goo.gl/mcLtNs | How to Design Create a Padlet. Add your questions to the heading and share the link to the Padlet using a shortened URL or link it directly to another HyperDoc. Create a list of questions that prompt students to think about their role in the learning process. For best results, we recommend generating reflective questions from one or all three of the following categories: Content: Ask the student about what he learned. Use a broad, theme-based question. Who? What? Where? When? Why? How does this connect to what we learned? Personal: Ask about the student's individual learning experience. What part of this assignment as difficult for you? Why? How might you approach an activity like this differently next time? How did you contribute to your group's overall effectiveness? Collaborative: Ask about the group learning experience and his interactions with his partner. What did your group do well together? How did you support your partner today? How did your group problem solve when there were varying points of view? How to Deliver At the end of a learning experience, direct students to the Padlet and ask them to record their thinking. Watch the magic unfold as all the thinking in the room is shared in this one live document. |
REFLECT TOOL: WORDLE
The free word clouds created by Wordle may initially look like just beautiful collections of words on a page, but when you discuss a word cloud with your students, it can lead to deep, complex reflection. Wordle varies the sizes of words based on how many times they're repeated within the document, which makes analyzing why one word is larger than the others a great place to begin a reflection lesson. Depending on what you asked to generate the words, students can look for patterns, share predictions, and make connections to an assignment's content. Using this method of reflection for team building, to review a concept, or to explore a topic provides students with an opportunity to develop higher-level thinking skills. | |
| 21st Century Skills Communication Critical Thinking Collaboration ISTE Standards Critical Thinking Communication and Collaboration SAMR Modification Sample HyperDoc goo.gl/8nmMG1 | How to Design As you create a question or prompt to generate a set of words around a topic, think about its possible answers and whether or not they would result in a word cloud worthy of rich examination. You can package this portion of your lesson with clear instructions in a HyperDoc. How to Collect and Deliver An easy way to collect words that will populate a Wordle is through a Google Form. Attach a link to the form in your HyperDoc. You can then highlight and copy all of the words in the form's spreadsheet at once. Open Wordle and, following the website's instructions, paste the text in the designated location. Change the Wordle's fonts, color, and shape to achieve your desired look and then either download the image or take a screenshot to share in a location so all participants can access it. |
REFLECT TOOL: TABLES IN A GOOGLE DOC
A popular reflection project is "20% Time." This type of comprehensive project offers students a great opportunity to try new things, explore new topics, take risks, practice time management, and pursue their personal passions. Each week, students work on projects of their choosing, pushing toward a goal and researching ideas. As students work, you provide coaching and feedback. Afterward, students jot notes and reflect on their learning process. And though 20% Time projects are open-ended, you'll be surprised by what your students can do when they have a purpose, and audience, and an opportunity to create. | |
| 21st Century Skills Communication Critical Thinking Collaboration ISTE Standards Communication and Collaboration SAMR Augmentation Sample HyperDoc goo.gl/FY4SSd Entire HyperDoc Assignment: goo.gl/Hh588r | How to Design Insert a table in a Doc. Post reflective questions in the table. After each weekly work session, give students a chance to reflect on the table on the HyperDoc. How to Deliver Give students time to respond to the questions each week. Read the students' responses and offer immediate feedback, asking questions to push thinking, providing resources (as needed), making connections with mentors, and offering motivation. How to Collect This HyperDoc can be shared through Google Classroom, allowing you to provide consistent feedback and follow along with your students' progress as they document their work each week. |
REFLECT TOOL: GOOGLE DOCS
As you design your HyperDoc, think carefully about how you will evaluate your students' learning and how that evaluation process will fit the standards mandated for your classroom. One method you may consider is using rubrics and checklists, which can be embedded into a HyperDoc | |
| 21st Century Skills Communication Critical Thinking Collaboration ISTE Standards Critical Thinking Communication and Collaboration SAMR Modification Sample HyperDoc goo.gl/fjT8py | How to Design Insert a rubric or checklist into the HyperDoc. On the Google Doc, make a second copy of the rubric or checklist. The purpose of this is so that both the student and the teacher have a space to reflect on the same HyperDoc. How to Deliver Allow students time to record their thinking in the HyperDoc. While your students are reflecting, teachers complete the same exercise and afterward offer students feedback for each student on their individual HyperDoc. How to Collect Share the HyperDoc and your students' reflections on the learning process from start to finish with parents and administrators so that they can see student growth. |
REFLECT TOOL: UNIT OF STUDY REFLECTION SLIDE DECK
Building in time to reflect and capture your students' thoughts in this HyperDoc will help them develop a growth mindset, provide concrete documentation of their reflection as a learner, and set new goals. Preparing for parent-teacher conferences? Let students take full ownership and allow them to facilitate a student-led conference using this HyperDoc. | |
| 21st Century Skills Communication Critical Thinking Collaboration ISTE Standards Technology Operations Critical Thinking Communication and Collaboration SAMR Redefinition Sample HyperDoc goo.gl/dpscRz | How to Design Create a new slide deck or use the template provided (see Sample HyperDoc), personalizing questions to reflect your study unit's specific learning objectives. How to Deliver Allow students time to record their thinking in the HyperDoc, which might take multiple class periods. You can give feedback digitally or face-to-face. Also, students can share, read, and reflect with one another. How to Collect Use the student work collected in this HyperDoc as a learning assessment. Based on your students' responses, where will you take them next? |
