Wed. August 4, 2021
As experienced classroom teachers, we are well aware of how giving students a choice in their learning experiences motivates them. We’ve seen our students get excited when we tell them they can choose what they’d like to read, instead of being given another packet of text to read. Even something as simple as allowing students to pick which problems they want to do on a math worksheet, instead of doing all the problems, increases their willingness to complete the work. When students are motivated, they learn more!
However, the prospect of letting our kids loose and allowing them this freedom can create a lot of anxiety in teachers. It took me a long time to learn that I can actually give students freedom within my own comfort level, creating an environment we all wanted to work in.
Our goal is to reach all learners and provide students with experiences within their readiness level, and interests are a way to get there. Lev Vygotsky theorized the “Zone of Proximal Development” is the sweet spot for student learning. Students need to be appropriately challenged. Allowing students to make choices in their learning, with a nudge from their teacher, creates an enjoyable, safe learning experience for our kids.
Remember: Choice works best when it is intentional. Teachers must create the optimal environment for student choice. Student choice, but with purpose.
Leveraging Technology in Student Choice
More and more schools are becoming 1:1, where each student has a device of their own to use. They may or may not take these devices home, but they do have access to them throughout the day. While we do not necessarily want our kids using technology from the first bell to the last bell of the day, why not leverage technology to give our students choice in their learning?
There’s not only one way to use technology in your classroom, but we want to utilize it in a meaningful way. Writing a list on the board of apps or websites students can go to after they’ve finished their work isn’t the best use of the device or your students’ time. Let’s harness the capabilities of the technology to enable our students to demonstrate their learning. Remember, our goal is to give our students learning experiences that provide for choice but also push them to learn. One of my favorite tools for this is a HyperDoc.
What is a Hyperdoc?
According to Hyperdocs.co, “HyperDocs, a transformative, interactive Google Doc replacing the worksheet method of delivering instruction, is the ultimate change agent in the blended learning classroom.”
HyperDocs were created by The HyperDoc Girls – Lisa Highfill, Kelly Hilton, and Sarah Landis. They were looking for ways to utilize technology with their students who were now using Google tools and wanted to find a way to personalize the learning experience for them. One of my favorite quotes from them is, “It’s not about teaching technology, it’s about using the technology to TEACH.”
Hop on over to their website for an in-depth look at HyperDocs and loads of examples from other teachers. They provide a space called Teachers Give Teachers on their site to share your own HyperDoc and use ones made by teachers. You won’t be disappointed!
How do HyperDocs fit into the classroom?
My favorite part about the prospect of using HyperDocs with students was that they were structured in a way that I didn’t feel like I was letting go of complete control. Remember, I’m a teacher, and this part is HARD for me! But I really wanted to allow my students to have choices in their learning, too. HyperDocs seemed like a great way to do this.
HyperDocs provide a student-centered learning experience. At first glance, it looks like it’s just a Google Doc with a bunch of links on it. But looking more closely, each link has a purpose. We aren’t just providing a list of web searches for kids to meander through. The links are intentional, creating quality inquiry-based learning opportunities. We are not asking our students to absorb information from websites and spit the facts back out to us, like in a worksheet. We are asking our students to DO something with the information they are learning. Think the 4Cs: Communicate, Collaborate, Critical Thinking, and Creativity.
HyperDocs fit well into a blended learning platform. The HyperDoc format allows for variety and flexibility:
whole-group instruction time when neededhigh-tech or low- / no-tech activitiesindependent, self-paced learningsmall-group instruction
One of my favorite reasons to use a HyperDoc is it helps teachers to free up time to work with small groups or individuals while everyone else works at their own pace!
Explore, Explain, Apply
According to Hyperdocs.co, “HyperDocs were created based on many research and learning theories including Eric Mazur and Ramsey Musallam’s work with Cycles of Learning, inspired by Robert Karplus’s cycle Explore, Explain, Apply.”
Explore, explain, apply is my favorite format because it’s easy for anyone to use!
Quick Step-by-Step Guide
Other Resources
Do a quick Google Search and you’ll find all kinds of ready-made HyperDocs. There are so many teachers using them. You’re sure to find something that works for you!
Word of caution: Look through them carefully to make sure they fit your needs. In every instance where I’ve started with someone else’s HyperDoc, I have had to tweak things to make it fit for my students. Some links are broken, some videos aren’t exactly what I’m looking for, and some activities don’t work because we use a different device. Some HyperDocs are simply poor quality. When in doubt, create your own.
Be sure to check out The HyperDocs Girls’ book, The HyperDoc Handbook: Digital Lesson Design Using Google Apps.
TWITTER
#Hyperdocs
@lhighfill
@kellyihilton
@sarahlandis
Check out these examples of HyperDoc samples:
Fantasy Book Clubs for 4th Grade
Fish in a Tree Class Read Aloud
The Highway Man HyperDoc
#TheBookChat HyperDoc for High School
Check out Collections by Destiny®! This is another tool that is part of Follett Destiny® Library Manager. Connect with your library to gain access to this tool where you can create collections of resources for students, parents, administration, or other teachers to view. You can even create playlists to organize your resources in an intentional way.
Stacia Dirks
Stacia has worked in education for nearly 20 years in diverse K-5 classroom settings, as a classroom teacher, an instructional coach, and now as an instructional technology specialist for K-12. She holds a Master’s Degree in Differentiated Instruction from Concordia University. Her passion is providing equity for all students and embedding technology into curriculum to enhance 21st-century skills for students. She provides differentiated professional development to K-12 teachers for successful integration of technology with all content areas and structured curriculum. Twitter: @staciadirks
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