Saturday, November 10, 2018

Canva comes through again!

Hello, colleagues! I was thinking this week about the secondary part of my job, being the technology specialist for the building. I love being able to provide answers and training, but I hate that people aren't coming to me for answers or training. It's usually just answering emergency questions, which is fine but doesn't utilize my time very well.

So I decided that, on top of creating the tech tips newsletter once a month, that I would also start sending "digital extensions" of the newsletter through e-mail. I decided to do this after a conversation with another teacher. She stopped me in the hallway and asked how many e-mails I currently had in my inbox. I told her that I have five e-mails in my inbox. She let it slip that she had 14,000 and she needed some solutions to clean up the inbox. She wanted to know what I did to get to such a low number.
  • I snooze e-mails that I need, but not in that exact moment, to return to the inbox at a later time. I use snoozing as a reminder technique as I remember to reply to an e-mail or remember a field trip when I need to remember.
  • I use filters to automatically delete e-mails that I don't need. I don't need to read e-mails to the whole staff with weekly newsletters (because it doesn't affect my classroom) nor do I need to know who's going to Saturday School (because my students don't have missing assignments to make up). Those e-mails go immediately to my trash and don't clutter my inbox.
  • I use labels to automatically mark e-mails I need to read. All admin have a bright red tag next to their name, so I know I need to read those e-mails immediately. Labels also help with archiving e-mails because I know not to delete them, but "save" them in an "external" folder until I do need them. 
What I did for this teacher was use Screencastify to make a screencast explaining how to do all of these things in Gmail. As I was creating the screencast, I knew how handy it would be for the entire staff, but I also know my team enough to know they wouldn't watch a 10-minute video with helpful explanations.

So I used my old go-to, Canva, to create a handout that would work for teachers in a time crunch.
New Gmail by Rachel Jeffrey

I didn't think that the infographic did quite enough in telling teachers HOW to follow through on these ideas, so I made quick 5-45 second no-audio screencasts that shows the viewer what to do.

I hope it helps! I believe in decluttering your life and cleaning/organizing your email inbox is one way to do that (primarily as a teacher)! 

Thanks for reading. I'll see you next week :) 

- Rachel

Sunday, November 4, 2018

Finding a love of reading

Hello, colleagues! I recently digitally subscribed to the New York Times (they were running a promotion for $1 a week). I've been reading the news quite a bit in the last four or so years, so it only made sense to pay for a digital subscription for not only news, but opinion articles, recipes, and even a mini daily crossword.

I was reading last week when I came across an opinion article called "Why Are We Still Teaching Reading the Wrong Way?" As a teacher, I knew I had to read it. The article talks about how teaching phonics is the best way to teach students how to read, and because it's so intensive, most teachers ignore the best approach. Of course, there was a response article today in which readers wrote about how they learned to read with some responses supporting the original opinion article, and other responses refuting it.

Reading the original and response articles made me think about my own love of reading. I enjoy reading as much as almost anything. I don't remember learning to read, but my mother says that I picked up reading before I went to school. I know that she was a stay-at-home mom that read with me. I know we didn't have cable until first or second grade, so I the tv I watched was mostly PBS educational kid shows (Sesame Street, Mr. Rogers' Neighborhood, Reading Rainbow). Other than watching tv and playing outside, I remember reading... a lot! I grew up in a small town of 600 people with not a lot to do. My godmother (really my grandmother) was the librarian of our small town library that was two blocks from my house. I spent all of my free time there reading. I was reading well above my age since I eventually ran out of books to read that were "appropriate" for my age (e.g. reading John Grisham at age 12).  I fell in love with books at an early age, so I still love reading.

That is not, however, the case for most of our students. Why is that the case? I believe that part of it is due to students not knowing how to read, some of it is students not being able to read what they want, partly due to students being busy all of the time, and of course due to students being distracted by other things in their lives (e.g. social media, their cell phone, etc.).

So how can we get kids to enjoy reading again?

  • Create a bedtime routine where you read every night. This is one of the biggest changes I made in my life within the last few years. I made the conscious decision to go to bed an hour before I wanted to fall asleep so that I could devote 30-45 minutes of time to reading. By reading this much each night, I read approximately one book a week. That is why, on my Goodreads reading challenge, I've challenged myself to read 52 books in a year. I've already read 48 books this year. 
  • Let kids read what they want to read. I read what I want. I enjoy reading trashy beach novels and suspenseful thrillers. I don't always enjoy reading about history... I need a break from what I teach! My husband doesn't enjoy reading very much, but when his monthly Wired magazine arrives, he reads it cover to cover... sometimes more than once. I feel that should be the same for students. They should be able to read magazines, or story books, or a John Grisham novel that is well beyond their age. 
  • Be a good example and read yourself in front of them. Part of the reason why I read so much as a child is because my parents read quite a bit when I was young. My dad would often sit in "his chair" and read at night. My mom would lay on the couch and read during the day. When my parents read, the TV was off. There was nothing else for me to do but read alongside them. 
  • Limit technology. It was different when I was a child than what it is like for my students today, but as I said in the previous paragraph, the TV was off when my parents were reading. Now, if I read, I will turn off the TV and will silence my cell phone. Before bedtime, I will read and then post on Instagram right before falling asleep. It's become a habit over the past year. 
  • Swap music for an audiobook. Install Audible on your child's phone so they can "read" while on the bus, or, if you drive them to school, turn on an audiobook instead of the radio. I'm not the biggest fan of audiobooks because I get distracted, but my husband loves podcasts and audiobooks much more than reading.
  • Help bring books to life. I've always tried to read the book before watching the movie because a) I love spoilers and knowing what happens and b) I want to see how it comes alive. My sister and I recently saw Harry Potter and the Cursed Child on Broadway. I hadn't read the screenplay yet, so I read it on the plane. I was so disappointed when I read it and was worried that seeing the play live wouldn't live up to my expectations. Boy was I WRONG. It was one of the most amazing things I've ever seen. Now I want to reread the screenplay AND go see the show again! 
  • Stash books all over. Growing up, we had a huge bookshelf in the hallway that had a lot of books on it. Now, on my Kindle, I try to find free books to download (currently have 21 classics and 33 random books). It's all about having options and variety. That keeps me interested in my current novel because I want to finish it and start a new one!
  • Conquer the log. This probably looks a little different for students, but I love logging my books on Goodreads. Because Goodreads is "Facebook for readers," I can see what my friends are reading. This has helped me find so many interesting books that I never would have found otherwise. Goodreads also recommends books based on what I've read, so the more I read, the better the recommendations!
I hope, through this list, that your students (or you, or your kids) will start to enjoy reading more. I want everyone to have the same love for reading that I do! 

Thanks for READING. I'll see you next week :) 

- Rachel

Saturday, October 27, 2018

Google Expeditions

Good morning colleagues! I'm back after a luxurious two weeks off from school and ready to talk about a training session I ran this past Thursday with the staff.

I'm assuming that most people reading this blog have heard of Google Expeditions. If not, Expeditions is an application that allows students to travel the world using virtual reality. As the teacher, you can guide your students through these tour with pre-made, scripted text that helps you talk to the students about what they are seeing. In your classroom, you have six options for running Expeditions.

I will admit when I was asked to present to the teachers that I was nervous. Technology doesn't always go over well in my building, and I wanted to ensure that what I demonstrated was relevant and engaging for the staff. Initially I was going to present one application while providing teachers with an opportunity to learn about a different app if they so choose. But while I was designing the training, I realized how perfect Google Expeditions was for the staff. Basically, every content can be covered through the variety and quantity of expeditions available.

I've been obsessed with organizing information into hyperdocs recently, so I put together a hyperdoc for the teacher to access the materials. I also divided the hyperdoc into a beginner, intermediate, and advanced level (so that everyone was covered during the training).

I started off the training by having the teachers actually USE Google Expeditions. I received a grant from EdCamp last year and use the money to purchase Google Cardboards and inexpensive phones. I had the Cardboards and phones out, ready to use when the teachers walked into the library. I used the ultimate teacher tool - the hook. Yesterday I took the teachers to American Samoa, Mars, Hong Kong, and Machu Picchu. It worked "hook," line, and sinker. The teachers immediately responded positively because they, as adults, thought virtual really was SO COOL.

I briefly walked them through the hyperdoc: what Google Expeditions is, the six ways to access Expeditions in their classroom, and the available Expeditions. I then answered questions that they had, then gave them 20 minutes to play. The teachers were all over the app (whether by playing on Cardboard again or on their iPads searching the variety of Expeditions).

I knew that the training was a success when one very excited, but tech-resistant teacher checked out the Cardboards and cell phones to use in her class next week. I was STOKED! My former mentee also chatted with me about integrating the Gettysburg Expedition in his class by checking out the iPad card from the library and how excited he was for the students to "see" Picket's Charge.

If you haven't checked out Expeditions or how to use Expeditions in your class, please do. It's amazing what 15 minutes of virtual reality can do to change the environment of your classroom.

Thanks for reading. I'll see you next week :)

- Rachel
My Teacherspayteachers website

Sunday, October 7, 2018

What inspires me?

Good morning colleagues! I am back for one last blog before our two weeks of fall break (thank goodness - we're all exhausted). Well... once again, I was not selected as a Google Innovator. Was I surprised? No, not really. But it still feels like a low blow.
So to change my mindset, especially considering #oneword2018, I have to look forward and remind myself... why do I teach? Why am I still doing this after 13 years?

A quick side note, this is my tenth year teaching middle school. Whenever people ask what I do, and I say that I'm a middle school teacher, I either get a crazy look or a sympathetic look. I've never gotten anything else. And even though this job is sometimes insane, I don't need the wild look or sympathetic look because I enjoy my occupation. I still want to come into the building day after that. I do this because I believe that my job is integral.

I believe that education has a purpose in society, that our job is to educate future generations to be well-rounded, productive citizens. I think that my role as a teacher is to facilitate students learning. My goal every year is to make my students better people. I do that by providing students with a voice and a choice as often as possible. I want students to take ownership of their learning, and for that to happen, students have to "buy in" to what they are doing in the classroom.

What keeps me going? What makes me come back to my classroom every day? My students, plain and simple. I love seeing them grow and mature. As a broadcasting teacher, I now have students from 7th to 8th grade. It's incredible to see how much they change from August of the 7th grade year to May of their 8th grade year. The students start to look at the world differently and begin to understand their place and who they are.

What inspires me day after day?
  • Conversations: On Wednesdays, I meet with a small group of teachers. We consider ourselves "coaches," but in different ways (interventionists, technology, English language, and our actual instructional coach). We discuss best practices and proven instructional strategies. We talk about how to move our colleagues and how to implement change. I also have great conversations one-on-one, randomly, in my classroom or a coffee shop. I love to talk about education and learning. It leaves me with my thoughts about how to implement change and growth mindset in my classroom. 
  • Learning: I enjoyed school as a kid, so it's no surprise that I'm someone who loves to learn. I learn while reading Twitter, reading books, having conversations, or through taking classes. We have professional development through the district that has provided me with great ideas, but I've also done online mini-courses that have given me great ideas. It keeps my classroom "fresh" and different each day and every year. 
  • Creating: I love learning and conversations that lead me to design unique curriculum. I do enjoy creating curriculum - thinking about what I want my students to know, which standards I'm covering, and how my students will use their learning in the future. I want to continually adapt and change my curriculum to meet my students' needs. Students will keep evolving... how can I keep up with them? How can I ensure that they become well-rounded citizens? 
  • Taking risks: Using new technology and ideas in the classroom leads to failure. It is a risk. But the more you do something, the better you get. If you try once and fail, do you give up? Maybe I'm just stubborn, and that's why I continue to take risks as a teacher. I know that I need to meet my students' needs and that's not going to happen if you don't try something new. 
As you "fall into fall" (the days get shorter, and we get closer to winter break) try to remember WHY you teach. What happens when you "fall"... how do you get back up and keep going?

Thanks for reading. I'll see you back here on October 27th!

- Rachel
My Teacherspayteachers website

Saturday, September 29, 2018

Reimagining Education

Hello, colleagues! Happy weekend!

Last Friday I was perusing Twitter, as I am wont to do, and I stumbled across an article from Singularity Hub. I had never heard of Singularity Hub before, so I went to their about page to learn more who they are. They wrote Since 2008, Singularity Hub has offered daily news coverage, feature articles, analysis, and insights on key breakthroughs and future trends in exponential technologies as well as highlighting how they’re being leveraged for social impact and utilized to tackle the world’s grand challenges. So... seems like something that's right up my alley! The article itself was focused on reimagining education in the exponential age. SH interviewed Rohan Roberts, the author of the book Cosmic Citizens and Moonshot Thinking: Education in an Age of Exponential Technologies.

Some highlights from the interview:
  • Classifying the skills that machines should bring to the table and what humans should contribute to the partnership is key.
  • Any curriculum worth its salt would focus not on content but on developing critical survival skills, such as leading by influence, agility and adaptability, initiative and entrepreneurship, effective communication, analyzing information, and curiosity and imagination.
  • We’d need to focus on future fluencies that are based on problem solving, creativity, digital citizenship, media, and collaboration across networks.
  • The days of the teacher as subject expert and fount of information are numbered. In addition to being cross-curricular specialists, teachers will need to be guides, counselors, mentors, and facilitators.
  • If we acknowledge that human destiny is to become a multi-planetary species and that our future lies in the stars, then we’ve got to start training our students to have discussions about who we are, where we are headed, and what we want to be. 
I found the article interested as it entwined my philosophy of education with some futuristic science! It also got me thinking... what skills did I learn in school that I still use today? My answer is very little. I grew up while education was still very much listen, memorize, regurgitate, forget. There are bits and pieces that I still remember from school, but nothing of real value that I still use today. So what skills are we teaching students that they are going to use when they're 34? I'm hoping that the answer includes some of the bullet points above.

In my classroom, students:

  • Choose different "occupations" each week: producer, director of photography, audio engineer, on-air talent, or editor. Students know what they need to do in these roles. This allows each student to lead, but also to follow. They have to communicate and collaborate together to ensure that a broadcast is developed every week. 
  • Are all pre-production writers in that they have to plan and write the script and design the corresponding camera shots. Students must be creative to engage their viewers, but they must also critically think about how their video will appear to others.
  • Are sometimes absent, so a group must be capable and take initiative when that other student is missing. They know they have to "pick up the slack" because they have an upcoming deadline that doesn't budge.
  • Learn about local and world news. My advanced broadcasting students are designing two stories for the broadcast - the first is about a local narrative and the second is a feature outside of the United States. Students will have to research, check sources, analyze information, and conduct interviews. They have to be flexible especially when preparing to do a phone interview with a complete stranger. I am hoping by exposing them to local and world news that they will think about who they are as a student, a member of the community, and a US and global citizen. 
  • Design a social commentary video. Students will pick a social topic important to them, provide commentary and information on the subject, and suggest solutions to solve these social issues. 
I've realized in my (short) time in education that I am no longer the only person/thing that knows anything or everything about a topic. Students today have access to the internet, their classmates, and their own brain. I don't know "everything" anymore, so I knew that it was time for me to take a step back and have students take ownership of their own learning. My job, as a classroom facilitator, is to provide structure and a safe environment while also providing students with resources that will help guide their knowledge.

My last thought on all of this is something that happened to me last weekend. My husband has been craving eggs benedict. I'm by no means a top chef, but I like to cook and work in the kitchen. So I went online, searched how to poach an egg, found a website tutorial from Alton Brown (who I know is a renowned chef), and learned how to poach an egg. I Snapchatted how everything went, and on my first go, I had one formed egg and one runny egg. Did it still taste delicious? Of course. And the next day, I tried it again, and I successfully poached two eggs for my avocado toast (#millennial). I realized that I learned how to do something new, with a facilitator, I tried and failed, but then I tried again. 

So think about this... what are you still learning today? What do you want your students to learn as well? How can you reimagine education? Thanks for reading :) I'll see you next week!

- Rachel

Saturday, September 22, 2018

Google Sites updates

Good morning colleagues! Let me ask you a question... how do you find out about updates to your favorite websites and applications? For me, I learn about it through Twitter. One would think that's the quickest way to find something new, but with the new Twitter algorithm, you don't always see updates in real time. Plus, I follow 200 some people (and now view their likes in the timeline) so Twitter gets to be pretty messy. I know that I should also follow the Google Blog(s), but I don't check my RSS feeds in Feedly as often as I should...


Did you know there were changes to Google Sites?! If your answer is "yes," then good. You're in the know. If your answer is "no," outstanding. You're right there with me :)

I figured out there were changes to Google Sites when I went to update my digital portfolio. I update the "What I'm Reading" page quite often, but never noticed the big, new, honking icons on the editing side.

So, of course, I get curious and actually read through the G Suite blog. Phew... layouts have only been available since August 14th. Wait... it's September 22nd. It's been a MONTH?!

So I did what any "normal" teacher would do... I wanted to see how these layouts work. And let me tell you, these new layouts make your Google Site look AWESOME!

I tried to make my Site look as professional as possible before the layouts, but I thought it was pretty challenging. I liked that I could hide a page from navigation (i.e., it would not appear in the list of sites on the top navigation bar), but the only way to link to all of the subpages was through a list. It didn't look bad, but it didn't seem professional. With the new layouts, I was able to update my Tech Training page with images (using the built-in Google Search for commercial reuse images) and descriptions of what the viewer will find on the page. The pictures are professional, high-quality, and relevant! I also updated my professional presentations page by keeping the same "list" layout by adding an image and description for each page but changing it so the picture and text switch alignment on each row. Finally, I updated my Broadcasting student work page by adding buttons for our Instagram page and Youtube channel instead of having them as links on separate rows.

Even though I'm stoked about my own professional page, I think I'm more excited about how these layouts can be used with students! I know that Skyview is slowly moving towards accepting digital portfolios, so this isn't something that I would introduce yet. I do believe, however, that the 8th graders should be using these layouts to their benefit. We'll see... another goal for the future. 

Thanks for reading! I'll see you next week!

- Rachel

Saturday, September 15, 2018

Google Innovator Round 2

Happy weekend, colleagues!

I blogged a year and a half ago about doing something scary and outside the box for me: I applied to become a Google Innovator. And I was rejected. I'm not going to lie, it was a blow to my ego. And it took me a year and a half to be ready to try it again. I mean, I basically had to slap myself in the face and say, "GET IT TOGETHER!"

So I did it again. I applied to be a Google Innovator.

I will say that I feel less confident this time than last because the questions they asked were very open-ended. To be honest, I don't feel like the questions were written in such a way that the people reading my application will know much about me. But it is what it is, right? I'm definitely prepared to not be accepted this time.

So what is the committee looking for? I think they want passionate, driven, and hard-working teachers, but it seems like they also want teachers that are outside the box, creative, open to change, and forward-thinking. I know that I fit that mold, but so do a lot of other teachers! Am I more innovative than other teachers? Yes, but there are plenty of other teachers that are more innovative than me. I just hope that my passion shines through!

My submission responses
Question 1. If your life had a theme song, what would it be? Up to 5 words, 50 characters
“Don’t Stop Believing”

Question 2. Explain (1) how you came up with an idea for change, (2) how you went about implementing the change, (3) how others responded to the change, and (4) how you measured outcomes. In looking back, what things would you do differently? Maximum of 500 characters.
1. I was inspired by my PLN to start a tech tips newsletter. 2. I didn’t ask for permission; I made the newsletter and posted it in the staff bathrooms. 3. My colleagues are resistant, so it hasn’t made a recognizable shift YET, but innovation is happening in small pockets. 4. I’m measuring success through teachers moving away from “sage on the stage” teaching to providing choice and voice. I wouldn't do anything different. I’m taking measured steps to move the staff towards innovation.

Question 3. Give 10 examples of things you would put in a box to give teachers around the world to transform education.
1. An iPad
2. A Chromebook
3. Green fabric (for a green screen)
4. Teach Like a Pirate by Dave Burgess
5. A Twitter account
6. A ticket to an EdCamp event
7. Motivational quotations
8. A blog
9. Pictures of non-traditional classrooms
10. A list of metacognition educational questions 

Question 4. Advocate: Link to a piece of content you've created that you think has inspired other educators. Show us a blog, a YouTube or webinar you've done, a poster or infographic, a presentation resource, or something you're really proud of online that you'd love to share. Include your link here!  

Question 5. Grow:  If you could choose any new talent to have, what would it be and why? Maximum of 500 characters. 
If I could choose a new talent, I would be more spontaneous. I can be spontaneous in my classroom, but most of the time, I am very deliberate and calculated. I am observant and well aware of my surroundings, but I feel like it would be nice not to worry so much. And when one is spontaneous, possibilities are endless. They don’t let anything pass them by, and they choose to live for each day. No moments pass them by, and they live surrounded by beauty and inspiration. It an exciting aspiration! 

Question 6. Brief description of a challenge that you’re facing. We are looking for big thinkers who are inspired and undaunted in tackling the most difficult challenges in education. Describe a challenge you’re currently facing and why it matters. Focus on the challenge and avoid posing any solutions at this point.  [Maximum of 250 characters]
An issue I've encountered is students’ lack of awareness of local, US, and world news. Students do not watch or read the news on a neutral platform, but instead, hear about news through hyperfocused social media (if that).  

Question 7. Focus on Your User: Who is affected by your challenge and how would addressing this challenge improve their experiences? [Maximum of 250 characters]
Students, teachers, and the greater community are affected by this problem. Addressing this issue improves student awareness of the local and global community. Students then discuss with their families to improve their awareness as well. 

Question 8. We are looking to have innovators who are tackling a variety of challenges across all seven elements of our transformation framework. Which element does your challenge most resonate with? Vision, Culture, Technology, Funding and sustainability, Community Engagement, Learning, or Professional Development.

Question 9. Innovation Video: You have 90 seconds to creatively explain a difficult challenge in education, why it matters, who it affects, and why you are well-positioned to tackle the challenge in an impactful way. Please post a public YouTube link. This is also an opportunity to let your passion and personality shine. Don't forget to change the share settings so we can view your video.

Crossing my fingers! I'll see you next week! 

- Rachel
My Teacherspayteachers website

Saturday, September 8, 2018

Going all in on hyperdocs!

Hello, colleagues! I've been working quite hard this year on streamlining my curriculum through the use of hyperdocs. It is by no means perfected, and I still have more work to do throughout the years, but I feel like what I've created is a great start and can help you in your classroom!

So first off... what is a hyperdoc? Hyperdocs were created by three women in the Bay area: Lisa Highfill, Kelly Hilton, and Sarah Landis. They wanted to provide their students with a way to be curious and explore problems instead of just consuming information. A hyperdoc often looks like a Google Doc with a whole bunch of links, but it is actually so much more! The point of the document is to have students engage, explore, explain, apply, share, reflect, and extend their learning. Basically, the document covers all of Bloom's Taxonomy or the four depth of knowledge (DOK) levels.

What am I doing with hyperdocs this year? As I said previously, I wanted to streamline my curriculum, clean up my broadcasting I and II curriculum, and also design curriculum for a new class: advanced broadcasting. I use backwards design (Understanding By Design) to plan out my units. I start with the end goal in mind, then plan out all of the steps necessary to get to the end goal. I wanted everything for the unit to be in one location and include all of the objectives that I am using with my students. A unit hyperdoc will look something like this:

How are the Hyperdocs working? I think they're going pretty well! Students are responding well to the documents (not that they know any different), and they are well aware that everything is in one location. Funny enough, they've enjoyed the different colors that I've made them in - I heard a student say, "What color is the document this time?!"

My goal for the year was to have every unit in a hyperdoc (BOY curriculum for broadcasting I and II and all units for advanced broadcasting). I would like to build hyperdocs for each week of broadcasting, but that's a work in progress that may not be accomplished by the end of the year. They're not a priority because I have to make new hyperdocs every week, every semester, every year. I just have to change the links, which is time-consuming, but is also not a priority... not yet.

I also know that my hyperdocs are incredibly basic. They are interactive, but they aren't as engaging as I would like. I need to add images, and I also need to add some extra pieces to make my hyperdocs more:

  • Exploratory: students aren't exploring a topic as thoroughly as I'd like. This probably should be done through screencasts, Youtube videos, and readings. 
  • Reflection: I have the students fill out a feedback form after watching the broadcast each week, but each of the units also needs to have a part where my students think about their learning. I could do this through Padlet, but I want it to have more meaning instead of just being "another step" in the process.
  • Extended learning: I'm not entirely sure what to do here, at least for a broadcasting hyperdoc. Part of the issue is that my classes are only 45 minutes, and we're definitely set to deadlines. It's almost like we don't have time for this piece. Instead, the high schools should take on this piece (or my advanced broadcasting class should). I need to think through THIS step. 
  • Critical thinking and problem solving: these two pieces are built into my classes already, but I don't necessarily feel like they are built into the hyperdocs. Once again, I am still thinking through this step... potentially for next year!
So what is the next step beyond just broadcasting? I've been asked to run two teacher "Tech Thursdays" in which I provide training for the staff. I sent out a Google Form to find out what teachers would like training on. I then took the responses and started designing training hyperdocs. They are currently WOEFULLY incomplete, but I'm not presenting until October 25th, so I have time to complete them and make them interactive!

I do wish that I learned about hyperdocs while I was still teaching Social Studies. I definitely would have designed similar hyperdocs to what I am doing right now. I think it would have provided sufficient context for my students when it came to learning about a) historical information and b) how everything "fit" together.

Thanks for reading! I hope this week's blog gave you a little inspiration to check out hyperdocs and potentially use them in your own classroom! I'll see you next week :)

- Rachel
My Teacherspayteachers website