HyperDoc  Checklist

SAMR

Tech Integration

DOK

Critical Thinking

REDEFINITION

Does your lesson allow for creation of new tasks previously inconceivable?

Do your students, create, collaborate, or connect beyond the classroom?

LEVEL 4

Does your lesson allow students to engage in high levels of critical thinking?

Does your lesson offer extended thinking through an investigation, with time to think and process multiple conditions of the problem?

• CREATE Students direct video projects, design a project to synthesize information, develop games or websites, and/or demonstrate mastery of a topic.

• COLLABORATE Create together combining ideas.

• CONNECT Using teleconferencing tools, connect locally and/or globally, interact on social media, share ideas via public comments, and/or use tools to create social change.
• VOICE and CHOICE Student driven projects that  provide opportunities to develop a skill.
• SHARE Student work is shared with an authentic audience beyond the classroom and home.

• APPRAISE  Students evaluate their own work or the work of others
• CONNECT Students connect new ideas with previous ideas
• CRITIQUE/JUDGE Offer purposeful commentary on the work of others (expert articles, classmates)
• DESIGN  Develop and design authentic investigations, inquiry projects around student
• JUSTIFY/PROVE Collect and share data and/or opinions to make an argument or statement.
• SYNTHESIZE/REPORT Share out new, central understandings around a topic

MODIFICATION

Does your lesson allow for significant task redesign?

How are students using technology to learn how to learn?

LEVEL 3

Does your lesson require strategic thinking?

Does your lesson offer opportunities for students to reason, develop a plan, or a sequence of steps?

• EXAMINE Study multimedia text sets and integrate ideas and/or find themes.
• COMMUNICATE Use share features to discuss ideas.

• INTERPLAY Make choices and  explore interactive websites through with a variety of link's (games, videos, images, text, etc.)
• INTERACT Provide feedback and use suggestion features.
• PRACTICE Students practice developing digital citizenship, visual and/or digital literacy.

• CITE EVIDENCE Support ideas with details and examples.

• DEVELOP Use voice appropriate to the purpose and audience.
• ASSESS/INVESTIGATE  Identify research questions and design investigations for a specific problem.
• COMPARE/CONTRAST Determine the author’s purpose and describe how it affects the interpretation of a reading selection.
• DIFFERENTIATE Apply a concept in other contexts.

HyperDoc Checklist

SAMR

Tech Integration

DOK

Critical Thinking

AUGMENTATION

Does your lesson plan use tech as a direct tool substitute with functional change?

Is your lesson scaffolded to build up to a transformative lesson?  

LEVEL 2

Does your lesson develop skills leading to a deeper level of critical thinking?

Do students apply concepts or conceptual knowledge in two or more steps?

• LITERACY Read digitally, record thinking, share responses, take notes, and use graphic organizers.
• ASSESS Collect digital assessments that substitute previously used assessments.
• COPY Use assignments previously created and copy into Docs. Augment using share features.   

• EXTRAPOLATE Summarize the major events in a digital text.

• FORMULATE Use context cues to identify the meaning of unfamiliar words.
• COMPUTE Solve routine multiple-step problems.
• CONVERT Describe the cause/effect Identify patterns in events or behavior.
• DISTINGUISH Organize, represent and interpret data.

SUBSTITUTION

 Does your lesson design act as a direct tool substitute with no functional change?

Is your lesson teaching foundational skills that will lead to more complex skills?  

LEVEL 1

Do your lesson ask students to recall a fact, information, or procedure?

Does your lesson ask students to process information at a low level?

• SUBSTITUTE  Copy and paste a PDF worksheet or digital file
• TYPE Word processing, digital images, fill in the blanks
• DIRECT Provide directions
• READ Read digital text        

• RECALL elements and details of story structure, such as sequence of events, character, plot and setting.

• NAME Conduct basic calculations or fill in the blank with options provided.
• MATCH Vocabulary and definitions.
• RECORD Label locations on a map.
• ILLUSTRATE Represent in words or diagrams a  concept or relationship.