Time to Get HYPED!

Hey, GID Friends! It’s me, Paige, again!

In past blogs, I’ve described my units in detail, phase by phase, which is a terrific chance to reflect on each step. Since I made the switch to coach, however, my role in the Guided Inquiry process is just so different- I don’t necessarily have that deep insight about each phase of each unit. What I can reflect on, though, is the introduction of one to one technology into the process. I’m asked all the time  how the technology has impacted teaching and learning. There are multiple ways to answer that, but one of the most important changes is in how students do research. Before we were one to one, research was a huge event. Now, students have all the information and tools they need right at their fingertips, every single day. That shift has allowed research to become more integrated into curriculum across content areas. I’ve blogged before the one to one initiative about my struggles with technology, but even then I was of the opinion that the benefits SO far outweighed them- and that’s even more true now.

Since my experience with Guided Inquiry has changed so much, it was hard to put my finger on what to write about. When Kelsey invited me to blog along with her, she had the great idea to talk about a tool, which she alluded to yesterday. We want to talk about the inquiry journal, specifically about the digital inquiry journal we developed together. There’s MUCH to be said for the benefits and uses of digital inquiry journals, but I’m not going to say it. I’m going to save it for Kelsey to say tomorrow. Today, I want to share a little about our favorite digital inquiry journal tool- HyperDocs.

I first learned about HyperDocs last fall while attending iPadpalooza, a professional development conference at the University of Oklahoma. I heard about it AGAIN only weeks afterwards at The Oklahoma Technology Association’s yearly conference, Encyclomedia. It was SUCH a perfect fit for the one to one classroom that I was like, “Okay- I’ve got to tell people about this.” And that’s the thought that led to my GET FIT presentation Kelsey referred to in her post. Before I deep dive into information about HyperDocs, however, I want to share with you how the presenters at iPadpalooza convinced me so quickly of its value.

The presenters posed this question: “Which of the following seating arrangements would you find most and least comfortable as a student? What about as a teacher?” They then showed the following pictures:

 

There was discussion as different participants shared the various pros and cons of the seating arrangements. THEN, the presenters shared THESE photos.

                           

 

If you can’t tell, each photo shares the level of engagement of each position in the room. I’m sure there was discussion about this, but what I really remember is this revelation that came from it:

When we put a device in front of a student and use it authentically and effectively, every seat becomes front and center.

Then we, as teachers, can free ourselves up from the constant battle for attention and engagement and spend more time focusing on individualized instruction. Now, I know that HyperDocs certainly isn’t the only way to use a device authentically and effectively. It’s not even the tool I use with teachers most often! But the fact remains that when teachers DO use HyperDocs, students are free to move at their own pace throughout the lesson. Teachers are free to circulate around the room, providing support as needed and stopping for discussion when it’s warranted. And personally, I’m a fan of both of those outcomes.

SO WHAT IS IT?

I’m sure some readers are already familiar with HyperDocs, but in case not everyone is- a HyperDoc is an interactive Google document with instructions, links to resources, tasks, bookmarks, and a multitude of other clever things to get kids thinking and interacting with content. You can create a HyperDoc with everything you need for your lesson and share it with your students just as you would with any other digital assignment. In my district, that is most often via Google Classroom, but there are other ways. When your students are done, they can turn it in, again, just like any other digital assignment, but they don’t have to click around between a bunch of windows (agony if you have younger ones!) and if you do use Google Classroom or something like it, you don’t have to upload a bunch of stuff to it and crowd it up, and then hope that students find all of it. It’s all right there for them.

OKAY, THEN. HOW DO I DO IT?

To develop your own HyperDoc, start with a blank Google doc. Once you have that, there are four steps you can go through to fully develop your HyperDoc lesson:

  • Determine your objectives. When teaching and learning with technology, it’s easy to become distracted by all the bells and whistles. We’ve got to remember that it’s not about the tech- it’s STILL a standards based lesson.
  • Select your learning cycle. You can organize your HyperDoc in any way that makes sense for your content. HyperDocs lends itself to almost any organizational structure, including the 5 Es (Engage, Explore, Explain, Expand, Evaluate) and the traditional lesson plan format (Opening, Direct Instruction, Group Practice, and of course, Guided Inquiry.
  • Choose your packaging. Although Google Docs is the most common, HyperDocs can also be housed in Google Slides or Google Sites.
  • Build your HyperDoc. Determine the workflow- what do you want students to do? Choose a template- there are TONS out there. Finally, create the links and bookmarks within your document.

Here’s an example of a HyperDocs lesson. This is one I use when presenting on HyperDocs, and it still has my last participant’s answers in it. I left it that way because I love for those who are new to HyperDocs to see how it can be used for classroom discussions and for students to interact with each other. Not every HyperDoc has to include this, but it’s a great way to make sure students are hearing voices besides their own and learning from each other. I think there’s a fear that we introduce technology, those things stop when really, if it’s used correctly, opportunities for them are greater than ever. You might also notice that the table of contents is also hyperlinked. Those are actually bookmarks within the same document. This is especially helpful for students when the document becomes very long- like it would if it housed a Guided Inquiry unit. This isn’t a technology blog, so you can find more on creating bookmarks in your google document here.

I think this is a good place to stop, because Kelsey is going to share more with you about our specific inquiry journal tomorrow. I hope this has been helpful and not too techy! I find consistently that in addition to just being functionally better than a paper journal, digital inquiry journals help students to be more aware of their own inquiry process- always a good thing!

If you’re interested in learning more about HyperDocs or implementing them in your classroom, here are some of my favorite resources:

HyperDocs- Changing Digital Pedagogy

HyperDoc Templates

#hyperdocED presentation

HyperDocs and Interactive Notebooks presentation

HyperDocs Tour

 

I Get By with a Little Help from My Friends

Hello again, GID friends!

I’m so excited to be back on the blog this week with my friend and colleague Paige to tell you about a project we worked on together last spring. But before we jump into that, let me tell you what I’ve been up to since the last time I posted here, just about one year ago.

When I first wrote on this blog in 2016, I was a newish elementary librarian just diving into the wide world of Guided Inquiry. Since then, I became a GID Coach and then a GID District Trainer for my district, Norman Public Schools in Norman, OK. I moved from elementary to middle school in and worked in GID into my practice at the new school (sometimes successfully, other times not so much). I have learned so much about Guided Inquiry through the units I’ve been a part of in the last five years and especially through teaching the GID institute to other teachers in my district.

I have had the chance to learn and grow in my GID practice especially because for the last two years, my school has been a part of an IMLS-funded research grant with the University of Oklahoma and Norman Public Schools. The grant researchers are studying how students at the elementary, middle, and high-school levels learn when Making is embedded in Guided Inquiry. In the 2017-2018 school year, I worked with two 7th grade Language Arts teachers to complete four GID units, and it was an intense but amazing experience. I learned so much about GID at the middle school level, how to structure units for student success, design thinking, and more. The classroom teachers were wonderful and very dedicated GID practitioners themselves, but I think all of us were worried that four units in one school year was too much. Turns out, it made for great learning for our students, and this year they are still planning to do three units.

This year on the grant, I am working with two new teams: 6th grade Social Studies and 8th grade Science. As I write this, we are just beginning the Create phase with 6th graders, and I can’t wait to see what wonderful products they dream up. Maybe I’ll come back in a few months to share our results!

I also had the opportunity in the spring of this year to try something completely new for me: a cross-curricular GID unit, where 8th graders were looking at the concept of activism through the lens of the Civil War time period. Through their Language Arts classes, students experienced Civil War-era activist literature, music, art, and poetry, while simultaneously immersing themselves in the same time period through Social Studies. The classroom teachers worked together to create an engaging, intensive unit of study that achieved the standards of both courses.

The learning team was comprised of two Language Arts teachers, one special education Language Arts teacher, two Social Studies teachers, our gifted resource coordinator, and myself. When the team sat down to collaboratively build this unit, we knew it would be a logistical challenge to make sure that all students had the learning experiences we desired for them while still allowing each content area teacher to use the strengths of their subject to enrich the curriculum for students. For example, one of our challenges was that one student’s schedule may have Social Studies before Language Arts, while another had Language Arts first in their day. Because of this, activities could not build up one another within the same day. We needed some kind of tool to keep students organized and create a day-by-day guide for what was expected of them in each class.

As we designed the unit, I was reminded of a session Paige taught at Get Fit, our annual in-district professional development conference. In this session, she had participants work with a tool that I thought would be perfect to meet our needs for this unit. I will let her share more about that tomorrow… I hope it changes your teaching life the way it did mine! I’ll be back on Thursday to share how Paige and I worked together to implement this tool and make my cross-curricular unit successful.

 

Kelsey Barker