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Hyperdocs

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Educators around the world are entering digital lesson design with varying experiences and expertise. Our HyperDocs Online Academy is your source for learning about designing and delivering the engagement-driving digital lessons we call HyperDocs. Our course instruction method is what we call 'just in time teaching' so that you can take on new learning when you are ready, and explore the Academy at your own pace.

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EdTech

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Educational Books and MasterClasses that help transform teaching and learning in the classroom.

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Better Lessons

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To give students a sense of what Tim O'Brien does in the first chapter of this novel, I have students mimic his writing using the contents of their back packs. They will do part of this on their own and part of it in small groups. I give each student this half sheet with a list of sentences from the first chapter of The Things They Carried. I ask them to first focus on the sentences under the subtitle INDIVIDUAL STUDENTS for the first task. The first task is to select one sentence and mimic the structure by replacing the words I underlined with their own content. To illustrate what I mean, I use the first sentence in this section and draft a sentence that makes up a story about me as a teacher based on the contents of my bag:

Henry Dobbins, who was a big man, carried extra rations; he was especially fond of canned peaches in heavy syrup over pound cake.

Ms. Soto, who was less experienced, carried extra work; she was especially willing to carry multiple materials for lesson planning.

I give students a few minutes to work on their own sentence. They need help following the sentence structure. If I just remind them that they are to use all the words that are not underlined and just replace those that are underlined, it helps them understand the task. I also have to assist some in understanding that we are mimicking the structure so that "she was especially fond of books" does not accurately capture the structure of the first sentence, but "she was especially fond of nonfiction stories about teenage issues" does. These are some sample sentences students wrote about themselves.

Once students are done writing their individual sentence, I have them work in small groups of four. Each group gets two small white boards. One board is for all the individual sentences to be written. The other one is for the group to collaborate in drafting two sentences that mimic those that are under the subtitle FOR THE GROUP in the half sheet. The second GROUP sentence is easy as they just need to list the things each individual student included in their individual sentence. The first GROUP sentence requires a bit more thinking as it has to communicate something about the collection of items individual students selected to include in their INDIVIDUAL sentence. I give them an example. I let them know that one of my teaching colleagues, as opposed to me, usually carries very little. To make a story of what we both carry, I have to interpret the abundant contents of my bag in the same way that I interpret the light contents of her. I choose to identify the contents that suggest we are both overcommitted. Neither one of us knows how to take on less responsibilities. Indeed, the few items she carries have to do with one of the many responsibilities she takes on as a teacher. This is how I mimic O'Brien:

The things they carried were largely determined by necessity.

The things they carried were largely determined by commitment.

Among the necessities or near-necessities were P-38 can openers, pocket knives, heat tabs, wristwatches, dog tags, mosquito repellent, chewing gum, candy, cigarettes, salt tablets, packets of Kool-Aid, lighters, matches, sewing kits, Military Payment Certificates, C rations, and two or three canteens of water.

Among the commitments were lesson planning notebooks, agendas for meetings, toy soldiers, an iPad, an agenda, multiple notebooks, and a few snacks.

Students get the point. They work together on this. This is a sample of the group and individual sentences one group drafted.

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To give students a sense of what Tim O'Brien does in the first chapter of this novel, I have students mimic his writing using the contents of their back packs. They will do part of this on their own and part of it in small groups.

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Surveys

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Time: Six one-hour class periods

The composition assignment: Students will design their own surveys and execute their own research. This project involves writing a poll or survey, collecting first-hand data, organizing and presenting this data using both graphic representations and written discourse. Ultimately, the final student projects could be compiled into a class magazine, which would be distributed to other students at the school.

What students will learn by doing this assignment:

The learning goals for this assignment are manifold. For one, students will gain familiarity with the terminology and procedure for doing first hand research. Secondly, because this is an integrated skills class, they will continue to develop their oral fluency outside of the classroom by asking people the questions on their polls. In addition, because the final products will be compiled into a class magazine, students will gain increasing sensitivity to the idea of writing for a particular audience. Lastly, students may develop advanced skills for using Microsoft Word, specifically the ability to import and reformat web images and create tables and charts. Though these goals may seem somewhat varied, it is important to note that especially in an intensive language program, where students have a number of reasons for wanting to master English, class projects should maintain appeal for all involved.

Project Outline:

Each lesson is designed to take approximately 60 minutes. This is a process lesson with some emphasis on product, as the students final writings may appear as magazine articles. The recommended time for this project is two weeks, though it could easily stretch over three weeks; as a three-week project, final articles would go through another revision.

Day One: T begins by asking Students to freewrite on a general question For example, what did you expect the United States (and this school) to be like before you arrived? What surprised you once you got here? Following 3-5 minutes of freewriting, T asks class for responses. Together, Students and T brainstorm a list of topics. T writes these on board, ultimately explaining that they are possible research topics for next writing project.

Once a long list of topics is on the board, T asks Students to think about which topic they would like to research. Students can either meet in discussion groups to share their views on the topics or Students take time (10 minutes) to freewrite on their chosen topic; either way, T should ask for feedback.

Next, Students receive 3-5 sample sets of survey questions. In groups, Students create a set of criteria for writing poll/survey questions. T leads class in a discussion of designing strong survey questions. Homework: write your survey questions.

Day Two: Class begins with a peer review of questions. Working in groups, students try asking and answering the questions they have written. At this stage, Students are encouraged to weed out any weak questions and add stronger ones as necessary. Once Students are content with their questions, T can provide a brief grammatical review of question formation, a problem that seems to plague students at every level. Students are then asked to check their questions for accuracy. During this step, T should circulate among Students, helping to correct grammatical mistakes by underlining them, thereby guiding Students toward self-correction. Now, Students are brought to the computer lab to re-write, edit, and print final copies of their polls. Depending on the computer literacy level of the group, T might first provide a brief demonstration of using Microsoft Words numbered list icon and formatting menu. T assists as needed. Following class, T assists Students in making multiple copies of their surveys. Homework: collect data.

Day Three: Students bring completed surveys to class, 20 min (optional) to obtain data orally from classmates. Students are now paired to discuss survey results. (For this step, T writes several discussion questions on the board: What topic are you researching? What did you find out? Does this information surprise you?) Individuals are then given 10 minutes to freewrite on the question: what does the data mean? Afterward, T presents several different ways of organizing data, including the use of graphic representations, both pie charts and bar graphs. Homework: Bring a rough rough draft of your article for peer evaluation.

Day Four: Students may exchange papers, though this is not required. Rather, Students are given two sets of discussion questions and work with their partner to insure their papers are addressing all vital concerns on this topic. Once this is done, T provides several sample articles. Students work in groups to analyze these models. Homework: Bring rough drafts to class for peer evaluation.

Day Five: Peer exchange of papers. Students fill out peer evaluation forms (attached) and then give each other oral feedback. Now, Students are brought to the computer lab, where T demonstrates how to insert charts into Word documents (Insert/Picture/Chart/Enter data) and how to import and grayscale images from the WWW (Right click/Copy Image/Paste/Image Properties/Grayscale/Text Alignment). Students are given class time to rework final ideas, re-write, and add graphics to their pages. During this time, T holds mini-conferences with individual Students. Homework: Bring a final copy of your article both a printed copy and on disk!

Day Six: T gives Students editing guidelines. Students proofread their own papers following these guidelines, then exchange papers to double check grammatical accuracy in peers paper. Students are assigned to magazine groups. After this, the remainder of the lesson is spent in the computer lab. Students make final changes to their articles. One magazine group makes a table of contents page and front cover. Another makes signs promoting the free magazine. Following the lesson, T makes multiple copies of class magazine. These are places near the front desk and in the computer lab, for other Students to take and read.
Rationale:
The rationale for my having decided on a research project is a bit complex. For one, it is an often-neglected area in ESL writing tasks. Secondly, the lesson appeals to a wide range of interests. Some students may be entering university programs which will require them to conduct research projects; still others will undoubtedly enter a business environment in which first hand research will play a role. Even for those Students who will derive no long-term benefits from designing a research project, the oral component of negotiating the collection of data is worthwhile. This assignment requires everyone to use his or her English skills outside of class.

The peer response segment of this lesson is designed to foster interactivity while giving writers feedback from the very audience for whom they are writing. Peer response is given both written and verbally. The written portion is designed to have students look carefully at whether or not their peers are completing the assigned task. Meanwhile, the verbal portion allows for increased oral communication time.

Writing for other students at the school not only provides a tangible audience but, moreover, results in increased motivation to complete the task at hand.

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ESL Writing Project - Student Surveys | Wyzant Resources

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Time: Six one-hour class periods The composition assignment: Students will design their own surveys and execute their own research. This project involves writing a poll or survey, collecting first-hand data, organizing and presenting this data using both graphic representations and written discourse.

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Menti Meter

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Finland

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In Finland, the schools' assessment culture is undergoing a major change, driven by the reformed national core curriculum - also responding to shifts in working life and lifelong learning.

The purpose of assessment is to promote learning. Taking this into account, the assessment must provide guidance and encouragement for the student to steer their learning process in the direction they seek, believing and trusting in their own ability to learn.

Previously, the focus of assessment has been mainly on grades and it has been carried out by the teacher. Students do not necessarily always have an understanding of what the grade they get is made up of and therefore do not have the opportunity to influence factors influencing it. The student's assessment of their own knowledge or skills has hardly been consulted or included in the teacher's assessment.

Assessment today should emphasize self-assessment skills and other methods such as peer and group assessments. The emphasis on summative and end-product evaluation has also shifted to continual assessment - assessing learning and skills.

By explaining the goals and the learning process, the student understands the direction in which they are heading and what skills they need to achieve these goals. They are also able to track and become aware of their own learning and development and to influence the overall assessment by participating in it. This way, students are able to take ownership of learning, which also increases engagement and motivation.

The pedagogy behind The House of Learning supports a new kind of learning and assessment culture. It was developed as a concrete pedagogical tool for learning a new assessment culture, for both the teacher and the student. The goals are made transparent and planning collaborative learning and tracking students' progress is made possible.

In The House of Learning, each student practices planning and tracking their own learning and developing their self-assessment skills. A personalized learning path can be created under the guidance of a teacher and supported by guardians, all the way from pre-school to the last year of elementary school.

The House of Learning can be used to achieve a single subjects' objectives, transversal competences, for assessment, as well as making learning processes of multidisciplinary modules visible.

The steps provide you with guidelines for implementing The House of Learning, its different functions, focal points and benefits to the user.

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The House of Learning is a digital assessment tool for continual feedback for both students and teachers. It enables the student to build a personalized learning path by finding their own interests and strengths. The House of Learning makes the learning process visible in a visual and inclusive way.

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Book Creator for the High School Classroom

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High school students are looking for ways to express learning in diverse ways, and master the technology that best suits their style. Learn how digital storytelling can help high schoolers flourish.

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Ask AI to write your prompts

I’ve learned that ChatGPT and other chatbots are often more useful when you ask them to help you write your prompt. For example, instead of asking “Write an action-item list for planning a trip to Kyoto next fall,” ask “I’m taking a trip to Kyoto next fall. Write a prompt I can use to ask you to create an action-item list.” — MF