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My focus is going to be on differentiation in the math classroom.  I already had a goal this summer to get my class notes as paperless as possible, and learning about hyperdocs gave me an idea.   So my project is to create a on-stop hyperdoc that encompasses class notes, remediation practice, as well as advanced challenges so i can assign items from the hyperdoc in a non-stigmatized manner.

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This summer I am going to update my Unit 1 and Unit 2 video lessons/ accompanying notes. My goal is to embed questions at the beginning of video lesson that pre-tests previous knowledge, then I will embed questions throughout the video that requires students to use retrieval skills, and I will add a form for reflection at the end of each video. When updating the notes, I am going to allow for more space for student choice and incorporate more spaced practice to allow opportunity to revisit old concepts. Lastly, I will plan multiple activities for class time so I can differentiate and meet multiple different levels of understanding after watching the video lessons. Low floor, high ceiling problems as well as a few hyperlink documents will be my goal.

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My focus this summer is on developing a badging system for film production skills, to be deployed in the Film II class in the coming school year. A blended model that incorporates both in-class instruction and online self-assessment and credentialing seems like the best way for me to structure the badging program. Choosing an online platform, creating all of the content for the tests of proficiency in skills, and thinking about how this assessment will fit into the larger scheme of existing assessment in the class are each components of the work to be done to get ready for implementation. It is a lot of work, but I will also be using my time with the iGrant program offered through the school this summer to work on this project as well.

A second thing I'd like to look at is how to promote and possibly measure and assess discussion between students on the existing Film II class blog. Over the past two years I have been using a regular class blog in Film II with fantastic results, but little to no interaction between students on each others' posts. I would like to explore ways in which I might incentivize or promote a culture of interaction in the online component of that class. The blog is currently on the WordPress platform, and while I like that it is a widely used and versatile content management system, it is fairly cumbersome in terms of monitoring and moderating discussion.

If time permits, I'd also be interested in thinking about how I might use something like hyperdocs to record and share the limited lecture materials in the 8th grade Media & Communication class. The relatively small amount of content could make it feasible to organize most of the content of that class into something quite readily shareable and possibly self-directed.

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I would like to create a hyperdoc for Units 1 and 2 in honors chemistry with the focus being on the easier-to-understand concepts so that students can work at their own pace. I'm going to have them work on it simultaneously with a lab so that only half the students are completing each activity. The first lab is a Getting to Know the Chemistry Lab where students make observations on how certain substances react with their environment. I'd like the hyperdoc to be one where students can go learn about lab safety and learn the names of the different types of lab equipment. There are also two smaller labs that the students can complete on their own that won't require my assistance, so I think I'd like to make those a part of the hyperdoc as well. The second unit is on significant figures and measurements. This a little trickier. I don't really have a lab that goes along with this and it's a concept that students really struggle with so I'm torn between skipping the hyperdoc for this unit and trying to do a simpler one. If I skip it, I'm afraid that it will be more difficult to maintain this format throughout the year (which is what I really want to do) but if I do it, it has to be very well done otherwise the students will just be more confused. I'm hoping that once I get the first hyperdoc done, I'll have a clearer understanding in which direction I need to proceed.

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There are two projects I would like to update using Hyperdoc and other online tools.  The first is an Ornithology lesson and the second is a larger Mission to Mars unit for Fifth grade.  I would like to utilize and streamline online components more efficiently.  The projects would be for use during the school day only as Lower School students do not use MyViewpoint as of now. I currently use Viewpoint's LibGuides for the research component of each project. I am looking for a more engaging way for students to learn while working collaboratively.

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I would like to make my reflection at the end of Film I projects more relevant to both the project and the student's sensibilities. As is, the reflection is a worksheet where the students go through the motions and check it off the syllabus. Using flipgrid, Voicethread or another video-response tool, I would like the students to create a grid community and verbalize their learning.  I would also like them to respond to critiques of their work (this will be new in this digital iteration) and also create a visual portfolio so they reference past ideas in current projects.

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I am trying to streamline true experiential learning models in the classroom while avoiding chaos when students are allowed to choose many different paths of learning.

I am aiming to use different intuitive technologies and specific blended learning methods to streamline the personalized learning process. One issue I keep running into specifically is the fact that my students set their own goals and work together and independently to achieve that goal, which can mean having 12 students work on 12 different issues doing 12 different things in the same class period. I would like t change the way I have allowed my students to take their education into their own hands because of the hidden and unexpected difficulties. I will try to define a clear system to deal with 12 different students with 12 different needs trying to achieve 12 different goals. The answer might be in allowing for fewer student choices in learning!

I am hoping that using the blended method of ROTATION will simplify the Personalized Learning Process and create a more coherent streamlined learning method.  The way I aim to tackle this is is by creating two different individualized lessons using hyperdocs and adding flipgrid to my arsenal of assessment techniques.

Lesson Unit 1: The first lesson plan will be for a three-week period where all students will have the same goal but are asked to get there in different ways. They will all have the same outcome, a first draft of a screenplay dealing with a global challenge of their choice. Global issues might be climate change, gender, race, economic inequality, or other issues we research together. The goal, the first draft of the script will be the same, but the way they get there will be their choice.

I will give students three different ways to research topics, create a pitch, give a presentation of the pitch, and write a first draft. One way will be doing online research through their own agency, the second one will be me giving them examples and have discussions about personal issues that matter to them making connections to global issues, and the third will be me giving them a specific list they can choose from. I will set up stations in my room to accommodate these different types of research practices. After the research phase, I will set up stations to allow for different types of writing techniques.

1. Using computers to create an outline ( CeltX, or WriterDuet) and write the first draft,

2. Create 3x5 index cards with scenes and pin them on a cardboard creating a writers room script board.

3. Write a bullet point list of scenes on a legal pad to create an outline and eventually start writing the script.

I will create a hyperdoc that will outline all options for the students - making notes of stations and due dates accommodating to the rotation model.  I will use clickup.com to follow progress and Slack.com to communicate with my students.

Lesson Unit 2: The second lesson plan will be for a three-week period class unit where students can set out different goals, have different outcomes and get there choosing different learning paths. The outcome can either be a skill or a project.  I will give students three choices:

1. Learn and demonstrate a skill of your choice to the class (ex.: camera operating, 4 - point lighting, or sound recording).

2. Write a first draft of a script based on an original idea and organize a table read for the class using actors from the theater class.

3. Create a comprehensive lookbook for a short film idea you have, including a power point presentation about the reasons for your choices of theme, subject matter, shot choices, camera movements, sound design, etc.

I will use the ROTATION blended model here as well. I will set up three stations in my classroom dedicated to 3 different choices of paths:

1. Larger - empty- classroom area where I can demonstrate equipment use to allow for skills learning and practicing.

2. Computer and/or bean bag chair area when students can brainstorm script ideas and create scipt board and write the script.

3. Table, coffee table, laptop and projector area where students can brainstorm lookbook ideas and create a powerpoint or keynote to present to the class.

I will create a hyperdoc that will outline all options - making notes of stations and due dates accommodating to the rotation model.  I will use clickup.com to follow progress and Slack.com to communicate with my students. I am also going t use google sites.

Challenges: I will need to come up with ideas of how and when to use rotation stations and how often to visit each station each day. I will need a project management tool (clickup.com) as well to keep me organized within stations.  Some stations will involve digital, and others will involve non-digital workspaces.

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I'd like to create a set of introductory activities in a hyperdoc format for Social Studies units. These activities will use a rotational model for small group activities. I'd like to create the docs using Google Sites rather than Google Slides  because I'm interested to see how the web interface changes student interaction with the material. I may create one in Slides for comparison.

I'm aiming for three activities per doc, with the general idea of introducing the relevant geography for the unit, a cultural artifact to examine and a piece of text to read/annotate/analyze/
assess.

Ideally I'd be using the Site/Doc during a double block period at the start of a unit. The artifact could be hands on or virtual, the geography piece would use maps and text, possibly video, and the textual analysis could be the place where I work more closely with small groups of students. In a single block time frame the students could complete some aspects of the introduction from home.

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Right now my project is focused on Mock Trial, which most badly needs individuation and differentiated instruction not only because it has students in grades 9-12, but because they vary tremendously in knowledge and skill based on how many years they've taken the class.  Moreover, the students benefit most from one-on-one instruction and doing practice in class, and I currently use too much class time for lecture and testing because the newer students need those parts of the class.  I could really branch out by having students create material for especially interested students that's preserved year-to-year and builds and grows the available knowledge base.  I'm getting more excited by the possibilities as I write this!  I'll come back and add more as this idea takes off.