"Hype" Up your Docs!

I've always been interested in the transforming powers that technology can provide. It can allow

students to learn at their own pace or even reach beyond the classroom walls. Students have the advantage to work with another student across the room without shouting or even across the world. The big question we ask ourselves is...How is this possible? How much time does this take to set up? What happens if they don't learn what they are "suppose to"?

I can answer honestly, I was worried as well. I was nervous to loosen the reigns, to let them explore at their own pace, to find the answers without me showing them myself.

So what changed?! - Welcome to Hyperdocs!

A Hyperdoc is a transformative, innovative Google Doc/Slide that is student-driven. Think of this as doing the guiding for you to free you up to assist students individually. You don't need to send them links and walk them through each step - let the Hyperdoc do it!

According to the Hyperdoc Handbook, before you start jumping in (or at least dipping your toe in), you should consider the following:

1. Consider your OBJECTIVE -- What do you want students to learn?
2. Select your Learning Cycle -- How do you want students to learn it?
3. Select your packaging -- How can this be presented?
4. Build a workflow -- Will students know what to do?
5. Design your Hyperdoc! -- Do you want a Google Doc or Slides?

What transforms a Google Doc to a Hyperdoc?! Ask yourself these quick questions.

1. Is it interactive or static?
2. Is it student-driven or you-driven?
3. Is it personalized or will each student give the same answer/product?
4. Does it encourage collaboration or is it individual work?

Biology Example (Google Slides)

Creation can be daunting. The "where to start" or the "how do you know what to include"? This is where you, yes YOU, come into play. Grab your content and go beyond what you see. Is there a quick video they could watch? Is there a way for students to collaborate on the notes? Can students create something to show their learning? Feeling stuck - no worries!

Below I have some resources that I have found helpful. Some include templates, example lessons, helpful sites, and even some tutorial guides to help you get started. 

Tutorial Guides/Sites:

• Making Hyperslides - Google Slides
• Using Canva - Google Slides
• The Hyperdoc Handbook - site

Favorite Tech Tools to transform your Doc/Slides:

1. Flipgrid - create a topic where all students can create a video response.
   
2. Padlet - create a digital post-it board where students can type, draw, insert links/pics, add video notes, and much more.
3. EdPuzzle - create an interactive video with questions at any point!
4. Google Forms - create a survey or quiz where data can be instantly analyzed.
5. ClassHook - find educational videos ready to use for any content to get that "hook".
6. InsertLearning - a Chrome Extension that makes any website interactive.

Content Examples:

• Algebra 1 - Complete the Square
• Algebra 2 - Intro to Transformations
• Biology - Mitosis v. Meiosis
• Check out LOTS more on the Hyperdoc Handbook Site

A "Random" Post?

What is "random?" What does it mean mathematically to be "random"? Ask any person to pick a "random" number, and you'd most likely discover a pattern...wait, what?!

In Statistics and Probability units, students think they understand how random events work. They think they are sincerely selecting random numbers when asked. Funnily enough, this concept can be quite vague. In a previous post, I shared a lesson to help students understand the Law of Large Numbers.

In this one, I want to share a lesson where students understand when they pick a "random" number, it truly is NOT random. My goal with this lesson was for students to discover this definition by using inquiry. Students discover patterns and come to the conclusion that we don't actually pick "random" numbers - quite hilarious when you watch their eyes enlarge at the end of the activity.

Why I used technology:

• Students are engaged by using their own sense of intuition and curiosity. 
• Google Sheets allows them to quickly graph the the class information and find averages without the hassle of too many steps.
• Students log their observations on Google Slides, which they can reference later. 
• All links and materials students will need are in one location - Google Classroom on the Slides.
• Students choose which graph they want to use and explain their choice.
• Teacher can access all students Slides in Google Classroom and provide comments to students work without taking extra materials home.
• Students create their own examples instead of being handed them. To me, this allows the learning to be their responsibility.
• By sharing out definitions on a Padlet, students can share their thinking using various methods (text, picture, GIF, voice note, hand-drawn picture). 
• Students vote on their favorite definitions to develop the best one.
• Ultimately, this enabled the lesson to be student-centered!!

Topic: Simple Random Samples

Essential Question: How can I create a sample of items that is truly random?

Materials:

• Google Slides - Student Notes (1 per student)
• Google Sheet - Student Notes (1 per student)
• Google Doc - Federalist Paper word breakdown (1 for all classes)
• Padlet - create a padlet using the "Wall"style.
• Forensic Linguistic Article (link)
• Simple Random Sample Site (link)

Lesson Outline:

1. Warm Up: Students read a quick article about forensic linguistics using the link on Slide 1. They write what was surprising to them and how math was helpful in discovering the truth.
2. Activity: What is your Pseudonym? Students investigate the Federalist Papers to show how finding the average word length can determine authors. In this activity, students select their OWN 5 words they believe would best help them find the true average word length of the passage.
3. Students gather all the class data on the Google Sheet. Each student creates a graphical display of the data.
4. Now students use their calculator to select the 5 random words and calculate the average word length. Similarly, students gather all the class data and begin to compare the two rounds.
   
5. Expand: Students expand on their knowledge by investigating what a "simple random" sample is and create their own definitions to share on a class Padlet. 
   
6. Encourage students to vote on the definitions they believe are the best. Ask students to find pictures online as well or draw something they can take a picture of and post. 
7. IDEA: Have students grab a partner and submit one answer per team. If you want to keep their names, the definition that the class likes the most could win some prize?
8. Exit Ticket: As a closer, students fill out a Frayer Model with the formal definition, a picture, an example, and a non-example.

Take-Aways:

• When students developed their own definition, they could remember the concept at a deeper level throughout all the units following.
• Gather their examples (from Google Classroom) for the next day as a practice activity. Have the students organize the examples into 2 categories (Good/Bad) to see what they've learned. Discuss examples that students had difficulty classifying.
• Introduce other sampling methods as a follow-up activity. Students can compare and contrast the various methods and when to use each one.
• Students can find articles where simple random sampling has been used or why it was not used. 
• Check out the Mythbusters clip below where they check if yawning is actually contagious! Did Adam and Jaime use a Simple Random for their experiment?!

Challenging our PD!

After reading Chapter 8 of Carl Hooker's Mobile Learning Mindset (for coaches), I had lots of ideas for our professional development - mainly interactive learning challenges.

These challenges involve "no direct training on actual technology and apps" but "every challenge requires technology" (82). Teachers are organized into teams and there are various challenges throughout the day/conference/time. Teams all have a teacher who is considered "high tech" as well. The example Carl provided had 10 TOTAL challenges that teams could pick from varying in tasks: create..., listen..., draw..., eat..., etc. I think it would be cool to have teachers submit their challenges either on a Padlet or even through a Google Form (that way all the links are in one spreadsheet). His argument is that if we desire our teachers to create a student-centered lesson, why not model this in our professional development?! 

Some concerns that I will address with my team are:

1. How can we share new, up-coming apps to teachers?
2. How can we support teachers who would like the one-on-one tutorial?
3. How can we empower our teachers to create something similar if they believe it "takes too long to make"?
4. Could we run these challenges (one per semester) for teachers to earn PD hours?
5. Could we have teachers pair with other campuses? Create a Google Classroom for all these challenges?

Created in Canva

One of my favorite parts of the book that caused me to pause and reflect was The Learning Pyramid. It made me breakdown previous sessions that I've provided and I came to the conclusion that a lot of my sessions were more passive - OH NO!! I think when we create PD that is more passive, teachers may not see the actual value of the technology or ideas that we present. We aren't providing them time to play, create, and brainstorm with their peers about what we're showing them! How can we expect them use this technology effectively if we don't provide them this time?!?

Based on Chapter 9-10, I have some additional thoughts moving forward, especially since our Elementary schools will be getting class sets.

• Provide opportunities for parent education/parent nights to address concerns
• Promote the learning of every technology staff member - how can I continue growing in my coaching skills and my technology competence?
• Identify staff members that have a desire to incorporate technology meaningfully by meeting with admin and instructional coaches
• Create campus-specific PD opportunities ('Appy Hours)
• Continue using FutureMe to send monthly goals and reflection questions throughout the year.

My BIGGEST take-away from this book: MODEL WHAT YOU PREACH!

My #BookSnaps

So how many licks...?

Everyone knows the famous question that's plagued children and adults for millenia...

How many licks does it take to get to the tootsie center of a Tootsie Pop?

One of my absolute favorite lessons in AP Statistics was the Tootsie Pop Lab. This lab emphasizes how to estimate the ACTUAL average amount of licks it takes to get to the center. Will this question ever be answered!? Non-Statisticians would tell you "nah", but the real Statisticians would use inference mathematics. In this realm, we can get pretty close to the actual answer by providing a range of possible answers that could be true - what Statisticians call a Confidence Interval.  

A big idea running through the veins of Statistics is the idea of an unknown parameter - the ACTUAL population value. Example questions we could answer that have these unknown parameters would be...

1. What proportion of the world is covered in water?
2. What is the average life expectancy in the United States?
3. What is the average number of books teens read?

Clearly they were into it!

Clearly, it would be a challenge to find the ACTUAL percentage of the world covered in water or the actual average life expectancy, but we can get reallllllly close by taking sample measurements and drawing conclusions from there - i.e. finding a statistic! 

In Statistics, it's about getting on the dart board - not the bull's eye!

This lab teaches students this very idea! We may never really know the answer, and THAT'S OKAY! Using inference to draw conclusions is what mathematics can yield - and even better, we can provide plausible answers! It's a rare glimpse into the power and insight that only mathematics can provide. 

Activity: Tootsie Pop Lab

Essential Question: 

How can I estimate the true average amount of licks it takes to get to the center of a Tootsie Pop?

Materials:

• Tootsie Pop Presentation - Google Slides (click Use Template for your own copy!)
• Tootsie Pop Analysis - Padlet (click Remake if you want to use it!)
• Student Notes - Google Sheet (click [Make a Copy] and now it's in your Drive!)
• Flipgrid - create 1 topic in Flipgrid where students can post their reflection asnwers

Possible Student Google Sheet

Provide students with the directions about licking their lollipop and remind them to lick in the SAME SPOT. You'd be surprised how into it your students get. I recommend putting them in partners, especially if you have a student who doesn't like lollipops.

As students begin to find their center, have each student enter in their number of licks on the Google Sheet. I highly recommend using Google Classroom to help you share information with students. You'll be sharing the Sheet, Flipgrid, and Padlet with them.

Teacher Presentation (other slides included)

PRO TIP: In Google Sheets, type "=" to get the formulas to work. For example, "=average(...)" and then students can select all the trials at once. It works similarly for the others.

Take-Aways:

• The "homework" for the evening is not practice problems at all! It's all about reflecting on what they discovered in class. Students recalled previous information to see how it fits in to their new content.
• Students LOVE candy (surprised about that?)
• Students enjoyed working with REAL DATA! It's not made-up numbers from a textbook or internet. It was personal. They were the data.
• Putting them in partners helped them find formulas in Google Sheets quickly and allowed them to process their ideas out loud.
• Why I used Padlet: helps students collaborate all at once in an easy way. Students can add voice notes, drawings, text, links, and photos for everyone in the class to see. This allows students to express their learning in a variety of ways that best fits them.
• Why I use Flipgrid: Students can post their reflection questions after the lessons and hopefully hear from other students. This way, students can respond to each others questions and really utilize peer feedback. This develops a community in the classroom, because we are all learning together.

Interested in the answer my students found? Check it out!

Before my district had Chromebooks for every student, I used Fathom to gather all of the data from my classes last year. Here is what we've discovered!

My students were really surprised that both classes had an average close to 330 licks.

Our Class Average amount of licks: 333.629 licks

My Class Data (2016)

Pop goes the Corn?

Modeling real-world data is an extremely beneficial skill for students to embrace in any math course, whether they're in elementary or secondary school. I'm a firm believer in the 5E Lesson model for mathematics. Through my years in the classroom, I've found success in students exploring math through patterns and making connections themselves - especially when you involve food of any kind.

In Algebra 2, I was able to introduce Quadratic Functions with the help of the activity below. For me, students have the hardest time answering the most simple question in math...

When will I ever use this in real life?!

Although popcorn may not be able to answer the question to the fullest extent, I found this to be an engaging lesson where students were surprised about this particular quadratic application.

Topic: Introduction to Quadratic Functions

Essential Question: What are the characteristics of Quadratic Functions?

Materials:

• Padlet
• Student Notes link - 1 per Student
• Mini-Bag of Popcorn - 1 per Student
• TI-84 Calculator Steps link - 1 per Group
• 1 device per group (Chromebook, iPad, phone)
• Graphing Calculator - 1 per student (recommended)
• Desmos Online Calculator link - teacher only

Teacher Notes (using the 5E Model)

DAY BEFORE LESSON: Distribute one mini-bag of popcorn per student. Assign each student a different time interval and tell them to only pop their corn for this length: 0 sec, 20 sec, 40 sec, 60, 80, 100, 120, 140, 160. (Yes, you'll have multiple students with the same time.)

Engage: 

1. Break students into groups of 3-4 using any method you'd like, and distribute one Calculator Steps sheet to each group so they can follow along.
2. Have students go to the Padlet and answer the "Entrance Ticket" question before you begin.
3. Encourage each group to explain their answer before beginning.

• Why do you think...
• Could you expand on...
• Defend your choice of function...

Explore:

1. Open the Desmos Calculator and ask students to share their delicious data from the previous night. (Click on the [Best Fit Folder] to create the best-fit quadratic)
2. Students go back to the Padlet and answer Check #1 with their team. Have a team captain share their group's answer.
3. The Class Data may not show a relationship yet. Encourage students to brainstorm why the scatterplot may not have a pattern yet. (Sample answer: different microwaves strengths/watts)

Explain:

1. Hand out "Student Notes" sheet to each student. Ask each student to create a scatterplot based on the data. 
2. Discuss why a quadratic would make the most sense for this situation.
3. Have students enter in the data in their graphing calculator using the "Calculator Steps" hand out for support.
4. Have students create the best-fit Quadratic model for their data and write the equation on their paper.
5. As a team, have them make a prediction about how many kernels will be popped after 72 seconds. 
6. Walk students through finding the optimal time and amount of good kernels using their calculator. Ask them to interpret the maximum in the context of this situation. 
7. Students go back to the Padlet and answer Check #2 as a team. Each group can share out after.
8. Stress that students utilize the vocabulary when sharing out their thinking: maximum, vertex, minimum, concave down, symmetry, etc.

Elaborate:

1. Have each team answer Example 1 together and respond on their Padlet for their final conclusion.
2. Ask students what other situations could involve quadratics. (Bonus points if it's food related...haha)

Evaluate:

1. Post a question on your screen and have EVERY students put their answer on the Padlet as a conclusion.