Auto Scroll
Select text to annotate, Click play in YouTube to begin
welcome everyone thank you for being here let me take a minute to introduce myself and our other panelists here today so i'm kat king i'm an instructional
technologist at diablo valley college in the contra costa community college district i am a part-time english instructor at diablo valley college and also at las positas college which is part of
the chabot las vegas community college and here with us today we have maritas maritez will you say hello yes
hi everyone my name is marie tezapigo i'm a distance education coordinator oer coordinator and english professor at contra costa college and you can see my twitter handle there if you're on twitter
awesome yes definitely connect um i should put i'll put mine up after the fact or drop it into chat we'd love to connect with you all on social media so um and also uh we have uh thanks for joining us martez and we have joining us
brandon brandon you want to say hello hello everybody good morning my name is brandon marshall and i'm an english professor at contra costa college uh i wish i had more titles to add to my name but
that's coming i do have the distinction of being a tender tract employee in the time of covet that's always been uh an interesting that is big that goes
a long way i know and marge says you're giving us all a complex with all your uh all your titles it's not that you should it's not that you wish you should have more it's that i have too many
that's that might be true too um and we also have um uh here in our panelists um we have some folks from hypothesis here to support who can help with
responding in chat um and um you know just helping to answer questions so um franny jeremy nate do any of you becky would you like to say hello hello
hi everyone thanks everyone for being here greetings so thanks so much to the hypothesis uh amazing team that just you know makes all of this happen
so thank you so much okay let's see okay um so before we get started just a little bit about um we're gonna kind of track the usage of hypothesis through
um the community the contra costa community college district and that is comprised of uh three different colleges so we have diablo valley college which has a
campus in pleasant hill in san ramon we have los medanos college which has a campus in pittsburgh and brentwood and then the contra costa college in san
pablo so we're kind of in that um bay area california you can see us on the map right here and i thought it'd be important to note that we are a canvas
um campus and so we are using canva the hypothesis lti integration with um canvas and hypothesis so um we thought that hypothesis is would be a
particularly valuable tool for community colleges in part because community colleges don't have like the the filter
of a competitive application process that you see in you know some of the uc's and the ivy leagues where you really get to decide who your students are and you know that your
students are gonna have like very strong academic skills once they show up in your classroom um the community college is like the really true agents of upward mobility
we get learners from all different levels people come to us you know all different stages and if you want to take classes with us we will welcome you with open arms and meet you where you're at
and so um uh another important thing is to to think about with the community college and college in general is we're talking about adult learners
and adult learners truly like vote with their feet and so if they don't feel supported if they don't feel connected if they don't feel welcomed
they will leave particularly at the community college where it's not it's it's pretty affordable it's not that expensive um and so if you just want to leave you know it's not like you're out your 80 000
tuition um people do kind of pop in and pop out and so um the focus at community colleges has really been on like strong quality teaching and interaction
with students over things like um you know research or things like that so um so there is this strong focus on meeting students where they're at
supporting students and and helping them meet their career education goals or their transfer level goals um and uh another thing about
i think just instructors in general are of any level is that we're chatty so if you get a group of instructors together in a room we're gonna start talking about uh our our students and how to support
our students or speculating um pre-covered when you know we spent a lot of time in professional development centers and staff development labs you know you'd hear instructors talk
about like well why are students struggling with reading and there's all kinds of speculation out there um you know some people are like oh maybe they're just too busy or they're they're too distracted right we've all
lost our attention spans or maybe they're too apathetic they just don't care or maybe they're too unprepared in california we had a bill ab705 that really dismantled
a lot of the support level courses um that were offered in english and math and so um for for some good reasons but there was a lot of speculation about well
you know maybe just taking away those courses now now our students aren't ready for college reading of course there's always the like is it me do i suck as an instructor or do i assign
bad text or whatever but you know there wasn't really a good way to answer those questions and that speculation that came up and um we we were interested in hypothesis to potentially help us
answer some of those questions and give us some you know some data about why that might be happening because hypothesis and social annotation can can make reading visible you can see
if students are doing the reading you know you can see how they're interacting with the text and if they just don't get it or if they're um misinterpreting or whatever it is and so um
uh we also know that we have a problem with reading construction in our country in general and that there are some serious disparities along along racial
lines and you know the statistics just do not look good in general um on this is an article published in forbes over the summer that um showed that on national test
last year only 18 of black fourth graders scored proficient um or uh or excuse me above in reading and even if you
flip to white students that is still only 45 so you know whatever you know culture uh race you know like it it's not going so well with reading and
so we know that we need to do something different because um those those reading skills are important that students with um greater struggles in school are going to be less likely to graduate or to show up in our college
classrooms more likely to be incarcerated so so we need to do something differently with the way that we're teaching reading sorry i'm got a small screen for myself
here okay so and a little bit about my own personal interest in hypothesis um anybody in chat want to take a
take a guess at what all of these people here have in common so we've got whoopi goldberg you know bill gates robin williams tom cruise
gavin newsom agatha christie jay leno steven spielberg and um a uh by some estimates you know like 50 to 80 percent of uh
incarcerated people okay i'm seeing in in chat yes and they're readers i hope that's true about all of them learning disability yes and i uh and i see uh now here the answer um
dyslexia so um so yes these um these are all humans with uh with dyslexia and um
dyslexia is something that um really kind of runs uh rampant in in my family tree but also is just the most common learning disability impacting up to 15
of the population and um sorry let me click here i think it's something that i'm starting to see more conversations about uh among educators but isn't
as widely talked about as you as you'd think um it is a neurobiological difference in the way that the brain you know interprets reading
so it makes reading really difficult and really time consuming and so it's possible when our students are struggling with reading in our courses that they're not just blowing us off or
going out with their friends or too busy with too many jobs or whatever the reasons are it's possible that they're they're actively doing the reading and working really hard at it but they have a
learning disability that makes reading more challenging for them and um one of the things about hypothesis that i think is is so valuable is that it can
help provide that kind of just in time help for those students um while recently uh there have been some states that have passed laws to try
to do some universal screening for elementary school students for dyslexia um this is very recent i don't think we're going to see the trickle up effects of that for a long time
so for the most part students are in our classes right now and they don't know they have dyslexia um what happens is they show up in our classroom with this like imposter syndrome where they feel like they're dumb they
feel like they don't get it they feel like you know they're they're just maybe not supposed to be there and that is not true at all dyslexia is not a sign of low intelligence i think if
you think about the people on this last flat side there are like really brilliant people successful people with dyslexia but if you think about the high high really high rate of
incarcerated people with dyslexia it's also true i think that there's something about our educational system that you know maybe over prioritizes
certain types of intelligences um that you know makes things harder for a dyslexic student to to to get their degree to follow that
traditional pathway of sort of achieving the american dream and so um and it's hard for us i i think some people have a sense that like oh dyslexia is like an
elementary school thing where a kid flips their bees in their ds it is a neurobiological difference difference meaning it stays with somebody through their through their life
and you can learn uh strategies to uh live successfully and even be a successful reader you know agatha christie is identified as uh dyslexic so it's it's not like
you know these students are never going to be able to read but um but there needs to be really explicit instruction and hypothesis and social annotation um
i was interested in the way that we can really make reading strategies visible for these students you know something that usually happens in our head now with hypothesis students can see oh
as my teacher was reading this she highlighted this passage and you know maybe posted this little a little video explaining this concept or oh this student said this in this part so it looks important i'm
going to stop and pay attention and think about that it you know it really allows us to provide that like just in time support at home when students would normally be isolated trying to get through difficult texts in
our classes without a a big support system okay so having said kind of a little bit about our interest as a district and my own personal interest
i wanted to turn it over to our uh other pianists uh maritez and brandon to hear about the cool ways that um contra classic college instructors are using hypothesis
so uh let me stop sharing and pass over control to uh martis thank you kat uh it's such an honor and privilege to be with you all and all of the attendees here today
um i'll share a little bit about how i've been using hypothesis in my freshman reading and composition courses so with ab 705 um it's a california law
which basically eliminated all of the um below transfer level english courses and so students when they come to our community colleges
they begin in a transfer level english course um uh i'm based on there's also some 8705 work that's happening
in esl too and so one of the courses i'm going to share with you today is um how i use hypothesis in an english course that has an esl focus so um my group of
students they they've they're english language learners they're still developing their um their language skills in english some of them may have gone through our esl program all the way up to the advanced level and then they
go into my class next some of them are generation 1.5 students who um you know may have taken some esl in high school um and um and then i also have
um you know just students who might be referred from other english professors who've identified esl students and they're like you know you should you should head over to this section because this section is really going to help you
with you know your grammar development and um and helping you um as an esl student so um so that's a little bit about the course that i'm going to share about
and uh one of the things that we do at the very beginning is um i introduce to them six reading comprehension strategies um and they are uh
making connections so you know i ask students to um as they read make connections to it and that could be connecting what they read to their lives it can be connecting
um it to other books or articles or movies or songs events so you know as you're reading think of like what this reminds you of um another strategy is to visualize so
um i ask students to you know create pictures in your mind when you read um you can picture you know as you're reading what can you visualize um or what's the the movie that's playing in your head as you're reading
um another strategy is to ask questions because good readers ask questions uh before during after their their reading so that they can get a better understanding um some more strategies are to infer
so really teaching students like how do you read between the lines how you draw conclusions based on what you're reading um there's another one on determining importance
so teaching students how to um pull out the big ideas especially when students are asked to summarize something that they read they're have they're having to determine well what's important
how can i sift out all of the unnecessary um details um and then synthesize so how do you use what you've read to start creating your own ideas
and form new ideas and interpretations so those are like the six reading comprehension strategies that um i teach my students at the beginning and um i've been using the reading apprentice
apprenticeship framework for about two decades now it's been a really fundamental part of my my pedagogy um when teaching reading and writing and i started using this when i was
teaching high school um and i'm still using it when i transferred over to the california community college system and um i can drop in the chat a link to the
um link to the um reading apprenticeship information in case anyone's interested by west ed um you know they're incorporating four dimensions of reading
social personal cognitive and knowledge building and it's really about getting students to have a metacognitive conversation about what they read so to actually make their thinking
be aware of their thinking so one of the things i do when i teach these six reading comprehension strategies is i kind of fuse in the reading apprenticeship framework into that and
i first model for my students how i read and so i'll do a think aloud where um you know i'll read a piece and then i'll stop and actually um you know vocalize my thinking out
loud so that they can hear what's going on in my brain so they can hear me ask the questions they can hear me visualizing they can hear me synthesizing um out loud so when i do that modeling and thinking
aloud i'm then wanting them to start incorporating those strategies into their own reading when they when they do it on their own so um i've used hypothesis to practice
these uh reading strategies and um you know i ask the students to tag their strategies that they're using as they're putting them into the margins you know tag when you're asking a question tag when you're synthesizing and um you
know also for esl students you know we incorporate some kind of vocabulary building in there too so that um students as they're reading they're identifying any unknown words
to them so since um all of our you know readings connect to what they're going to then be writing about um i encourage my students to also make little private annotations to themselves as they come
across any possible quotes that they may want to cite later on in their writing and so um they can always go back when it's time to to write the essay
and already have kind of some pre-selected quotes that they have in the margins um i'm going to go ahead and share my screen just a little bit of the feedback that we received from our students at contra
costa college about hypothesis so we asked students how useful was it for you as a learning tool and we got 103 respondents to this uh survey
and as you can see here the majority was hitting the fours and the fives thought it was really useful for their learning and then how exactly did you find hypothesis helpful
and um the one that got the most 72 percent is it helped me think critically about the reading which is one of our main goals in teaching english is to get students
not only to develop their reading and writing skills but their critical thinking skills and another important one that the students marked was that it helped me understand the reading and it and i learned a lot
from my classmates annotations and i think this is like one of the beauties of of hypothesis is that not only can students type in their annotations but there is um the ability to reply to one another
and they can have that whole conversation going on in that margin um and then down here it says what features of hypothesis did you find most useful and i found it really interesting that
68 of our students hit annotation replies they really liked being able to um to go back and forth with their peers
about what they're reading so it's not really something that they're doing in isolation but that it's something that becomes interactive among one another so that's amazing
so some other um some other ways that oh and i'll share one more uh quote because uh um that i read when the students were able to you write some of what their their feedback was on hypothesis and one
student wrote hypothesis is great for discussing aspects of reading and expanding on each other's annotations i like being able to see which part of the reading stood out to other students
with the highlighting tool and seeing if someone wrote annotations about the same parts that i did one of my colleagues ben john he teaches creative writing at contra costa college
he uses it for groups of students to exchange peer review and feedback on their own work so he'll take you know if students are writing poetry he'll take
a group's poems and make it into a pdf and then share that with another group who can go in and annotate with their um peer feedback and and so i thought that was a really creative use of hypothesis
and we're starting to now um have a lot of interest in our journalism department they're having students go in and annotate news articles and we even have a nursing faculty member who is
who's using hypothesis now too and i know that my colleague brandon has a lot of creative ways on on how he's using hypothesis so i'll turn it over to him
thank you maritas uh i use a lot of the same uh things that meredith has to talk about so instead of kind of recreating a lot of what she's saying uh i wanted to build first off kind of looking at
how students respond to a hypothesis and so i put together a list of uh unsolicited student thoughts and i thought there's a couple that i really want to highlight here these are basically
students who will chime in on uh my announcements couple twice weekly announcements i'll just put comments in and these are basically where the comments come from um and so this is kind of really interesting right
the hypothesis assignments were fun i enjoyed the various components and seeing people's thoughts and opinions while reading looking forward to this week um i love this comment here include more articles when have we heard that i mean seriously include more articles
with this class i seem to enjoy your readings and always left me wanting more and that's coming from someone that would always say reading sucks and so i i consider that a win uh and it says i'm always i'm excited to
tackle the assignments i enjoy the annotations on the narrative it's interesting to read the insights of our various students and it just comes in over and over and over that we're seeing students really take
to hypothesis in these big big ways and in my conversations with with students one of the things i've really realized that the value of hypothesis is it allows me to de-center authority
within the classroom uh one of the i think students in my experience in my conversations they tend to show up in the classroom not having done the reading i'm like why didn't you do the reading well i didn't know if i was doing it
right i'm you know and that's so super frustrating to me uh but i realize that with our educational system in the really kind of top-down lecture format students have aren't
reading because they generally don't have to because they'll show up in a classroom the teacher will say everything that uh the teacher wants to say and that authority is they're kind of gripping onto that authority uh
as a life raft uh so with hypothesis i set a culture up almost immediately in the classroom that there are no right or wrong answers i'm not after an end game of uh making sure that you get it right and you know
uh what i do is i set up the same type of renter's reader apprenticeship that merits does with the same kind of response strategies very early on uh and then i encourage them to comment to one another and i
take a step back it really allows me to go into the background and act as a cheerleader and so i'm able to practice appreciative response uh and and really highlight when students are uh saying amazing things some many times
not something that i would never have even considered and so we're able to then kind of build on these amazing amazing ideas throughout the course um and so
uh that decentering of authority i think is is crucial to uh getting our students um to start to read and especially at contra costa college where we uh
come from working class uh community of immigrants and reading is not generally a a an enjoyable experience in their past uh it's often a
a site of of the feet being told although you are wrong and so uh with hypothesis and and the building of a cultural understanding of these various texts we can really
start to um shine a light on our scholars and they start to believe that they're scholars because they are scholars and so i think that's one of my favorite parts of using hypothesis and then i never use
it as a standalone assignment uh it's it forms kind of the core foundation of the class but then it branches out into every other thing that we're doing within that that unit
and so um even when we go back to campus someday right someday it's gonna happen someday uh but when we end up going back to campus hypothesis is going to really allow me to flip the classroom in some
interesting ways right so instead of working with uh with with giving a lecture which i despise lecturing but instead of working to give a lecture i can we can already have built an understanding of the text
uh outside of the classroom and then we show up in class we can uh work on project-based application of that material and and start to really build and grow uh in some very creative ways
and so those are just some kind of the theoretical ways that i'm using hypothesis uh and i literally use it for poetry and short stories i use it for
blogs and editorials and i use it in uh kind of looking at web page rhetoric and i use it uh i even figured out found an old novel that had been uh pdf'd and with an eminent domain and so i broke that up and put it into
hypothesis and we read a novel uh together and it's really the sky's the limit social annotation is is where it's at um that's pretty much where i'm at
awesome it's so inspiring to to hear i think just the like different like really innovative ways that um that hypothesis is being used
in the classrooms um thank you both for sharing like this like i'm like taking notes and like writing down ideas myself it's like oh i want to try using it in this way um um
in fact one of the things you were talking about brandon got me thinking about the way that some dvc instructors are using hypothesis um and and i will say that like
at um ccc we're seeing like growing you know usage of hypothesis among like various disciplines and departments um i think that's one really wonderful
thing about community colleges is there isn't this sense that like oh like critical reading and writing skills are just like an english teacher's job it's like no it's all of our jobs to like
really improve uh students reading and writing skills um and i i wanted to say actually see some uh people here some of our participants i know are
our instructors in um at dvc and in our district who've really inspired me and if you are here and you have a favorite way that you've uh used hypothesis in your classroom um i see
some lpc los pacitis instructors i work with that are here that i know have great ideas like share i would love to hear your ideas in the chat um in fact i
i saw um chris is here and um chris is our pd coordinator and um an art instructor at gbc and she uses hypothesis from day one
to like instead of doing a syllabus quiz in the classroom which can feel kind of weird she has students annotate her syllabus and it becomes really
interactive and they're using you know she showed me where her students are using uh well gifts or gifs i don't know what side you all are on i don't want to start a war there but you know to really like start to build
that community with her students from from day one and brandon um now to circle back to what you were talking about about um giving your students some kind of
sense of like like authority and feeling like they get to like join these conversations we have a really amazing instructional librarian um emily moss who has inspired my use of
hypothesis she leverages hypothesis to have students um you know look at the ways look at evaluate
sources on the open web um you know thinking about like the fact that sometimes as instructors we send students to these you know literary or
academic journals that are behind the paywalls of our library and it's great that students have access to them as as students in our institutions but um you know though
the voices that are published there aren't always reflective of like the really diverse voices in our society at large and there's like a lot of interesting academic conversations
taking place on like twitter or just in the open web where you maybe get more representative you know ideas and voices and so um she's using
hypothesis to teach you know informational literacy and about evaluating sources that goes beyond like i think the traditional like crap test you know it's like really looking at how people can can
establish and create authority and voice and so um uh i think you know there are just so many ways i love the idea of using it as like a peer review um we
we have instructors that are using hypothesis to um like in place of a canvas discussion board because you do can can layer now you're layering the conversation
with students and the author of the text and the instructor like all all on the place where the conversation you know would naturally be happening around the text and um i i like the fact
that students see see their names in the margins right next to a published author's name so um they're just they're just so many creative uses um
and and i know we're getting close to the end of our time we did want to talk just because we know um hypothesis is free to use on the open web but when it goes
to using it in the classroom integrating it into a learning management system can be really useful because it makes instructor feedback and assessment really convenient and we all know how
strapped educators are right now so we wanted to make sure we got in a few tips about how to find funding um we did start with a pilot and i think that if you can start with a small
pilot um instructor demand and building up some um you know some usage goes a long way uh we used it in our district of canvas shell which was a
great way to you know share training resources or sample assignments people would say like oh here's an assignment i tried and um you can build up a lot of uh use
uh interest and kind of support there um i think uh the hypothesis team is great at helping you know teams and colleges gather usage data
i i've linked here a dvc funding proposal um if it's helpful for anybody to to see that has like a sample assignment
um it has some sample annotations and then it has some data to support how hypothesis is being used to um to support
to meet federal and state regulations for regular and effective contact in our online classes to build communities so here are
our instructor replies to student annotations uh brandon you're you're up there um so um there are we we got you know the hypothesis
team was great about helping us gather the data that we had like 71 231 annotations in our in our pilot um that this was really a
cross-disciplinary tool that um that we were getting really positive feedback from both instructors and students and so um
pulling together that data working with the hypothesis team is you know they make it they make it really painless to kind of pull these statistics that support the usage of this tool in our classrooms
um i'd also say that like funding can be hard in community colleges we're we're not typically funded very equitably uh but we did use uh cures funding in
our district um and working with a local or a district distance ed committee while those are distance ed tends to be kind of underfunded in general in the community
colleges um those those teams will be good at helping identify funding whether that's cares funding or um you know like student equity funding
um it's called seep on our campus or even using um program review to have departments identify that the need for a tool like that can be um really helpful
and um just you know a couple of the the main takeaways today annotation i think you know can just really allow for that scaffolding and a home support
it doesn't have to be all text-based you can annotate with image with video with audio um which can help support students who are struggling with the text heavy learning
um and that you know social annotation really does lead to this increased sense of community where um instructors and students in a class can really start to build
a kind of a collaborative spirit so um with all that sad we've got like a minute or two here are there questions that have come up in chat that we
can help answer let's see you know kat one question that came up was and you guys did address it a little bit in chat was to focus dina was asking to focus in a bit more on this
uh you know exactly what kind of prompts you all use i and i know that you answered in the chat but i'm wondering if maybe maritez and and brandon have specific examples of how they use prompts
yes and uh just real quick as i was looking at the time i know that we technically were only going to go to 9 45 but i think we're happy i think martian brennan to stay and chat with people another 10 minutes or so if
people want to stay but also we won't feel offended if people are like cruising off to other places but yes i'd love to hear um brandon and marta's address uh more about how you
how you deal with that uh i do have a couple uh assignments at the ready we can kind of look at a a couple of different whoops
versions of them okay okay took a second there so here are just a few uh i find
that i like to use uh keep the instructions really clear uh simple in a lot of ways especially in the beginning this would be a very beginning one i give a whole video that addresses one of the questions that came up about students having to learn
another kind of app so i give a video that just kind of goes through how that how they can utilize it and how it works uh and hypothesis is still very simple uh i think they figured it out pretty quick the main thing is students will forget
to hit the post button and so i just have to remind them early on to keep doing that uh then you know i like to set it up with a little bit of a of a video uh discussion real quick
sometimes i'll set the context or or really just encourage them to take chances with well with their meaning making process and uh that there is no right or wrong answer i'd like to reiterate that uh and then just leave a couple things to think
about as they uh as i read through it um i base most of things on the um what i call a powerful passages strategies just reader apprenticeship right it's just a take on it um and i find
students really really enjoy having these options of ways that they can uh connect to the text and then uh here we also do it uh this is another uh sample of when uh we use it for
uh peer review and so i think the key really with this with the uh instructions is clarity uh make sure we're really clear on what you want students to do and then make sure we're present in the
in the conversation uh giving uh praise to students who are accomplishing these goals and then show show everybody where uh it's happening well and then students will continue to take over that students like like to
know that they're are winning and the more wins that they accumulate the more they want to win so that ends up being kind of the key to um most of my instruction clarity
and support uh and positivity yeah i i put um a little bit about my prompt in the in the chat um but you know i think it is helpful just like how brandon showed the for the first hypothesis to
have that how-to video if you're teaching fully online um so that students um you know don't get overwhelmed by this new tool because we do want them to focus on the
content but sometimes the technology can get in the way so for the first time it it is good to just show them how to use it and then um after after they figure that out on the first one
they're good to go for using hypothesis for the rest of the term awesome thank you yes um i agree and i uh as as you're chatting i saw a question come in to chat about um you know is this a tool like there can
be the sense that like we overwhelm our students with tech tools but um i i think hypothesis is intuitive and and easy to use there's not
like a high bar for the technical aspect of it it's it's literally like you highlight the text and a little text box pops up and you can type in it or paste your
youtube link or whatever it is and like so so there isn't this like you know with something like canvas like you you need to kind of really onboard students and give them
like a lot of framework and understanding of how to use it but with hypothesis it's like a really quick onboarding process which is is nice because i i do agree that that can be a
concern um jeremy your hands up what's that yeah i wanted to take it in a pretty different direction from the from the practical um i i think it goes back probably over a year cat that you and i have been
talking about i think in our first conversation you mentioned ab 705 and i've sort of learned more about it and really have had the adoption within the california community colleges of hypothesis is
remarkable with the contra costa district kind of leading the way but you know katie's here from uh la susitas and chabot which uh is also moving forward as a district so there's this huge adoption and a lot of folks have contextualized it in the
in the wake of ab705 and the acceleration project um and i had always i just wanted this sort of reflection that i'd like to then hear your thoughts about i'd always thought about
social annotation be valuable in that context for one of the takeaways that you mentioned cat right in the absence of those support level courses being able to provide scaffolding and home support
the in the attention you know a student that might normally be in a class with a lot of you know learners at a similar place now there's learners in lots of different places and this allows you to kind of zero in and see where different students are at i
don't think that's invalidated by the point i'm about to make but i was really just i don't know if it's fire's not the right word but i was just really i thought it was really poignant brandon that you mentioned that actually
it's not the presence of authority that necessarily helps a student accelerate right it's not more authority right and more presence of authority it's actually that possibly the removal
and the de-centering of that and that a student knowing that there's not necessarily a right way to read and that they are a scholar maybe you know i just i something clicked for me when you were talking about that that was like oh wow
that's that's what's uh you know one of the most powerful pieces here i mean i think it's both right you do need to be present it's important they need to know that there's a community and you mention this too anyway that's something that hit me today and it's all based on stuff you
guys have said but i'd just be interested to hear your thoughts because i've always been fascinated about this 8705 context for the popularity of social annotation yeah i think one of the really um
you know i guess transformative aspects of culturally responsive teaching is that you know you're taking that students actually bring something to the classroom
that it's not all just coming from you and and and it's not like they're empty right and we're giving them all the information they bring a lot to our classrooms and um you know with hypothesis if if you just
you know i'm in there jumping in once in a while to kind of steer the conversation but it's it's really centered around them and them helping one another out and
um sometimes they're they're kind of doing what i would do is like wait no actually i don't think the author is writing about that um and so i'm just like yes yes so um i think it's important jeremy for
us to to recognize that that that our students um have a lot to bring and it's and it's about us trying to empower them to take it further i'd like to jump in on that if i may um
can't show some some numbers that show that i have a lot of responses those responses are primarily when meredith just said i say yes most of those responses are me going yes i love it
thank you more please uh over and over and over and over and over again um and i think students really are empowered by that uh and then they jump in to take the lead uh it's not
uncommon for me to i mean i i grade these things and i might require four or five annotations it's not uncommon for half the class to have 20 or 30 annotations in a particular document it's incredible
what uh what happens when you step back uh and let their brilliance come to the forefront uh and so the hypothesis it allows us to do that but we're still present right we're always present they know we're there uh and we're just
like yeah i described it to a colleague of taking a taking a young uh child a shy child to a um but possibly to a uh uh like a playground and just no get out there have fun yeah
i see what you're doing that's awesome and and that job just kind of grows as a result of that uh and um you know grows into uh their scholarship so i'm
already a fan we know that it's so many possibilities and uh i've heard so many great ideas that i'm gonna steal uh moving forward yes so many uh so many great things to think about
um yes i um as you all were talking i was just thinking about the way education has changed a lot for a lot of really good reasons but if you think back to like
that type of education i think a lot of us got when we were you know students not that we're not still all learners and students now but like you know there's a sense of a
traditional classroom where like you read something and then take a quiz on it where you know as an instructor you might ask a student a question and then they pick the multiple choice answer that's correct
i call it like the binge and purge model of education where you know you kind of pump students full of information and then expect them to like regurgitate it back to you with a right answer
um i think hypothesis has so much power to like you know again like get beyond that and have students uh be actual contributors to
the conversation right their annotations are additive they're they're making a connection to something in their life or they're seeing themselves as capable of questioning an author and be
say like i don't think this person got it right right and and so um i i love that it it makes education an additive experience like we're all going to grow from this
rather than like i i just have to i have to find the one right thing that i'm supposed to say and and pick the right answer kind of thing so um but that's you know really powerful
so um i'm looking at chat i see does anyone know if there are any canvas commons pages introducing students to how to use hypothesis
um oh uh yeah i see nate's popping in with some some uh some of the hypothesis support materials that that is one thing i really
appreciated about the hypothesis team is they've really gone out of their way to make like student support pages there's some i i think i see it coming in there like the annotation tips for students that like
help students think about like well what does it mean when my teacher tells me to annotate something right because it's we want them to do more than just like highlight a text studies show that just highlighting isn't that effective
right we want them to actually have a have a conversation and so um so there there's a lot of great links there and um i don't know if i've seen something on the canvas comments but
brandon looking at your stuff i'm like oh you should put some of that up on commons if you're open to it because it's beautiful you've done such a beautiful job of um of scaffolding those those assignments
um hey i know we're just about running out of time this is nate i'll just jump in with one other kind of announcement where um we're just putting the final touches on a thing that we're calling the liquid margins collection
and what it'll be is a site a kind of library where you all as educators will be able to post any resources that you've made and want to share with a wider community could be anything from you know like an assignment to a
syllabus or prompts or you know a video that you've done anything that you want to share with the wider community and it'll be tagged and searchable and so on uh so keep your eyes out everyone for an announcement about the liquid margin
collection coming out um very cool that sounds that sounds awesome i'm i'm looking forward to that i think i see someone with their with their hand raised um did you uh let me see
can we allow someone to talk i'm looking on here oh did you want to um to share unmute and share a question or an idea before we uh all go our own ways
it was ximena right yes yes um i just wanted to say that before when i signed for this webinar i didn't have any idea what was this all about i just went in and i signed and i'm very glad that i was
uh i was able to run all these new things i'm very very happy um forgot you guys presented and um i'm very happy because i teach um hispanic advanced spanish
and right now we're doing a a book hanover in spanish and i'm teaching the students how to read in spanish and this is when i came out like a perfect so i'm very glad that it came on time
so i'm gonna i have a lot of ideas after i see your videos to get things out too to be able to help with them and teach them how to read in spanish novels in
spanish so i just watched that's amazing i love that idea thank you so much for for uh for joining us today super serendipitous and that's i think that sounds like a
really great use and and feel free to reach out to to any of us you know we we'd be happy i know all of us in education we tend to be pretty geeky
and happy to uh to chat you know talk shop so reach out if you have questions and stuff comes up thank you thank you and um i think that takes us
to the end of the hour here so um we wanted to say oops that's not what i wanted if i could press the right button um we wanted to say thank you from
all of us uh you know from me and brandon and maritez from the um contra classic community college district but um also a big thank you from our hypothesis team with us here today um
we have with us uh franny and and jeremy and nate and becky so um thank you all very much for joining us the recording will be available on the liquid margins
website um pretty soon here and um hope you all have a wonderful long weekend thank you so much
End of transcript