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. 

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. 

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:

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:

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.  

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.