By Peter Y. Chou, WisdomPortal.com

Module 3: Discussion—
Which stage of HyperDocs is most important & why;
Which stage of HyperDocs is most difficult to design & why

Watch Video: "What Is a HyperDoc?"
Read: "The Art of Teaching with HyperDocs"
Jen Giffen's Blog: "H is for HyperDocs"

(1) Which stage of HyperDocs is most important & why After examining hundreds of HyperDocs Tech Tools from Jen Givens, Thomas C. Murray, and Larry Ferlazzo, selected Tech Tools for each of the seven HyperDocs stages: Engage, Explore, Explain, Apply, Share, Reflect, Extend. All the stages are important as they link the lessons for students. If I were to pick the most important stage, it would be the first "Engage the students"— Hook them and get their attention! That's why "Corkboards" are essential to keep students alert and active. Padlet, Popplet, and Stoodle were Tech Tools to engage the students. (2) Which stage of HyperDocs is most difficult to design & why The HyperDocs stage most difficult to design and create would be "Reflections". Students have short attention spans, mind wandering from one subject to another. They rarely have time to focus deeply within themselves, reflecting on the important issues of life. Wordsworth writes "Poetry takes its origin from emotion recollected in tranquility" (1801). His "Ode: Intimations of Immortality from Recollections of Early Childhood" (1804) is one such poem. Searching Larry Ferlazzo's Best Lists for "Reflections" gave "A Few Reflections on Daniel Pink's New Book Drive" (1-1-2010). Pink writes that what motivates us is not money, but the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world." Ask students "What motivates them?" Reflections need not be ruminations on past events and memories. They could also include projections into the future on our dream projects. In the last line of Mary Oliver's poem "Summer Day" (1992), she asks "Tell me, what is it you plan to do / with your one wild and precious life?" Sarah asked me this question at ballroom dancing (Sept. 20, 2008). My response was this Poem two weeks later (10-4-2008) with Notes (10-6-2008). After students read my Poem & Notes, perhaps they'll make up a bucket list of what they wish to accomplish in life. A more recent poem "My New Mantra" (3-31-2019) with Notes (4-18-2019) lists gurus & sages I've learned from, and Picasso's "I do not seek— I find."

DIGITAL TOOLS FOR HYPERDOCS

ENGAGE— (Most important HyperDocs stage for students)

Hook Students "Corkboards" (or "Bulletin Boards") is a way to grab students' attention. Wallwisher now called Padlet allows one to post photos, documents, web links, video, and music to make the text come alive. Popplet is a tool3 for the iPad and web to capture and organize your ideas at school or for work. Stoodle is a free tool where users can join an online classroom by simply sharing an URL. It offers real time collaboration and communication, multiple users can work on the same virtual whiteboard at the same time.

REFLECT— (Most difficult HyperDocs stage for students)

Students reflect & engage in metacognition A survey in Google Search shows 1.88 trillion results on "reflection". "Reflection" in physics: "image in a mirror", in metaphysics: "thoughts of the past". Wordsworth in "Ode: Intimations of Immortality from Recollections of Early Childhood" (1804), writes in stanza V on Plato's idea of pre-existence— "Our birth is but a sleep and a forgetting: / The Soul that rises with us, our life's Star, /... But trailing clouds of glory do we come / From God, who is our home". Enlightened rishis of Isa Upanishad (600 BC) proclaimed "OM. O my soul, remember past strivings, remember!" Searched "Reflections" on Larry Ferlazzo's "Best Lists" gave "Important Reflections on Education Research" (12-16-2018) and "Reflections on Daniel Pink's New Book, Drive" (1-1-2010). Pink writes that what motivates us is not money, but the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world." Ask students "What motivates them?"