HyperDocs: What are they and how to use them?

A hyperdoc is essentially an entire digital lesson on one page that pupils can work through at their own pace. This will focus on skills using technology as well as the lauded '4 Cs' of creativity, critical thinking, communication and collaboration. When making a hyperdoc the teacher is able to offer a choice over how the pupil chooses to learn and what activities they are going to complete in order to demonstrate their learning. This level of independence and pupil-lead differentiation are seen as highly valuable in the modern classroom. They also utilise the ICT skills that have been developed and harnessed by teachers and pupils alike during the pandemic.

So what does a hyperdoc look like exactly? Well here is an example of a hyperdoc I made for my class when studying the water cycle in Year 4.

At first glance, seeing all the blue hyperlinks, you could be forgiven for thinking this is just a page of links for pupils to use, and yes, it does include links, but it is far more than that.

A page of hyperlinks for pupils may allow them to research information on the websites decided by the teacher, or to watch certain videos and look at certain images, BUT a true hyperdoc goes beyond that. It is separated into the different sections of a lesson and in each section options are available to the pupils to choose the best way for themselves to advance through the topic and learn. A key point here is that work can be completed at the pupils own pace. Collaborative activities could be included, as could a section where pupils come to the teacher to get resources or information/instruction to further their learning - it doesn't have to be 100% digital if you don't want it to be.

In the example above the pupils activate their previous learning, this would also be an ideal place to use a retrieval practice activity (read more here). Pupils engage with the activity in a fun way and then start to explore the topic a little bit more before diving into explanations to develop their knowledge and understanding. Finally pupils apply what they have learned by selecting their own activity - this may involve a craft task, an activity sheet, a poster or any number of things. The earlier resources remain available to the pupils while completing this task so they can keep referring back to the links to secure and advance their knowledge.

In the example above I have also included a feedback section so the class can evaluate how they have done in the task, what they have learned and what they thought about using the hyperdoc.

In terms of making a hyperdoc the process is really quite simple. Firstly, make a blank template that covers the core areas of each lesson; Activate, Engage, Explore, Explain, Apply. This can be re-used in all future hyperdocs or adapted as you see fit. It's then just a matter of finding the online resources you would often use in your class and present yourself, but instead of presenting them yourself, you link them in a google doc or word document. To do this you just need to copy to website link, highlight the word in the document you want to add it to and click 'insert link'. I would recommend saving the completed hyperdoc as a pdf so that nothing can be changed or deleted by accident - this can then be shared on the online learning environment - google classroom, Microsoft TEAMS etc - for pupils to discover, enjoy and learn.

In terms of pupils using hyperdocs, then having 1:1 technology in your class would be incredibly helpful, but this could also be done in pairs, or as part of a rotation with half the class completing a hyperdoc while the other does something with the teacher. This could easily use 2 lessons and allow the pupils to have more time in a smaller group with the teacher in one lesson while completing the hyperdoc in the other, ensuring there is meaningful independent work to complete.

Hyperdocs are not limited to one aspect of the curriculum and so can be used across subjects to support independence and pupil choice in learning. I favour using hyperdocs after I have given a few lessons of initial input and am confident that the class are secure in their knowledge and are ready for more independence in their learning. For lessons like writing these can be incredibly valuable as you can include links to grammar features that have been learned, lists of key vocabulary, shared success criteria or an example text that can then support them with their writing. In Maths it is a similar story in terms of providing the required knowledge/skills that the pupils will need before completing their main task. Allowing pupils the freedom and opportunity to re-watch or re-read the information you are providing supports differentiation by support in your classroom and the selection of choice supports engagement and motivation.

If you haven't tried one already, then I really do recommend making one and giving it a go. As for myself, writing this post is a reminder that I haven't introduced my class to them this year, so it's something I'll aim to do asap!

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Laurence