70: How HyperDocs Can Transform Your Teaching

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This is Jennifer Gonzalez welcoming you to episode seventy of
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the Cult of Pedagogy podcast. In this episode, we're going
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to learn about hyperdocs and how they can transform the
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way you teach. If you've never seen a hyperdoc, let
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me try and describe it to you. In its most
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common form, it's a lesson or unit written on a
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Google doc, which is basically Google's online version of Microsoft
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Word in case you don't know, the doc usually has
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some kind of a chart on it. In that chart
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are all of the instructions for the parts of the lesson.
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It includes some kind of introduction or an anticipatory set,
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some kind of direct instruction where students learn something new,
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some kind of application, and possibly an assessment, an extension,
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or a creative activity. For every part of the lesson,
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there is also at least one link that takes the
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student to a video, an article, a collaborative document, or
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some other interactive online tool. The whole lesson is contained
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in one package, typically designed for students to work through
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on their own and at their own pace. So what
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is so great about this? A lot for starters, a
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hyperdoc is automated. Students work through it without needing you
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to guide them through each step. That gives you a
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lot more time to interact directly with students. Second, it's flexible.
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If one part of your lesson isn't working, you can
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just change it in the hyperdoc and the change takes
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effect immediately. There's no need to recopy all of your materials. Also,
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hyperdocs are dynamic because they're digital, they allow you to
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include all kinds of multimedia content, videos, slideshows, websites, podcasts.
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The list goes on and on. Finally, hyperdocs are customizable.
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If each student gets a copy of a hyperdoc, the
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elements can be changed on each one to meet individual
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students' needs. This idea of putting a lesson together into
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one package that students can work through on their own
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has been evolving in different forms in classrooms all over
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the place. My first introduction to this concept started when
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I met math teacher Natalie mccutcheen, who showed me in
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episode thirty how she sets up a system of self
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paced learning for her students. In her system, students get
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chapter guides that they work through on their own. These
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guides include videos, skills, practices, and assessments, and students access
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these all on their own. They decide how many skills
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practices they need, and they take the assessments when they're ready.
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I loved the system, and, judging by the response I
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got from my readers and listeners, a lot of you
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did too. Later in episode fifty, I talked to Tracy Enos,
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a middle school language arts teacher, who she showed me
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how she uses what she called playlists to organize a
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whole unit of study into a single Google doc. She
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would map out step by step what students should do,
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providing hyperlinks right in the dock to the resources they
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would need. By setting everything up ahead of time, this
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allowed students to work independently and free the teacher up
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to engage one on one with students. Little did I
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know that right around that same time, another group of
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teachers in the San Francisco Bay area was giving this
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same concept a different name. Lisa Hi, Phil Kelly Hilton,
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and Sarah Landis called these digital lesson plans hyperdocs, and
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they believed so much in them that they wrote a book,
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The Hyperdoc Handbook, where they explore all the possibilities offered
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by this format, show readers how to create them, and
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explain how a well designed hyperdoc can make learning more interactive, collaborative,
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and personalized. What I really like about these educa cater's
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approach is that they really push teachers to design lessons
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that aren't just conveniently packaged, but offer opportunities for students
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to collaborate, think critically, and create. In this episode, I
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talked with high Phil Hilton and Landis about all of
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these things and about the online hub they have created
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where teachers share and remix their own hyperdocs, something you
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will definitely want to take a look at as you
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start your own hyperdoc journey. To find links to their book,
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their website, and everything else we talk about, go to
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Cultipedagogia dot com, click podcast and go to episode seventy.
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Before we get started, I would like to thank kiddom
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for sponsoring this episode. Kiddom is a collaborative learning platform
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that enables teachers to plan, assess, and analyze learning all
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in one place. With Kitdom's new student dashboard, teachers can
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empower students to take ownership of their learning. Students have
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the ability to track their own own progress on skills,
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access and submit work, and communicate with teachers on assignments.
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Kiddom is one hundred percent free for teachers and students.
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To learn more, visit Cultivepedagogy dot com slash kiddom k
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I D D O M. I also want to thank
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you for the reviews you've left for this podcast on iTunes.
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Reviews really help to raise the visibility of a podcast,
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which brings more listeners in and gets these ideas into
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more classrooms. If you think more teachers need to be
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listening to this podcast, head over to iTunes search for
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the Cult of Pedagogy podcast, click on late ratings and reviews,
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and then leave a review and tell me what you think.
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Thank you so much. Now Here is my interview with
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Lisa Hi, Phil Kelly Hilton, and Sarah Landis, the authors
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of the Hyperdoc Handbook. I would like to welcome Lisa Hi,
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Phil Kelly Hilton, and Sarah Landis to the show. Welcome,
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thank you, thank you, And just so that people when
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they're listening can get some sense of what your voices are. Wy,
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don't we just take turns Kelly say hello so we
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can hear your voice.
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Hi.
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Everyone, I'm Kelly and Sarah.
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Hi.
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Guys, glad to join you.
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Lisa Hi, I'm Lisa. Nice to meet y'all.
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Okay, good now listen, people will have some idea of
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who's talking and when. So if we could just start
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by telling having you tell us a little bit about
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just sort of what you do right now work wise,
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and you know what your current role is in education,
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and then we'll get into talking more about the hyperdox.
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All right, I can share a little We work full
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time in Pleasant and Unified School District, which is about
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forty five minutes east of San Francisco. I am currently
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an instructional technology coach for TK through twelfth grade, but
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I spent the last twenty years in fifth grade, my
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favorite grade, as a classroom teacher. And so right now
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we're on temporary assignment and kind of enjoying working with adults.
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So and we all work together in the same school
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district as Lisa mentioned, but we also have all been
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fifth grade teachers, and that's when a place that we've
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all spent a lot of our time in. After being
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in the classroom for fifteen years, myself, I shifted into
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an induction coaching position. So the last two years I've
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been working in our new teacher mentor induction project as
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an instructional coach interesting.
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Okay, great, and that was Kelly and then Sarah.
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Yeah, Hi, my name is Sarlanis. I was also a
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fifth grade teacher for a long time and have been
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currently working as a literacy coach, so I have an
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opportunity to work at all elementary schools in our district.
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It's been an incredible opportunity to work with teachers and kids,
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and of course we do all kinds of PD on
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this side. That's become our little passion. We have so
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many opportunities. We're able to do some online work, and
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we work with teachers based face in different districts around
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the country, sometimes travel outside of the country, so all
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kinds of good things going on there.
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Did you all work together as fifth grade teachers at
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some point? Okay, good question.
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We all kind of found each other somehow, just friends
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along the way, but also kind of started with a
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passion for ELA and would just kind of start talking
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through things and realize that we love to get together
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professionally and talk shop and share ideas and bounce different
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thoughts back and forth, which is kind of how hyperdocs
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came to be. You know, we were talking about paperless
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classrooms and just thinking about all the new shifts coming
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in our district with you know, Google apps and different
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devices and all kinds of goodies. So we just the
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three of us would get together regularly and just have
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fun kind of talking through different things. And the next thing,
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you know, it.
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Didn't even start around technology. It was really around thinking
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strategies and the workshop method of instruction. It all started
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around instruction, and then of course Google apps came into
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our life and we just kind of blended it.
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In right, right, okay, And so let's just dig right
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into hyperdos. I had sort of seen something like hyperdox
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before I had ever heard the term, but I feel
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like the term that you all have come up with
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has made it really, really sticky, and it's helped that
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ideas spread way way quicker than earlier iterations of it.
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So explain to us what exactly is a hyperdoc.
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Well, first of all, a hyperdoc is really more of
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a way of thinking. It's a digital lesson plan for
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teachers for using all of the Google apps. But it
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came out of our love of instruction, and it really
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when we sat down to write the book, we wanted
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to share with everyone else our thinking of the pedagogy
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behind digital lesson designing with the Google Apps for Education.
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So that's where we came up with our hyperdoc lesson
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design template, and that even came from studying all the
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other lesson designs that we've been using over the years
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as classroom teachers. So the hyperdoc lessons design template really
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came from a hybrid of all the other ones that
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we've been loving and doing in our classroom. With the
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twenty first century learning and the four c's and the
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sammer that everyone was trying to implement in their classrooms,
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we decided, how can we help teachers understand how to
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do that in this new way with the Google Apps.
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So that's where the formatting came from, and so it
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shifted from well what does that mean, what does that
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look like, and what do we call it? And that's
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where hyperdocs came from. But it's really what's the offset
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of that has been just helping teachers to really be
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inspired hopefully to design lessons rather than just being out
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there and assigning what they need to do, or in
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this case with technology, really being thoughtful about tools that
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you choose and the why and creating the community around
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that as well. So the lesson planning has really shifted
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from writing down your lesson plans in your lesson plan
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notebook to designing lessons using the Google apps and actually
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handing them over to the students, packaging them and thinking
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through all the way from start to finish with the
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learning objective in mind and using all the tools in
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that way.
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And that's one of the things I noticed in your book,
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the hyperdoc Handbook is that you definitely get into sort
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of how to set it up, you know, visually or whatever,
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but you sort of emphasize over and over again that
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this is not just about having a doc with links.
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It's it's really about the thinking process and designing a
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good lesson or a set of lessons.
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It's true. And really what it comes down to is
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as classroom teachers, we're always doing this. This is what
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we love is to come together and talk about good instruction. So,
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for example, if you have this learning objective with your
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students where you might want to be teaching them, I
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have a sample that we're going to be sharing on
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the link to the podcast and so and that the
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sample that shared starts with the learning objective of teaching
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students about the fifty United States. But how can I
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think differently about that lesson now that I have access
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to all this technology, so it's still good lesson planning.
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Where the first part of the hyperdoc begins with an
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engagement activity, which is a link to a video that
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is engaging and kind of is an overview of all
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the fifty United States, and you might even use that
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link as a whole group instruction for the launch of
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your lesson. And then after watching that video together for engagement,
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the next part of the hyperdoc is a table on
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a dock with some links, which I would call maybe
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a mini multimedia techt set, where now you can give
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the doc to the students and they can work in
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partnerships to explore all of those links and start having
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conversations about what they're learning. And so instead of starting
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by a lesson by standing and teaching it, they would
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have some exploration time. And the next part of the
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lesson includes kind of a graphic organizer, if you will,
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on the dock for students to start organizing their thinking
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on what they're going to how they're going to show
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what they've learned. And the final part of the lesson
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has an application and so you've got everything in one
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place where the learning, the brainstorming, and the applications all
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together for students to see from start to finish.
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Okay, so I'm going to let's try to imagine that
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somebody listening has literally never seen one of these before,
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and they've heard the term, but they really just don't
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know what it is. So what I'm looking at right
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now this this hyperdoc that you've created. It is a
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Google doc, but it contains all of the components that
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are necessary for learning this lesson, and it's also got
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first of all, it's designed beautifully, so it's just really
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visually interesting, which is not necessarily a requirement, but it's
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something that makes it a more enjoyable experience. And the
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idea is that a teacher can use this doc as
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a springboard for teaching. So there's like an introductory, the
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explore part of the lesson, and the part of it
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that's hyper is the fact that it's got all these
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hyperlinks out of the dock to these other resources. Right,
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that's kind of the gist of it. That's the bare
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bones of a hyperdoc.
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Yeah, I think it's really well planned out links. You know,
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when you look at a hyperdoc, you don't always see
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the lesson designed behind it. Lessons can be so personal
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and you can utilize it in so many different ways,
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whether it's just give it to the students the lot
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and work through it independently, or it's blended where part
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of it is done whole class, part of it is
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done guided, part of it is done independently. So it
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doesn't always say that because these are for the kids,
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they don't want to see the pedagogy necessarily. I think
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as teachers, we're asking people who see these to look
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beyond the pretty and the links and to look if
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you were a student, could you walk through this and
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what would you gain from going through this lesson? Are
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you engaged? Are you curious? Does it draw you in?
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Do you want to participate in this?
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Right? Well, and there are You've got stuff built right
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into this document for students to participate, because in this
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explore section there are links to a video, links to
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a photo essay, links to a slideshow. But then in
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the right hand column there are spaces for the students
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to actually jot down their own personal notes. Every student
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makes their own copy of this hyperdot correct and then
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it's theirs to aalized sort of in terms of how
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they are experiencing these materials exactly.
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Another design feature I would want to point out is
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the section that says create a draft script for your video.
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A lot of times you might you might ask students
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to use tools, and they're going to be creating something,
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but before giving them the tool, it's a place for
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the students to start crafting quality content beforehand, and it
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gives the teacher time to interact with the student before
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they go and publish it on that tool, because once
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it's published, it's it's already your final product. So really
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just thinking about, you know, quality content with our students
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and how to create space for them to really show
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their learning in different ways and synthesize information in different ways,
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but still with with a level of critical thinking that
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we're looking for in our products from our students.
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And I've seen I've seen other hyperdocs where the teacher
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has actually built in a spot where they say, when
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you get to this point in the hyperdoc, you need
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to check in with me, the teacher, and have me
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look at you know, or let me know that it's
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ready for me to look at, or sort of interaction
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with the teacher built into the hyperdoc as well.
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Absolutely, and that's One of the things that we love
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about hyperdox is although it seems, you know, odd that
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you're putting a student in front of a device, really
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what it's doing is it's freeing you up to move
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around and have increase face time with students. So it's
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kind of this really powerful concept where you're saying, Okay,
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you're going to do this part independently, but I'm now
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free from you know, teaching at the front of the room,
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and I can now move around and I actually have
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more FaceTime with students where I can quickly move around
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and check in and have good conversation. And so it's
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this kind of really awesome benefit that came out of
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this work.
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Right right, Well, since we're already sort of talking about
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one of the benefits just being, you know, more FaceTime
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with the kids, a little bit more flexibility, talk to
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me a little bit more about you know, if somebody's
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never tried a hyperdoc, I mean, one of the things
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I would think that someone would would be hesitant about
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when they first look at one of these is a
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boy that looks like a lot of work ahead of time,
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and any teacher that's sort of gotten into the mode
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of planning tomorrow's lesson today is you know, going to
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see that and think, well, that's like four or five
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weeks worth of work. You know, I'm not sure I
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have the time to do that. What are the advantages
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of doing something like this? What are the advantages of
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hyperdocs over traditional instruction?
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So you know, I can speak to this. Actually, I
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think when we started coaching, we really were trying to
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help teachers in two ways, and that was to shift
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the way they deliver instruction, to have a real concrete
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answer to you know, you shouldn't be lecturing so much.
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You know, I just feel so bad for teachers when
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they hear that, because they really, well, what am I
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supposed to do? How else I need to get information
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into their heads? And I know that feeling, and I
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think we bring so much with our stories that we've
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got and I wanted to help them with a concrete
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example of that, and so we wanted. What we did
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was we really started shifting their cycle of learning in
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the classroom. And you'll notice on many of our hyperducts
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we put the explorer before the explain and that's a
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major piece to this, where we let kids explore a
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concept first. And I think while it may just it
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may not show up that instructional design at first. That
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the real benefit of that is that kids are exploring
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and coming up with ideas and answers about a concept
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on their own, and it's engaging them from the beginning
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instead of passively listening to a teacher explain something. It
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gives that teacher time to, like Sarah said, roam around.
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I listen to my students. I'm studying them and hearing
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to what love are they understanding of concept. I have
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the ability to pull a small group. I can work
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with my language learners during that time. The whole time
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I'm doing formative assessment in the classroom, which will then
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really be my basis for the next part of the lesson,
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which is the explained portion, when I really do need
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to all right, guys, you're not getting this. We're going
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to clear this up. Now, here's what the real story is.
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Or wow, you guys are so far ahead, you understand
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this so well. I'm not going to take the class time,
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which is so valuable. We're going to zoom ahead, or
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we're going to dive deep into this area that you
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are really able to comprehend it kind of a higher
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level that I haven't been able to explore with other classes.
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That was a big shift for us. And then moving
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beyond just the all right, summarize what you've learned, you know,
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and answer these ten questions and then take a test
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to us, applying your knowledge from a lesson was so
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much more. We wanted to have instruction to be so
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much more. And so there our apply he's to our templates.
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We're really, you know, now that you know this, so
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what how can you show me what you know? How
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can you create something that can not only be showing
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me your comprehension level now, but you can also teach
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others with it. The second part, though, that I think
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was most important. That really what I think what all
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three of us care about the most. We really wanted
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to shift students learning experiences in the classroom. You know,
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we we have children of our own in school. We
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watched them going through school. We watched all of our students.
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We want them to like it and to be curious
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and engaged, and we want them to feel safe and happy.
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You know, all those like big wish list items And
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I was like, yeah, right, you can't do all that.
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We're like, yes, you can do all that you know,
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we're gonna make it happen. And so we thought, let's
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build these kinds of lessons that kids can't stay away from,
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and yeah, we can build community in that as well,
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you know, and through collaboration, we can make them, you know,
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experience learning together and get to know each other and
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have to work together and you know, make it authentic.
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And really it came down to we at the heart
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of teaching. What I really loved when I first started
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teaching was creating experiences for kids that they love so
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much that they'd come in the next day and go,
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what are we doing today? You know, Yeah, I'm a
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typical elementary teacher. I know the high school teachers are listening, like,
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that's not happening for me. But you know, we wanted
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to make these lessons that even the high school students
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would come in and be like, yeah, I'll take a look, yeah, yeah,
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you know. And so we wanted to make it something
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that kind of really shifts their attitude towards learning, building
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that student agency, building that ownership of learning. And I'd
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love to be the creator of these experiences and nudge
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and fix my old hyperdocts if it didn't work and
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they weren't engaged so that the next time I'm going
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to get them, they're gonna love this. I've been studying
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them in class, going Okay, that didn't work. I'm going
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to keep shifting this until I do get the right
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lesson the right mixture. When I say lessons are personal,
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that's what I mean. It's personal to me as a
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teacher in my style. It's personal to the mostly to
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the people in my classroom, you know, and where they're
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at academically and emotionally.
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So a lot of what you're saying right now sounds
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like it depends a whole lot on what a teacher
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decides to put in a hyperdoc. That the format of
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hyperdoc itself does not necessarily guarantee any of that stuff,
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any of the I mean, I could see it. It
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would guarantee the ownership piece where the students are not
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depending on the teacher to guide them through the learning experience.
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But I would think that there are definitely sort of
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good and not so good ways of creating hyperdocs to
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where you're going to actually get that authentic learning. So
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I want to actually break this down.
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Into two parts.
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So there's the there's the the practical because I know
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that when I when I was reading your book, you
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mentioned a lot of things that make hyperdocs sort of
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give you a better teaching experience. Beyond things like the
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curiosity and the authenticity, you were talking about things like,
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you know, the ability to differentiate or the ability to
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like have you know, English language learners get different things
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that they might need versus you know, other students, and
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that those were all advantages that you could get from
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a hyperdoc. Does that does that sound familiar? Absolutely?
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Absolutely, yeah.
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I think once we started creating hyperdos, we started to
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find those advantages were there. I mean, one of my
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favorite little stories is just that those kids that finished fast,
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you know, the ones that are like I'm done. You know,
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you're able to link extension ideas and activities for them
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to have them have additional opportunities to do more critical thinking,
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and there's always something for them to work towards, and
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they know that they have something to do as soon
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as they quote unquote finish.
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You know.
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It's like those little benefits that you find. Or you
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have your students that need to go back and rewatch
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a video or reread something or check out that mentor
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text linked up you know earlier, and so you're able
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to create a lesson plan that meets both of those
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students needs, right, like I need to go back or
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I need to know where I'm going with this and
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I'm done and now what So yeah, I mean I
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think the benefits there's so many, and.
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The students are and I mean the nice thing is
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that the students are not waiting for you. I can
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remember when I was in the classroom, I felt like
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I had a gaggle of baby birds that were just
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all waiting for mama to feed them, and it was like,
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I can't get to you all. At the same time,
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imagining having everything in a hyperdoc, they're no longer waiting
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for you. It's amazing.
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And think about those subtle differentiation things that you're doing,
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where you know, before we would be able to do this,
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you might know which group you were in every time,
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the teachers trying to get around to every group in
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the classroom, and it's really subtle. With a hyperdoc, they
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don't know that maybe their text that is on the
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doc for them is at a different reading level, or
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they're able to add on to use ReadWrite for Google
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and just put headphones in and that's just a little
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agreement between you and that student or the el learner
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can use those close captionings on the YouTube video and
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how many times did you show a video and inspire
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your class? And then they might go home at night
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and talk about what did you do at school today?
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Always saw this really cool video, but it's in my
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teacher has it right, so why does the teacher need it?
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They can go home and show their parents. So it's
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just like really a neat way of the learning.
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You know, it's you don't else. I'd like to time
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in there too, because you guys are so good, You're
483
00:27:02.240 --> 00:27:06.559
covering so much. But I really think about the different
484
00:27:06.839 --> 00:27:08.880
kinds of kids in the room, like the quiet kids,
485
00:27:09.319 --> 00:27:12.200
And I also think about the time wasters, you know,
486
00:27:12.400 --> 00:27:15.640
like the typical raise your hand for an answer and
487
00:27:15.960 --> 00:27:18.960
only the same four hands go up. And when we
488
00:27:19.039 --> 00:27:22.640
build collaboration into a doc, especially if we have kids
489
00:27:22.640 --> 00:27:25.240
who are really introverted or not wanting to share out,
490
00:27:25.680 --> 00:27:28.799
it gives an opportunity for everyone to answer at one time.
491
00:27:29.319 --> 00:27:32.680
It really compacts the learning in your classroom so that
492
00:27:32.839 --> 00:27:35.079
you have more time to get to what you need
493
00:27:35.119 --> 00:27:39.119
to get. I think I've watched my language learners look
494
00:27:39.160 --> 00:27:41.839
at people's posted answers and be able to read them,
495
00:27:42.160 --> 00:27:44.880
to able to formulate and start writing their own kind
496
00:27:44.880 --> 00:27:49.240
of posted answers. It's super subtle, like Kelly said.
497
00:27:49.119 --> 00:27:52.079
You know, those kinds of yeah, but they have that time,
498
00:27:52.160 --> 00:27:55.160
that extra little bit of processing time and even seeing
499
00:27:55.240 --> 00:27:58.000
their peers responses and writing instead of just hearing them
500
00:27:58.000 --> 00:28:01.079
in the air. That's a little extra scale for them,
501
00:28:01.279 --> 00:28:04.079
right to be able to process that language.
502
00:28:03.880 --> 00:28:06.400
Actually for everybody, you know, because they're like, oh, that's
503
00:28:06.400 --> 00:28:08.680
what she meant. Oh I could do that right.
504
00:28:10.480 --> 00:28:13.039
Well, And that's one thing going back to the example
505
00:28:13.119 --> 00:28:15.839
that that Kelly shared and talked about, and that'll be
506
00:28:15.880 --> 00:28:18.680
linked up to the blog. You know, the multimedia tech
507
00:28:18.720 --> 00:28:21.640
set is pretty incredible because there's so many different types
508
00:28:21.640 --> 00:28:24.079
of media that we can access, you know, these days.
509
00:28:24.079 --> 00:28:27.039
So there's a photo essay, you know, there's slide shows,
510
00:28:27.039 --> 00:28:29.720
there's games. There might be one really powerful image we
511
00:28:29.720 --> 00:28:32.759
want them to study, an infographic, I think, you know,
512
00:28:32.839 --> 00:28:36.599
living in this digital age, we're able to expose kids
513
00:28:36.599 --> 00:28:39.319
to different types of media that allows each child to
514
00:28:39.359 --> 00:28:41.759
access the learning or the content or the information in
515
00:28:41.839 --> 00:28:45.200
a way that's visually or you know, auditorily appealing to them.
516
00:28:45.720 --> 00:28:47.920
So I think it's so neat because I might be
517
00:28:48.039 --> 00:28:50.799
visual and I might you know, first study an image,
518
00:28:50.839 --> 00:28:53.160
then watch a video, and then I'm finally ready to
519
00:28:53.200 --> 00:28:55.400
tackle that article my teacher really wants me to read.
520
00:28:56.880 --> 00:29:00.119
So when you mentioned the words gaffolding, it just it
521
00:29:00.279 --> 00:29:03.519
just reminds me of the power of kind of embedding
522
00:29:03.759 --> 00:29:07.599
really diverse media types into our hyperdox as well.
523
00:29:08.279 --> 00:29:10.000
And you know, for all the work that it takes
524
00:29:10.000 --> 00:29:12.160
to put something like this together, you know, if you're
525
00:29:12.319 --> 00:29:15.160
teaching the same group the next year, you've got it done,
526
00:29:15.200 --> 00:29:17.200
and then all you're doing is refining it the next
527
00:29:17.279 --> 00:29:19.640
year and just replacing out that one video that didn't
528
00:29:19.720 --> 00:29:23.119
quite nail it for anybody, and just making it better
529
00:29:23.160 --> 00:29:25.799
and better really well yeah, and basing it off of
530
00:29:25.839 --> 00:29:30.240
student feedback right right, if you're looking forward, if you're
531
00:29:30.279 --> 00:29:33.920
asking for it, and that's well, let's see, that's let's
532
00:29:33.920 --> 00:29:36.599
get into the into the best best practices, some dos
533
00:29:36.599 --> 00:29:39.720
and don'ts that if somebody's gonna give this a try,
534
00:29:40.519 --> 00:29:43.160
what are some things they should should do and not do?
535
00:29:43.759 --> 00:29:46.920
Well? That is perfect that because one of our favorite
536
00:29:47.000 --> 00:29:51.000
dues is we always encourage teachers to definitely start with
537
00:29:51.039 --> 00:29:55.680
a template. We have multiple templates that we've created and
538
00:29:55.720 --> 00:29:58.759
shared on our website, but a great place to get
539
00:29:58.799 --> 00:30:01.559
started because the less and flow is already built in
540
00:30:01.640 --> 00:30:06.200
for you. Or we encourage teachers to start with a
541
00:30:06.279 --> 00:30:09.160
pre made hyperdoc that they have found and just file
542
00:30:09.279 --> 00:30:12.920
make a copy of that hyperdoc and then just remix it,
543
00:30:12.960 --> 00:30:16.640
make little tweaks, little changes that fit more for your class,
544
00:30:16.680 --> 00:30:20.400
your students, your needs. So those are our two kind
545
00:30:20.440 --> 00:30:22.759
of favorite ways to get started. Of course, teachers can
546
00:30:22.799 --> 00:30:25.160
always start from scratch if they have some vision for
547
00:30:25.279 --> 00:30:27.880
their lesson, you know, start with a new docks, start
548
00:30:27.880 --> 00:30:31.599
with a new slide. But really really valuable way just
549
00:30:31.640 --> 00:30:33.400
to jump right in is to start with one of
550
00:30:33.400 --> 00:30:35.759
our templates, or start with one that you've already seen
551
00:30:35.880 --> 00:30:37.799
and you think, oh, that might work in my class.
552
00:30:38.880 --> 00:30:41.200
You know, the benefits of Google apps is just that
553
00:30:41.240 --> 00:30:44.839
good old file. Make a copy. It's like when I
554
00:30:44.839 --> 00:30:46.759
think about as a teacher, you know, I'd be so
555
00:30:46.839 --> 00:30:49.039
nervous to put my work out there, but when I
556
00:30:49.079 --> 00:30:51.559
think for one second that I create something that could
557
00:30:51.599 --> 00:30:54.720
potentially reach more students, and my classroom is no longer
558
00:30:54.759 --> 00:30:57.079
the thirty plus kids I have in my class, but
559
00:30:57.119 --> 00:31:00.440
now I'm reaching students around the country. I think it's
560
00:31:00.480 --> 00:31:04.359
really empowering for teachers as well. So that's something we
561
00:31:04.400 --> 00:31:07.279
always encourage teachers to do, is just get started with
562
00:31:07.319 --> 00:31:08.920
someone else's and don't be afraid to put your work
563
00:31:08.920 --> 00:31:13.119
out there. Definitely helpful to consider your workflow and your
564
00:31:13.160 --> 00:31:15.839
packaging needs. You know, kind of ask yourself a set
565
00:31:15.880 --> 00:31:19.079
of questions as you're working through creating your hyperdoc. Is
566
00:31:19.079 --> 00:31:21.640
your hyperdoc going to be used for assessment? Is it
567
00:31:21.720 --> 00:31:24.799
used just to get kids curious or exploring a brand
568
00:31:24.839 --> 00:31:28.440
new topic? As you launch a unit, is your hyperdoc
569
00:31:28.519 --> 00:31:31.400
going to be you know, a one forty five minute
570
00:31:31.440 --> 00:31:33.039
sit down, you know kind of a thing, or is
571
00:31:33.079 --> 00:31:35.759
it going to be added on to throughout a unit?
572
00:31:36.079 --> 00:31:39.400
Will you be collecting work from students? Do you plan
573
00:31:39.519 --> 00:31:44.400
to package your your hyperdoc on docks, slides, maps, sites,
574
00:31:44.559 --> 00:31:47.240
So just kind of thinking through some of those workflow
575
00:31:47.240 --> 00:31:50.720
and packaging things is kind of helpful as you get
576
00:31:50.720 --> 00:31:54.359
started in creating a hyperdoc, and then we always just
577
00:31:54.400 --> 00:31:57.920
tell people does definitely plan to design with your students
578
00:31:57.960 --> 00:32:01.599
in mind, you know, if you're doing a third grade
579
00:32:01.759 --> 00:32:04.680
you know, water unit and you're you know, having them
580
00:32:04.720 --> 00:32:07.000
dig into the ocean. Maybe you're going to use blues
581
00:32:07.039 --> 00:32:10.839
and green colors, and you're gonna use cheesy language like
582
00:32:10.920 --> 00:32:13.559
dive right in kids, and you know, just kind of
583
00:32:13.640 --> 00:32:17.039
really like create a learning experience on your on your lesson,
584
00:32:17.079 --> 00:32:19.640
on your hyperdoc that is appropriate for the age and
585
00:32:19.680 --> 00:32:22.680
content that you're teaching. If you're in high school, you know,
586
00:32:22.720 --> 00:32:25.000
I always say, put your humor, talk to your kids
587
00:32:25.039 --> 00:32:27.200
the way you would in class. Be yourself, put jokes,
588
00:32:27.279 --> 00:32:30.559
use funny memes. You know, definitely design with your kids
589
00:32:30.559 --> 00:32:34.759
in mind, and be yourself. I always really encourage that.
590
00:32:36.119 --> 00:32:36.440
Girls.
591
00:32:36.440 --> 00:32:38.799
Did you want to add any of the dues? Am
592
00:32:38.839 --> 00:32:42.480
I forgetting anything major? I think, you know, Jennifer, you
593
00:32:42.559 --> 00:32:45.960
kind of mentioned, you know, it's kind of can feel
594
00:32:46.000 --> 00:32:49.079
overwhelming to think about designing a hyperdoc for every lesson,
595
00:32:49.079 --> 00:32:51.759
and so one of our big big don'ts is please
596
00:32:51.799 --> 00:32:53.680
don't feel like you have to have a hyperdoc for
597
00:32:53.720 --> 00:32:58.599
every lesson. That's not something that any teacher should, you know,
598
00:32:58.720 --> 00:33:01.480
really feel pressure to do. And it's not really realistic.
599
00:33:01.519 --> 00:33:02.640
I mean, at the end of the day, you want
600
00:33:02.640 --> 00:33:05.880
to come in and have an organic experience, and so
601
00:33:06.559 --> 00:33:09.400
we don't want teachers doing any one thing all the time,
602
00:33:09.559 --> 00:33:12.440
because then it becomes, you know, redundant for our gides.
603
00:33:13.160 --> 00:33:16.279
So I think just relieving that pressure, like, you know what,
604
00:33:16.319 --> 00:33:19.839
I'm going to try one hyperdoc a week, or I'm
605
00:33:19.839 --> 00:33:22.000
going to try it just in the computer lab, or
606
00:33:22.039 --> 00:33:25.200
I'm going to try it, you know, just for science
607
00:33:25.240 --> 00:33:26.839
because I'm going to work with the science teacher and
608
00:33:26.839 --> 00:33:29.200
we're going to build one together. Or you know, so
609
00:33:29.440 --> 00:33:33.480
just start small and then sit back and watch your students,
610
00:33:33.559 --> 00:33:37.480
and you know, just just relieve yourself of any of
611
00:33:37.519 --> 00:33:39.720
that pressure. I think it's not necessary. Just have fun
612
00:33:39.759 --> 00:33:42.799
with it. And then you know, we always say, don't
613
00:33:42.920 --> 00:33:48.880
be afraid to reach out. We have some incredible you know,
614
00:33:49.000 --> 00:33:52.279
social media resources out there that teachers and educators and
615
00:33:52.359 --> 00:33:56.480
administrators are using. My goodness, we've been so impressed with
616
00:33:56.519 --> 00:33:59.640
the crowdsourcing that's happening, and you know, teachers that are
617
00:33:59.640 --> 00:34:02.079
really only twenty first century learning by putting their work
618
00:34:02.119 --> 00:34:05.880
out there and encouraging others to use it and share it.
619
00:34:05.960 --> 00:34:08.880
And so you know, we always say, just please, don't
620
00:34:08.880 --> 00:34:10.199
be afraid to reach out.
621
00:34:10.760 --> 00:34:12.719
Yeah, I think Sarah'm going to jump on that too.
622
00:34:13.320 --> 00:34:16.360
When when we first created this. We were thinking, oh
623
00:34:16.400 --> 00:34:18.760
my gosh, we have to make all these lessons for everybody.
624
00:34:19.000 --> 00:34:22.599
We thought, paite a second, No. You know, so often
625
00:34:22.639 --> 00:34:24.960
as teachers we feel like we're on an island in
626
00:34:24.960 --> 00:34:27.760
our classroom. We might not have a team that is
627
00:34:27.880 --> 00:34:31.079
like minded like us, And so we started Teachers Give
628
00:34:31.159 --> 00:34:36.480
Teachers on Twitter was our first jump into finding a
629
00:34:36.519 --> 00:34:40.039
community of like minded digital lesson planners. We wanted to
630
00:34:40.079 --> 00:34:42.159
join us, and now we have like over eight thousand
631
00:34:42.239 --> 00:34:46.840
teachers just word of mouth, spreading, connecting. It's you know,
632
00:34:46.920 --> 00:34:49.760
where we started on Twitter and just putting links to
633
00:34:49.840 --> 00:34:51.840
their lessons and saying what do you think of this?
634
00:34:52.079 --> 00:34:55.920
And people answering them back, or we're saying I'm looking
635
00:34:55.960 --> 00:34:59.159
for Charlotte's web lesson, does anyone have one? And or
636
00:34:59.199 --> 00:35:02.360
saying hey, let's one together, and we've had teachers from
637
00:35:02.360 --> 00:35:06.199
across the country start building lessons together. It's really I
638
00:35:06.199 --> 00:35:09.800
think that's something that we we didn't expect this piece
639
00:35:09.840 --> 00:35:12.119
to it and it's one of our favorite outcomes of
640
00:35:12.159 --> 00:35:14.679
this is kind of the joy and the excitement in
641
00:35:14.800 --> 00:35:19.400
lesson planning, in that excitement of creating as a teacher,
642
00:35:19.480 --> 00:35:22.920
being creative ourselves is kind of bringing new life to
643
00:35:22.960 --> 00:35:24.320
a lot of people in their classroom.
644
00:35:24.360 --> 00:35:27.480
I think, yeah, yeah, let's let's let's make really clear
645
00:35:27.519 --> 00:35:31.840
to listeners exactly what you have available. So this is you.
646
00:35:31.960 --> 00:35:34.480
First of all, you have this book, the hyperdoc Handbook,
647
00:35:34.480 --> 00:35:36.800
where you really sort of outline I mean, it seems
648
00:35:36.800 --> 00:35:39.639
like you spend more time than anything really explaining your
649
00:35:39.880 --> 00:35:43.599
particular kind of template that you have with all of
650
00:35:43.639 --> 00:35:47.639
those different pieces, the explore pieces and all of that.
651
00:35:47.719 --> 00:35:51.639
But then online you've got You've got Teachers Give Teachers,
652
00:35:51.800 --> 00:35:54.440
which was a Twitter page but is now a section
653
00:35:54.679 --> 00:35:58.320
of your website hyperdox dot co correct, yes.
654
00:35:58.159 --> 00:36:01.159
Because it became too much to search on Twitter. So
655
00:36:01.280 --> 00:36:04.440
now if you load up your lessons, you can tag
656
00:36:04.519 --> 00:36:06.960
them and so then you can also search for any
657
00:36:07.159 --> 00:36:10.360
you know, subject matter or grade level or even creator
658
00:36:10.400 --> 00:36:12.320
if you know the name of a teacher that has
659
00:36:12.360 --> 00:36:14.559
been creating a lot, you can see all of their
660
00:36:14.639 --> 00:36:15.840
hyperd docks that way.
661
00:36:16.000 --> 00:36:18.000
And so people can just go on and I went
662
00:36:18.039 --> 00:36:20.400
through the process myself, so I'm registered. You go in,
663
00:36:20.480 --> 00:36:23.960
you register, and then you can search for all of
664
00:36:24.000 --> 00:36:27.639
the hyperdocs that people have basically sort of registered onto
665
00:36:27.679 --> 00:36:30.000
your site, and then if you find one, you like
666
00:36:30.199 --> 00:36:32.280
you just make a copy for your own Google drive
667
00:36:32.320 --> 00:36:34.480
and then you just do what you want to do it.
668
00:36:34.599 --> 00:36:36.800
You can use it as its or modify it or
669
00:36:37.280 --> 00:36:40.320
and you all encourage people to contribute their own as well.
670
00:36:40.360 --> 00:36:42.920
And you've got to give one and take one right.
671
00:36:44.559 --> 00:36:44.639
Now.
672
00:36:44.719 --> 00:36:47.880
We encourage people to give each other credit on it.
673
00:36:48.079 --> 00:36:51.320
So if you create a hyperdoc, we want people to
674
00:36:51.719 --> 00:36:54.400
in the header or foot or you know, say created
675
00:36:54.440 --> 00:36:57.199
by and maybe link to your Twitter handle or your
676
00:36:57.239 --> 00:36:59.920
email because for yourself. And then if you make a
677
00:37:00.079 --> 00:37:03.119
copy of someone's we encourage you to, you know, give
678
00:37:03.119 --> 00:37:07.079
that person credit by saying inspired by or remixed hyperdock
679
00:37:07.760 --> 00:37:12.760
originally created by I mean, just because we want an inclusive,
680
00:37:13.079 --> 00:37:17.320
like appreciative sharing community where we're not out there looking.
681
00:37:17.800 --> 00:37:20.000
Sometimes people will say, what do you think does this?
682
00:37:20.119 --> 00:37:21.000
Is this the hyperdoc?
683
00:37:21.039 --> 00:37:21.239
You know?
684
00:37:21.639 --> 00:37:24.119
And it's like, I don't know, because it's your classroom,
685
00:37:24.320 --> 00:37:27.480
you know. It's really about the teaching that are going on.
686
00:37:27.679 --> 00:37:32.079
And so so when when you create one, just honoring
687
00:37:32.119 --> 00:37:34.920
the other people as well that have led along the way.
688
00:37:35.400 --> 00:37:37.960
Sort of like a creative Commons sort of ethos where
689
00:37:37.960 --> 00:37:39.840
it's just we just if you're going to remix somebody
690
00:37:39.840 --> 00:37:42.360
else's work. Just tell everybody where you got it, and
691
00:37:43.320 --> 00:37:45.199
and yeah, and so that that would be a really
692
00:37:45.199 --> 00:37:47.679
good thing if somebody's wanting to get started, just to
693
00:37:47.719 --> 00:37:50.719
just go and start exploring all of the stuff that
694
00:37:50.760 --> 00:37:53.559
has already been created to see, because there really are
695
00:37:53.599 --> 00:37:55.840
a lot of different styles out there.
696
00:37:56.119 --> 00:37:58.719
Yes, for sure, And it depends on what people have
697
00:37:58.840 --> 00:38:01.039
packaged on. Like we have some people who love to
698
00:38:01.079 --> 00:38:05.519
package their hyperdox on slides and go through phases. I
699
00:38:05.519 --> 00:38:08.800
think I'm in a gray phase. All my hyperdocs have
700
00:38:08.880 --> 00:38:11.280
a gray background. Still I can't get out of that.
701
00:38:11.599 --> 00:38:13.639
Oh are you the charcoal gray?
702
00:38:14.559 --> 00:38:22.559
I don't Sarah started it. I think we'll know ours
703
00:38:22.599 --> 00:38:25.599
because they're like dark gray, but we can't let go
704
00:38:25.679 --> 00:38:29.360
of it. But some people are really into packaging, you know,
705
00:38:29.360 --> 00:38:31.840
some are doing them on Google sites or forms or
706
00:38:32.679 --> 00:38:35.119
it's really neat. I am so inspired. I get so
707
00:38:35.199 --> 00:38:39.039
many ideas from looking at other people's work and how
708
00:38:39.079 --> 00:38:41.199
they've added in. You know, when a new web tool
709
00:38:41.239 --> 00:38:43.760
comes along, you're all excited, like everyone's excited right now
710
00:38:43.800 --> 00:38:46.760
about flip grid and whatnot. But then I want to
711
00:38:46.800 --> 00:38:48.440
ask them, what are you going to do with it?
712
00:38:48.519 --> 00:38:51.440
How are you going to build the pedagogy around that
713
00:38:51.719 --> 00:38:55.280
cool tool and where in the lesson flow would it
714
00:38:55.320 --> 00:38:58.559
fit in your hyperdox. So it's really saying, I love
715
00:38:58.679 --> 00:39:02.119
flashy new tools, let's think about how you can effectively
716
00:39:02.199 --> 00:39:04.079
use them in the classroom and then link it into
717
00:39:04.079 --> 00:39:05.440
your hyperdoc that way.
718
00:39:05.719 --> 00:39:07.559
So absolutely, and I don't think it's got to be
719
00:39:07.599 --> 00:39:09.880
an either or. I mean, I hear so often when
720
00:39:09.880 --> 00:39:12.000
I go to like tech conferences people say it's not
721
00:39:12.079 --> 00:39:13.880
about the tools, And sometimes I kind of want it
722
00:39:13.880 --> 00:39:15.719
to be about the tools because they're really great, but
723
00:39:15.800 --> 00:39:19.239
you have to do something really worthwhile with it. You can't.
724
00:39:19.400 --> 00:39:21.519
It can't just be net Yeah.
725
00:39:21.559 --> 00:39:24.280
Yeah, they can't just type the URL to the flip
726
00:39:24.320 --> 00:39:27.119
grid on the board. You know, let's let's extend. There's
727
00:39:27.119 --> 00:39:30.159
so much you could do with that learning opportunity, and
728
00:39:30.239 --> 00:39:33.159
so you can extend it with a little instruction or
729
00:39:34.199 --> 00:39:38.119
you know, continuation from that experience.
730
00:39:38.440 --> 00:39:42.239
Yeah, and there's certainly patterns and trends, and you know,
731
00:39:42.440 --> 00:39:45.039
at tech tools and you know, flip grid is a
732
00:39:45.039 --> 00:39:47.599
perfect example of one that's being used right now. And
733
00:39:47.639 --> 00:39:50.199
we laugh because there's even patterns and trends in how
734
00:39:50.199 --> 00:39:52.599
we develop our hyperdos and we've been actually saying we
735
00:39:52.679 --> 00:39:55.840
need like a spring collection. What's our font and colors?
736
00:39:56.960 --> 00:39:57.480
The collection?
737
00:39:58.840 --> 00:40:02.679
I mean you But at the end of the day.
738
00:40:02.719 --> 00:40:07.639
We are creating experiences that we want to stick with students.
739
00:40:07.679 --> 00:40:10.920
We want them to remember our teaching and learning.
740
00:40:11.119 --> 00:40:14.079
There is so much importance, and I think design is
741
00:40:14.159 --> 00:40:17.639
hugely important. Yes, really, I don't know if you're familiar
742
00:40:17.679 --> 00:40:21.119
with presentation zen, if that brings a friend. I mean
743
00:40:21.239 --> 00:40:23.920
just I just want that message to go everywhere because
744
00:40:23.920 --> 00:40:25.320
I just I don't know why not.
745
00:40:25.480 --> 00:40:28.239
And why not make any We're in the marketing business,
746
00:40:28.320 --> 00:40:30.480
right we are. We're in the marketing business. We want
747
00:40:30.519 --> 00:40:32.679
our kids to remember us and what we're teaching them
748
00:40:32.719 --> 00:40:37.079
and the content, and we're always looking for transfer and independence.
749
00:40:37.159 --> 00:40:39.360
I think those are two things that are kind of
750
00:40:39.360 --> 00:40:41.760
at the heart of lesson design. You know, how how
751
00:40:41.800 --> 00:40:43.920
can I get this information and this content and this
752
00:40:44.000 --> 00:40:46.360
experience and this feeling that they have to transfer and
753
00:40:46.400 --> 00:40:47.719
for them to be independent?
754
00:40:48.199 --> 00:40:51.360
And you know, so that's that cut out.
755
00:40:52.079 --> 00:40:55.079
It's so true though, these little trends of design. You
756
00:40:55.079 --> 00:40:57.159
can if we can look at some of our hyperducts
757
00:40:57.159 --> 00:40:59.719
from a couple of years ago and open them up
758
00:40:59.800 --> 00:41:02.360
and go Oh gosh, it's like, why was I wearing that?
759
00:41:02.400 --> 00:41:04.559
Why did I design it that way? I want to
760
00:41:04.599 --> 00:41:08.079
redo that now, and that is fun. And then, like
761
00:41:08.320 --> 00:41:11.920
Lisa was saying, all the people on Twitter sharing, I mean,
762
00:41:11.960 --> 00:41:15.559
they've taken the concept and gone a totally new direction.
763
00:41:15.800 --> 00:41:17.719
So it's just the power of collaboration.
764
00:41:18.000 --> 00:41:18.760
It's amazing.
765
00:41:18.800 --> 00:41:20.599
It's totally pushed our thinking as well.
766
00:41:20.880 --> 00:41:21.079
Yeah.
767
00:41:21.119 --> 00:41:23.400
I feel like it's just at the very very you know,
768
00:41:23.440 --> 00:41:25.760
infant stages right now of where these things are going
769
00:41:25.800 --> 00:41:26.559
to end up going.
770
00:41:27.239 --> 00:41:28.440
Oh that's exciting.
771
00:41:28.559 --> 00:41:32.599
Yeah, that's okay. Yeah, Well, because I just made my
772
00:41:32.679 --> 00:41:36.280
own for the first time for this online course. We
773
00:41:36.400 --> 00:41:38.679
discussed this separately. I was teaching a course and I
774
00:41:38.719 --> 00:41:41.960
wanted to have something in there about hyperdocts, and so, man,
775
00:41:42.000 --> 00:41:44.039
I worked on that sucker forever and ever and ever.
776
00:41:44.280 --> 00:41:46.760
It just kept getting better and better. I was like, oh,
777
00:41:46.800 --> 00:41:48.239
I could do this, and I could do this, and
778
00:41:48.280 --> 00:41:50.360
all of a sudden, I was like, I realized there
779
00:41:50.360 --> 00:41:52.000
was one section where I thought, you know what, the
780
00:41:52.079 --> 00:41:54.840
kids are just not that active here. They're just receiving.
781
00:41:54.880 --> 00:41:56.639
What can I build in there so that they get
782
00:41:56.639 --> 00:42:00.519
a little bit more more active. And then when I
783
00:42:00.519 --> 00:42:03.159
did that, I got more excited about it. It's just like, yeah,
784
00:42:03.280 --> 00:42:03.559
you know.
785
00:42:03.679 --> 00:42:05.519
It really energizes.
786
00:42:05.679 --> 00:42:08.480
Yes, You've have a really good point too, is that
787
00:42:08.519 --> 00:42:10.639
when you when you read about it, you hear about it,
788
00:42:10.639 --> 00:42:13.480
it's different than when you actually do it. And then
789
00:42:14.000 --> 00:42:16.800
I'll just put it one step further. It's actually different
790
00:42:16.800 --> 00:42:19.440
when you watch students doing your hyperdoc and it's just
791
00:42:19.880 --> 00:42:23.320
how much we concentrate and study about our own lesson
792
00:42:23.360 --> 00:42:27.199
design and in creating these learning experiences. That is such
793
00:42:27.239 --> 00:42:30.760
an exciting shift in instruction. That's what I think is
794
00:42:30.840 --> 00:42:35.519
great about hyperdoxes. Makes you think about instruction, Yeah, the fun.
795
00:42:35.360 --> 00:42:37.960
Way, Yeah, exactly, and it brings the joy back to
796
00:42:38.039 --> 00:42:40.280
lesson planning. I think for so long it's been I
797
00:42:40.320 --> 00:42:42.519
just was filling out a box in my lesson plan book,
798
00:42:42.519 --> 00:42:44.760
you know, it just keeping me on track, and you know,
799
00:42:44.840 --> 00:42:47.039
it feels really but all of a sudden, when you're
800
00:42:47.079 --> 00:42:50.760
designing a hyperdoc, there's like an energy that kind of comes.
801
00:42:50.760 --> 00:42:53.119
And we laugh when we see teachers create because they
802
00:42:53.119 --> 00:42:57.639
get so excited. That energy is this, yeah, and that's
803
00:42:57.679 --> 00:42:59.320
the same feeling we want our kids to have on
804
00:42:59.360 --> 00:43:00.000
the receiving end.
805
00:43:00.159 --> 00:43:02.559
So yeah, yeah, that's cool.
806
00:43:02.840 --> 00:43:03.079
Cool.
807
00:43:03.239 --> 00:43:05.760
Okay, So we've taught, we've talked about your site, and
808
00:43:05.760 --> 00:43:07.679
I'm going to be linking to all of your stuff
809
00:43:07.760 --> 00:43:09.880
in this blog post. We're going to link to hyperdocs,
810
00:43:09.920 --> 00:43:11.840
dot co teachers, give teachers, We're going to link to
811
00:43:11.920 --> 00:43:15.960
your your Twitter profiles and everything you also have. Let's
812
00:43:16.000 --> 00:43:17.840
talk a little bit about the PD that you've got
813
00:43:17.880 --> 00:43:20.039
online boot camp and a masterclass.
814
00:43:20.719 --> 00:43:24.000
Oh my gosh, our PD is so fun. We designed
815
00:43:24.039 --> 00:43:28.079
this online boot camp that we started last summer and
816
00:43:28.199 --> 00:43:30.760
I think are we about to start our seventh cohort book?
817
00:43:30.880 --> 00:43:31.199
Yes?
818
00:43:31.679 --> 00:43:35.840
Wow, I mean this process it's so fun. Again, this
819
00:43:35.880 --> 00:43:38.280
is why you need to find your other friends. Like
820
00:43:38.320 --> 00:43:41.440
we've weave the three of us together, just creating together,
821
00:43:41.639 --> 00:43:46.960
because that's our our little baby of designing an online
822
00:43:47.000 --> 00:43:49.960
class where we're using all the Google apps for education
823
00:43:50.199 --> 00:43:53.159
and it coincides with our books. So it's a four
824
00:43:53.199 --> 00:43:57.239
week class and the book has four chapters and it's
825
00:43:57.280 --> 00:44:00.719
a book study. And every week we come together and
826
00:44:00.760 --> 00:44:03.639
we do a Google Live hangout and one of us
827
00:44:03.719 --> 00:44:06.880
will be leading the hangout discussion like a webinar, and
828
00:44:06.920 --> 00:44:09.960
the other two will be on the chat interacting and
829
00:44:10.000 --> 00:44:13.519
talking to people, and we take all of our participants
830
00:44:13.599 --> 00:44:16.320
and put them into smaller groups, and each of us
831
00:44:16.360 --> 00:44:19.519
will lead a group so that during the week we
832
00:44:19.599 --> 00:44:22.559
can like give feedback and talk to them and really
833
00:44:22.599 --> 00:44:26.320
help them design their own hyperdocts that work for them.
834
00:44:26.880 --> 00:44:30.280
And the best part is on the fourth week of
835
00:44:30.480 --> 00:44:32.840
our course, because there's the first three weeks each of
836
00:44:32.920 --> 00:44:35.199
us will take a lead, but the fourth week we
837
00:44:35.280 --> 00:44:38.840
invite participants to be on the Google Hangout with us.
838
00:44:39.159 --> 00:44:42.000
So we've had people from all over the United States
839
00:44:42.039 --> 00:44:46.320
and beyond and other continents connect and they are live
840
00:44:46.360 --> 00:44:49.719
on the hangout and they share what they've created with
841
00:44:50.440 --> 00:44:54.280
the bigger group there and hearing their stories and transformation
842
00:44:55.199 --> 00:44:56.639
is really inspiring.
843
00:44:58.079 --> 00:44:58.639
It's great.
844
00:44:58.840 --> 00:45:01.039
So the online course, I just want to give a
845
00:45:01.039 --> 00:45:03.000
plug out for that because I think for the three
846
00:45:03.039 --> 00:45:05.440
of us that's probably one of our favorite things to
847
00:45:05.480 --> 00:45:08.519
do around all of this. It brings us together and
848
00:45:08.880 --> 00:45:12.039
every week we're reflecting on what's working and how to
849
00:45:12.039 --> 00:45:12.599
make it better.
850
00:45:13.000 --> 00:45:15.480
Okay, I think it's been great too. We have connected
851
00:45:15.519 --> 00:45:18.480
teachers to be lesson planners together, which is nice.
852
00:45:18.280 --> 00:45:21.199
Right right, bring them together and that, Yeah, how can
853
00:45:21.280 --> 00:45:24.519
we adminstrators go ahead?
854
00:45:25.639 --> 00:45:28.320
Oh yeah, well, we have a link to our boot
855
00:45:28.360 --> 00:45:31.639
camp course and we'll give that to you as well.
856
00:45:32.119 --> 00:45:35.599
We're about to launch another one in June, so June
857
00:45:35.760 --> 00:45:42.159
and July and then beyond that we'll have to be determined.
858
00:45:42.159 --> 00:45:44.320
But in June and July we are for sure doing
859
00:45:44.360 --> 00:45:45.840
t mour cohorts this summer.
860
00:45:46.199 --> 00:45:48.639
Oh that's fantastic. Well, this episode is going to go
861
00:45:48.639 --> 00:45:50.719
out fairly soon, so that that may get some people
862
00:45:50.800 --> 00:45:51.920
into those groups.
863
00:45:52.440 --> 00:45:57.280
Nice. So we're also doing Masterclass, our Master Class tour.
864
00:45:57.320 --> 00:45:59.559
We're trying to change what PD looks like. So when
865
00:45:59.599 --> 00:46:02.159
we come and we do a workshopper, you go to
866
00:46:02.280 --> 00:46:04.960
a conference. Typically it's a one and done. You go
867
00:46:05.000 --> 00:46:08.440
one day and then you leave. This model, we're going
868
00:46:08.480 --> 00:46:13.239
to multiple cities, including Sydney, Australia. I know, if anyone's
869
00:46:13.280 --> 00:46:17.440
listening from Sydney, you should join us over July fourth,
870
00:46:17.480 --> 00:46:20.000
fifth at the summit there and then July sixth. But
871
00:46:21.159 --> 00:46:25.239
we're doing two sessions before we even see you face
872
00:46:25.280 --> 00:46:29.000
to face, so two online sessions to build that background
873
00:46:29.079 --> 00:46:31.719
knowledge and that understanding so that when we are live
874
00:46:32.199 --> 00:46:36.639
working with people in the city that they signed up for,
875
00:46:37.039 --> 00:46:39.280
then that is a day of just creating where it's
876
00:46:39.480 --> 00:46:43.320
really valuable FaceTime with one of us, and then we
877
00:46:43.400 --> 00:46:48.199
follow up with reflections online afterward and then even into
878
00:46:48.280 --> 00:46:50.920
the school year. How's it going now that you've learned this,
879
00:46:51.039 --> 00:46:54.039
So it's a whole different way of looking at PD.
880
00:46:54.320 --> 00:46:56.320
Do you want to meet us?
881
00:46:56.400 --> 00:46:58.119
I just love that whole idea. First of all, I
882
00:46:58.119 --> 00:46:59.679
would love to meet you in person, but I love that.
883
00:47:00.119 --> 00:47:00.360
Yeah.
884
00:47:00.400 --> 00:47:02.920
I love this idea of doing the pre work and
885
00:47:03.159 --> 00:47:05.719
like I'm thinking now about presentations that I have coming up,
886
00:47:05.719 --> 00:47:07.320
and I'm like, oh, why don't I do like a
887
00:47:07.320 --> 00:47:10.440
little video at least ahead of time? Yeah, and then
888
00:47:10.480 --> 00:47:11.559
some follow up work.
889
00:47:12.079 --> 00:47:13.920
Yeah, so you don't have to take that kind of time.
890
00:47:14.320 --> 00:47:17.000
We always say, what stealing your FaceTime, you know with
891
00:47:17.039 --> 00:47:19.400
your students, And so we want to get right into
892
00:47:19.440 --> 00:47:22.480
work when we're together and start making because that's when
893
00:47:22.519 --> 00:47:25.960
everyone has the questions, like, you know, the technical questions.
894
00:47:26.079 --> 00:47:27.760
Yeah, yeah, thanks.
895
00:47:27.800 --> 00:47:31.800
So we'll be in New York and Chicago and Portland.
896
00:47:32.920 --> 00:47:36.079
And are we have a link to our masterclass schedule there?
897
00:47:36.239 --> 00:47:36.599
All right?
898
00:47:36.840 --> 00:47:39.199
Well, I will put links to all of that stuff
899
00:47:39.440 --> 00:47:43.679
in the blog post and people should look on they
900
00:47:43.719 --> 00:47:46.039
should look on Twitter with the hashtag hyperdox if they
901
00:47:46.039 --> 00:47:48.880
want inspiration, right and for.
902
00:47:48.960 --> 00:47:52.039
Fun, I just searched it right now and I found
903
00:47:52.079 --> 00:47:55.719
somebody posted that they have their kids create hyperdox for
904
00:47:55.760 --> 00:47:58.800
the incoming fourth and fifth graders. They created some math
905
00:47:58.880 --> 00:48:01.199
hyperdox for the next class to use.
906
00:48:01.320 --> 00:48:02.079
Isn't that awesome?
907
00:48:02.239 --> 00:48:05.800
It's amazing. Yeah, there's some good stuff on that hashtag
908
00:48:05.880 --> 00:48:08.360
today where kids are at the end of the year,
909
00:48:08.519 --> 00:48:11.559
teachers who've been using this format l year really having
910
00:48:11.599 --> 00:48:14.519
their students design. And there's somebody else who did some
911
00:48:14.639 --> 00:48:17.880
math ones today and the students were interviewed about how
912
00:48:17.920 --> 00:48:21.039
they created their hyperdoc to teach the math concept to
913
00:48:21.079 --> 00:48:22.000
other students.
914
00:48:22.360 --> 00:48:26.480
Oh that's fantastic. Yeah, all right, Well, anybody listening to this,
915
00:48:26.519 --> 00:48:27.960
we will. We're going to give them because I can
916
00:48:28.000 --> 00:48:30.159
see a whole bunch of links going into the doc
917
00:48:30.199 --> 00:48:31.880
that we all are working on together, so we'll make
918
00:48:31.880 --> 00:48:34.280
sure that's all in there. And if anybody's just listening
919
00:48:34.280 --> 00:48:36.239
wants to go straight to you guys, they should just
920
00:48:36.280 --> 00:48:38.800
go to hyperdos dot co and that would be a good,
921
00:48:38.880 --> 00:48:42.800
great base of all other information. Okay, for sure, Thank
922
00:48:42.840 --> 00:48:44.639
you so much. This has been really fun.
923
00:48:45.199 --> 00:48:46.519
Yeah, it's been great to have you.
924
00:48:47.159 --> 00:48:52.000
You for links, to all the resources mentioned in this episode.
925
00:48:52.559 --> 00:48:56.079
Visit cultipedagogy dot com slash pod and click on episode
926
00:48:56.199 --> 00:49:00.119
seventy to get weekly updates on all my newest blog posts,
927
00:49:00.360 --> 00:49:03.800
podcast episodes, and products. Sign up for my mailing list
928
00:49:03.840 --> 00:49:08.440
at cultipedagogy dot com slash subscribe. Thanks so much for listening,
929
00:49:08.519 --> 00:49:24.159
and have a great day. This podcast is a proud
930
00:49:24.199 --> 00:49:29.119
member of the Education Podcast Network Podcasts for Educators, Podcasts
931
00:49:29.159 --> 00:49:33.840
by Educators. To learn more, visit edgupodcastnetwork dot com.