Hyperdocs: An Exploration into Student Exploration

I first heard of hyperdocs on the Podcast, Cult of Pedagogy. It was intriguing, but it was difficult to envision their format and use over a podcast. Obviously, I didn't look into it any further at the time since the assignment for my EDU 585 class was my very first attempt at trying to construct a usable hyperdoc. I decided to choose a topic that I wasn't very familiar, but that I could, potentially, have to teach depending on what teaching assignment I had in the future. So, that would be energy that is taught in 6th grade science. I constructed a hyperdoc that attempted to hit on each of the Bloom's taxonomy levels. Of course, the day after I finished it, I was listening to a podcast about teaching vocabulary in an NGSS classroom and the way that I structured the vocabulary was ALL WRONG! But, I think that's just a part of teaching. You try things and you figure out if it works or it doesn't work and then you make adjustments next time. In that spirit, I do not love the hyperdoc that I created. I would change the vocabulary and add different resources to make the instruction more variable. It was a great introduction to the concept, though, and something that I can see using in the future. It could potentially be a great way to differentiate the instruction by allowing more independent students to move quickly through the material to extra material while assisting other students along the way.

Energy Sources Unit: Activities

Remember: Using your vocabulary list, explore and write the etymology of each word and then define the word.

Understand: Using this form, classify energy sources as renewable or nonrenewable

Apply: Select one of the energy sources from the previous worksheet and demonstrate/sketch how energy is derived from that source.  Geothermal Solar Nuclear Petroleum Natural Gas Coal Wind

Analyze: List the pros and cons of at least 2 different energy sources. That link is to get you started. Find additional resources. Write them in this shared document.

Evaluate: Work in groups of 4. Break into groups of two. One group should support the increased use of renewable energy resources; the other group supports the continued use of non-renewable energy resources. Using your position, address the following questions: Should Virginia invest more money in renewable energy sources? If so, which one? Should taxes or penalties be placed on the use of non-renewable energy sources? Begin by taking notes and discussing with your partner, then come together and defend your position using sources. After arguing your POV, condense your argument into a short presentation and record it using Flipgrid

Create: Skyline High School is looking to increase its use of renewable energy sources. Design an efficient method to increase the use of renewable energy. Present your design and explain how it works. You can use Google Slides, Padlet, Canva, Prezi or another application to present your design. You should also have a physical model or sketch of the design to include in the presentation. Upload to Google Classroom.