In a Mastery-Based Progression, students should reach a point of awareness of specific competencies they have already mastered and that they have yet to master. For the latter, since every student in the room might have a different set of competencies to focus on, it is best practice to create a space and time during which students can work at their own pace on specific competencies or standards.
This self-paced work can take multiple forms: Small group or 1:1 work with the teacher on a specific competency is one powerful example but while a small group work with a teacher, the rest of the group should have access to quality, organized learning resources allowing them to grow in the competency of their choice with a combination of online and face to face activities.
This strategy will help you discover Hyperdoc Pathways to Mastery or Hyperdoc Playlists and how to build them to leverage existing resources, and hold students accountable to their goals.
Choose a competency/standard and create a Google Doc focused on helping students to reach mastery in this competency. This four column structure (examples of which can be found in the resources below) can help:
1st column for the title of an activity
2nd column for the description of an activity
3rd column for notes or questions
4th column for date completed and possibly score or link to a product created
Traditional paper-based, written methods of assessment may limit ELs' ability to demonstrate their learning. In conjunction with traditional assessments, consider giving ELs the opportunity to demonstrate their learning through:
Oral presentations or re-tellings
The idea of creating multiple pathways for different standards/competencies can feel overwhelming at first. My advice is to start by creating just one, and without elements of choice or differentiation yet. This will help you build a skeleton to iterate from for all your upcoming pathways. It will also help you stay on top of that first one and give students feedback, which is essential. There is always time later on to create more and to give more choices and control gradually!
When you give more traditional assessments, take a moment to compare mastery data from these assessments with mastery data from the work of students in their pathway. Look for alignment and discrepancies. Confer with students to make them aware of the differences. Consider building multi-standard pathways geared toward helping students make decisions when facing a more complex problem.
A HyperDoc can be used to provide structure and detail for a self-paced activity where students are assessing at different times. A HyperDoc can be designed from templates or created from scratch using a word processing program. Students can type directly into these documents or use them as a guide for learning a concept or skill
What makes the hyperdoc a great tool for pathways is its interactivity. Students can then use their hyperdoc pathway both as a way to access content, but also to create content, ideas and reflections and share them. It is a two way street!