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Share and explore #HyperDocs that enhance student-centered learning in innovative classrooms.

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CommonLit | Free Online Reading Passages and Literacy Resources

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CommonLit is a comprehensive literacy program with thousands of reading lessons, full-year ELA curriculum, benchmark assessments, and standards-based data for teachers.

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Like epic hero's, we must define and contest issues of importance in our own society.

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HyperDocs are powerful digital activities that shift the focus of learning from the teacher to the students. The best HyperDocs support essential skills connected to collaboration, communication, critical thinking, and creativity.

HyperDoc Fundamentals

HyperDocs are powerful frameworks to support inquiry-based learning.

HyperDocs allow students to explore interactive resources at their own pace.

HyperDocs are digital frameworks that can support differentiated learning.

HyperDocs don't just present the facts. HyperDocs use questions, problems, and scenarios to help students learn, explore, and create.

HyperDocs provide options for student voice and give students choices in how to engage in the content.

HyperDocs support individual, small group, and whole class opportunities.

HyperDocs connected to Formative Assessments help students know what they know and explore what they don't know.

HyperDoc Resources
Want to learn more about using HyperDocs to support collaboration, communication, critical thinking, and creativity in learner-centered classrooms? Take a look at the HyperDoc Mission Control document and our 4 Cs resource documents. These resources are designed to support the creation of HyperDocs connected to the 4 Cs and the ISTE Standards.

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HyperDocs - Frameworks for the 4 Cs in Student-Centered Classrooms

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A blog about education, learning, teaching, collaboration, communication, critical thinking, creativity, assessment, and edtech.

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Creativity - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will:

Apply existing knowledge to generate new ideas, products, or processes.

Create original works as a means of personal or group expression.

Use models and simulations to explore complex systems and issues.

Identify trends and forecast possibilities.

If you have an additional resource or want to share how you use one of the tools, could you please share in this Creativity Padlet or post a reply in the comments below.

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Supporting the 4Cs in Learner-Centered Classrooms - Creativity

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Creativity - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will: Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Use models and simulations to explore complex systems and issues.

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If you know me, you know that I love all things
HyperDoc. I share resources connected to HyperDocs whenever I have something new to share. Today, I want to focus on the incredible educators who are doing so much more with HyperDocs. The links below are connected to educators and resources that influenced my growth as a HyperDoc Learner.

Educators can start a new HyperDoc with one of a HyperDoc Template from Teachers Give Teachers. Karly Moura has created a great HyperDoc Handbook Template Companion connected to a HyperDoc Template.
Educators can also share and remix with credit an existing HyperDoc from one of these resources:

I personally love both the Teachers Give Teachers Site and the HyperDoc Google + Community the most for a couple of reasons.

1. They are searchable and organized by categories.

2. They usually contain a view link that can be remixed to the live HyperDoc and not just a copy.

Diving Deeper Into HyperDoc Resources
Please share additional HyperDoc Resources or Sample HyperDocs in the Google+ HyperDoc Community or in the comments below.

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Exploring Additional Resources Connected to HyperDocs

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A blog about education, learning, teaching, collaboration, communication, critical thinking, creativity, assessment, and edtech.

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This summer @Math912Teach afforded me the opportunity to attend a Master Class institute that featured the authors of Dive Into Inquiry (Trevor Mackenzie), The Google Infused Classroom (Holly Clark and Tanya Avrith) and The Hyperdoc Handbook (Lisa Highfill, Kelly Hilton, Sarah Landis). I heard about hyperdocs previous to this but my understanding of them was weak at best. I went in excited to learn more and this Master Class did not disappoint!! I left with what I like to call a learning concussion! I went right back home and started to dive into creating hyperdocs for my US History class based on the inquiries I built last year.

Here is what I have developed so far this year for US History

Justified Anger (Colonial Times)

Declaration of Independence

Constitution (Created by my student teacher, Sean Mullins)

Westward Expansion

Reconstruction

Industrial Revolution

Imperialism

Progressive Era

Here is what I have developed so far this year for Economics

Economics 101

Market Equilibrium

Things I have learned:
1. For me, it is easier to create the hyperdocs in Google Slides because I can manipulate the images I want to put in there much more easily. Buncee, Thinglink and Wizer might be platforms that could be useful also.
2. I have found many of the different images I use on Kate Hadfield designs and Teachers Pay Teachers.
3. I am constantly referencing the books I mentioned above so that I don't get into a rut when giving students choice as to how to respond to things.
4. You will notice that if it isn't a Google Doc that is linked there is a link to the Google Doc in the Google Slides. My students have the choice of typing on the Google Slides or on a preprinted copy. At this point, I know who usually wants a preprinted copy, so I have them ready for the students. This saves an immense amount of time and paper.
5. In class, I start off the period talking about the goals for the period (what to accomplish) and then give them roughly 20-25 minutes to accomplish those goals. If they finish early, they can continue working. I do have a couple students who need more time to complete the sections of the hyperdoc so they come in during Resource Room, their lunch or study hall to not only stay caught up but also to get ahead.
6. While they are working on reaching the daily goals, I am conferencing one on one with each student. During this time, I have my tablet so we can look at their answers to the checks for understanding. Additionally, I am asking them to clarify any of the information they've written down. Lastly, I ask them if they have gaps in their understanding. To a student, they are very honest about their gaps. They learned very quickly that if they get help as they go, they will be better able to participate in discussions and more successful on the assessment (whatever that may be).
7. I needed to vary the design for my own sanity and so they aren't seeing the same old same each time.
8. When building them, keeping the end in mind is crucial (at least for me). I have the curriculum map up on one screen while I build them so I can make sure I am covering everything.
9. Varying the types of resources (video clips, readings, websites, documents, etc) has really made a difference for my students, especially when I can give them a choice of two or three for each topic.
10. Having them write each and every inquiry is so important, but they get tired of the long response each time, so that is why I have varied up the writing requirement.
11. Having them design a Breakout was so much fun (and meaningful) for both them and me!

I have come to rely on the hyperdoc community immensely. Their voice and suggestions have been very meaningful for me. You can find helpful resources/communities on Google +, Facebook Hyperdoc group and on Twitter using #hyperdoc or #hyperdocs.

I will update this blogpost each time I create a new hyperdoc, so bookmark it if you found it useful!

I would love your feedback on anything in this blogpost. What are your thoughts? What suggestions do you have?

Thank you!

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This summer @Math912Teach afforded me the opportunity to attend a Master Class institute that featured the authors of Dive Into Inquiry (Trevor Mackenzie), The Google Infused Classroom (Holly Clark and Tanya Avrith) and The Hyperdoc Handbook (Lisa Highfill, Kelly Hilton, Sarah Landis). I heard about hyperdocs previous to this but my understanding of them was weak at best.

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" Around here we don't look backwards for very long. We keep moving forward, opening up new doors and doing new things, because we're curious...and curiosity keeps leading us down new paths. " - Walt Disney

We've updated some of our HyperDoc Professional Development Resources. If you are curious about HyperDocs or are planning some HyperDoc Professional Development, there might be something here for you.

HyperDocs Professional Development Slide Deck - This is a web copy of the slide deck. When using this during face to face professional development, Pear Deck will be modeled as a resource to engage and reflect. (The Pear Deck interactives will not be live in this web version.) Links to some of our favorite model HyperDocs are included in this presentation.

HyperDocs Mission Control - This is document serves as the hub for resources connected to exploring and creating HyperDocs. Sections include HyperDoc Essentials, HyperDoc Creation, HyperDocs and the ISTE Standards, HyperDocs and the 4 Cs, and more.

HyperDoc or Not HyperDoc - This is a Professional Development Worksheet to help learners understand the difference between a Worksheet, a WebQuest, a Multi-Media Text Sets, and a HyperDoc. Learners will explore and identify if a learning activity could be considered a HyperDoc or not. One key is recognizing if the 4 Cs are present or not.

HyperDoc Visual Design Resources - Enhance HyperDocs by exploring Visual Design and connect to tools to support the visual enhancement of HyperDocs.

Quizlet - ISTE Standards and HyperDocs - Explore how the ISTE Standards Vocabulary connects to HyperDocs. (Presenters can use Quizlet Live to model a collaborative formative tool that can be connected to Hyperdocs.)

Quizlet - HyperDocs and Learning Frameworks - Explore how Learning Frameworks (SAMR, TPack, Depth of Knowledge, and the Triple E Framework) connect to HyperDocs. (Presenters can use Quizlet Live to model a collaborative formative tool that can be connected to Hyperdocs.)

Formative Assessment Resources - Resources to support formative assessment before, during, and after a HyperDoc learning experience.

Have something you love that can help enhance HyperDocs, please share in the comments below?

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Enhancing HyperDocs - Our Professional Development Resources

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" Around here we don't look backwards for very long. We keep moving forward, opening up new doors and doing new things, because we're curious...and curiosity keeps leading us down new paths. " - Walt Disney We've updated some of our HyperDoc Professional Development Resources.

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Google Classroom is a great workflow solution from Google Apps for Education. It is important to understand that Google Classroom is not a traditional website that can be fully customized. Google classroom is more of a Learning Management System. Classroom allows teachers to post announcements, assignments, ask questions, share resources, and create a calendar of due dates in a secure online location.

Google Classroom is an essential tool to support collaboration, communication, and digital workflow connected to Google Apps for Education.

Google Classroom Essential Tip 1: Teacher and Student Views

It is important to understand both the teacher and student view of Google Classroom. Teachers signing into Classroom for the first time should sign-up as a teacher. Teachers can create sample classes and invite other teachers as students. This will help teachers to better understand the student view. Google Classroom also creates a Google Drive folder for both teachers and students.

Google Classroom Essential Tip 2: Assignment Options

Google Classroom supports different sharing options and it is important to understand the different Sharing Options in Google Drive before venturing too deeply in Google Classroom. Teachers also have the ability to assign an activity to all students or differentiate the distribution by choosing students or groups of students.

Google Classroom Essential Tip 3: Workflow

Understanding the workflow of distributing and collecting assignments for both the student and the teacher is essential. Learn more about workflow with this Google Classroom Workflow Explanation

Google Classroom Essential Tip 4: Share to Classroom Extension

Google Classroom Essential Tip 5: About Section

The 'About' section of Classroom is the place to share resources and links that students will use frequently. This is a great place to organize frequently used digital resources without losing them in the stream.

Google Classroom Essential Tip 6: Archiving Classes

When ending or starting a new year or semester, it is best practice is to archive last year's classes to preserve the class materials, any assignments, and any postings to the class stream. Reusing an existing class with new students can be a confusing experience. You can still access the old class files in the Classroom Google Drive Folder, but the archived classes are moved to a separate area to help you keep your current classes organized. An archived class can still be viewed by you and the students in the class. Posts can be copied from archived classes. However, when the class is archived, you can't edit or add anything to the class until you restore it. Additional Resource: Archive a Class Tutorial

Google Classroom Tip 7: File Naming Convention

Google Classroom will keep the Google Drive name of the attached file. If the option of giving a copy to each student is used, then the student's name will be added to the end of the document. Consistency in naming is an essential to help keep teachers and students organized. Try to use the same name for the drive file, classroom assignment post, and your grade book entry. Additional Resource: Alice Keeler's Naming Conventions for Google Classroom

Google Classroom Tip 8: Assigning Work, Topics, and Scheduling Posts

Teachers can assign posts to specific students to allow for differentiation. Google Classroom allows teachers to organize post by topic. Students and teachers can then sort post by topics. Additionally, teachers can post in the stream immediately or schedule a post for a future day and time. Additional Resource: Organizing Your Class Stream Help

Google Classroom Tip 9: Grading

Google Classroom creates a Google Drive (Called Classroom - It can be renamed.) folder for assignments created. Use these folders to quickly review and grade assignments turned in by students. You can view them in progress or after they have been turned in.

Google Classroom Tip 10: Discussion Questions, Exit Slips, & Formative Assessments.

Google Classroom allows teachers to post short-answer or multiple choice questions. Teachers have the ability to allow students to see each other's responses so this feature can be used to for classroom discussions. Additional Resource: Google Help - Create a question

Google Classroom Tip 11: Guardian Summaries

Teachers can facilitate communication with parents with Guardian Summaries. These daily or weekly email updates include missing work, upcoming work, and classroom activity. Additional Resource: Google Help - Classroom email summaries for guardians .

See a single view of a student's work- and now have a page that lists all of a student's work for a class and the status of that work.

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Google Classroom is a great workflow solution from Google Apps for Education. It is important to understand that Google Classroom is not a traditional website that can be fully customized. Google classroom is more of a Learning Management System.

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Critical Thinking Resources for Teachers and Students

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Hiding in the Secret Annex on the Prinsengracht

In July 1942, the Frank family went into hiding. The Van Pels family followed a week later. The two families already knew each other: Hermann van Pels worked for Otto's company. Four months later, they were joined by an eighth person: Fritz Pfeffer, an acquaintance of the Frank family.

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Take a look around and explore the Secret Annex where Anne Frank was in hiding for more than two years during World War II, and where she wrote her diary.

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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.