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Two weeks ago I went to Bett Asia in Kuala Lumpur. The presentation is half an hour, but if you have nothing better to do, here is the Callaghan College Wallsend journey! Apologies for the wobbly start - my husband was filming and people kept walking around him. Was a great conference if anyone gets a chance to attend. 

Bett Asia 2019 - Success with Blended Learning

https://www.youtube.com/watch?v=CNNdYcxerr4&feature=youtu.be 

Thanks all!

Stacy

callaghancollegewallsendcampus callaghancollege 

 

My high school students dislike homework. The mere mention of the word leads them to break out in cold sweat as their minds wander to different excuses for why they will not complete the assignment.

 

Fast forward to the day of an assessment and students who refused to do homework break out in cold sweat over not being prepared for the assessment. The range of excuses include "I'm not good at test taking" as well as "I didn't know there was a test."

 

Canvas employs a means to help students overcome test phobia as well as prepare students for self-assessing their own readiness for an exam. I call the means "Practice By Topic" and these practice quizzes are all linked on the same page called "practice."

 

Here is a screenshot of the top of a practice page. 

 

 

Practice By Topic Structure

Each practice quiz contains 5 randomly pulled questions from an item bank. The students are allowed to take the practice as many times as they want. Correct answers are not marked but the student is shown whether their answer is correct or incorrect. 

 

How to Build Your Own

(1) The first step is to create item banks broken down by topics. Creating and separating out questions into these banks will take the bulk of the work. I started creating unique banks last year and feel comfortable using them once more than 6 questions are in the bank (if I'm using formula questions). Some banks have as many as 50 unique questions. 

 

(2) Create an assignment group called PBT or Practice By Topic.

 

(3) Create a Quiz using the +Quiz/Test button on the Assignments section. Provide an assignment name (I prefix them with PBT:), set to 5 points, and select the assignment group PBT. Checkmark the box for "Do not count this assignment towards the final grade." Uncheck sync if you are synchronizing your grade book. Click on Save, not publish. Only publish after you are ready. Once you click save then the LTI will direct you to the quiz within Quizzes.Next.

 

(4) Add instructions that this practice can be done an unlimited number of times and that the grade will appear in the grade book but not be part of the calculation. Add formulas if students will require them.

 

(5) Click the blue plus button and choose the pig for item banks.  Find the bank, click into it, then click on the +All/Random. 

 

(6) Click on the X to close the item bank and enter the quiz. 

 

(7) Click within the group of questions. You can set the number of randomly selected questions as well as the number of points.

 

 

(8) Click on the Settings Tab at the top of the quiz. These are the delivery settings.

 

 

(9) Click on Return to return to Canvas. 

 

(10) Go to the Page for Practice and link in the Practice By Topic assignment just created. 

 

(11) Publish the practice assignment

 

(12) Enter Student View, browse to the practice page, and test the quiz.

 

Ta Da. Your students will thank you!

 

Classic vs Quizzes.Next

The original Practice By Topic quizzes were built using the classic quiz engine. Today, it turns out that there are advantages to using Quizzes.Next. 

 

The first advantage is the showing of the practices in the grade book, but without being part of the final grade calculation. I can scan these scores and see which students are trying and need extra help. I can also decide whether to bump a student's 58% grade to a D if they've been making great efforts throughout the semester.

 

The second advantage is the on screen calculator, removing the need for students to rely on their cell phones, Google calculator, etc.

 

A third and important advantage is the additional question types. 

 

A disadvantage is not being able to share item banks between teachers. This is a planned feature but is currently undeveloped and unavailable. If sharing items banks is important then you will want to wait. I pushed forward regardless and have felt the advantages of Quizzes.Next over classic is worth the lack of sharing. 

 

Next Step: Adding Feedback.

My current item banks lack immediate feedback for students (beyond correct/incorrect). The plan is to add short videos walking through how to solve problems as well as links for where to get more information. Of course, when sharing item banks becomes available then every physics teacher in the district will have access to the item banks.

 

I hope you give this a try for your students. Please leave a comment if you are also using practices in quizzes.next or now feel compelled to try it. 

 

Warm regards.

 

PS. This is my first blog post. I hope it is of value to all of the K-12 teachers as well as professors.

I am an Upper Primary teacher in Australia and I often use KWL charts as thinking proformas for formative assessment of student understanding. A KWL chart, for those of you who are unfamiliar, is a three column chart split up into K-What students know, W- What students want to know and L- What students have learnt. It is a good tuning in activity to see what questions students have about a topic and what prior knowledge they have of the topic.

 

I wanted to utilise this activity in Canvas so that students could record their thinking and observe other's thinking so I have slightly adapted it and completed the activity in Discussions. An example of this setup in Discussions with an activity I did on 20th Century Australian Democracy is below.

 

 

  Rights of people in Australia in the 20th Century- KWL

Know- What rights did different groups of people have in Australia in the 20th Century?

Want to know- What questions do you have about the rights of people in Australia in the 20th Century?

Learn- Document your learnings throughout the unit.

Please choose the correct colour text when responding. Green for what you know, blue for what you want to know and purple for what you have learnt.

 

Using different colour fonts works really well as it is clear what question the student is answering. It is also a place where students can come back to at anytime to record their learnings. It then becomes a bit like a learning journal and the teacher can keep track of who is posting what. I also utilise the 'Users must post before seeing replies' button so you get students initial understandings that haven't simply been copied from the discussion.

Using discussions in Canvas has allowed for a more formal way for formative assessment as it is clear what each student has written and each student can be assessed inidivdually. It has value added to the original task and therefore was something I thought might be worth sharing.

I love creating environments for students to write creatively. Seeing students engage with words and proudly share their work makes me burst with the joy of teaching. Recently I was asked to share some ideas on how to use Canvas for teaching writing. Here are some of the ideas that were shared:

Writing Logs

  • Set up each student with their own ongoing discussion with the teacher or a peer with students attaching a photo, or word doc of their drafts, editing process or published writing. 
  • Use the recording tool to record the students reading their writing aloud. Encourage expression, use of punctuation, editing when it doesn't make sense...
  • Evidence of different text types developing during the year creates a mini portfolio.

How do I manually assign students to groups? 

How do I create a group discussion in a course?  

Collaborations

Multiple users can work together on the same document at the same time. These are saved in real-time, meaning a change made by any of its users will be immediately visible to everyone.

Use Collaborations to:

  • Have a ‘Word War’ or debate with pairs or small groups of students. 
  • Students could share work into a collaborative powerpoint
  • Insert mock texts with deliberate errors for students to be detectives to find the errors.
  • Copy and paste notes that everyone can access.
  • Share bullet-point lists or agendas for upcoming synchronous class or group time or meetings.
  • Create a text-based whiteboard that everyone in the classroom can see and refer to later.

Collaborations – Changed my world!  

 

Peer Reviews

  • A peer review assignment enables students to provide feedback on another student's assignment submission.
  • Peer reviews are a tool that allows communication between students and can help students master the concepts of a course and learn from each other.

Students must be well trained for this!

How do I use peer review assignments in a course? 

Writing Displays

  • Use online embedded tools like padlet to showcase published writing for the class to enjoy, or for the school newsletter or website. 
  • Encourage the students to record themselves reading their writing. Upload to Padlet or class Canvas page. 

Padlet is the easiest way to create and collaborate in the world 

TeachersFirst Review - Padlet  

Provocations

  • Use websites like Pobble 365 (http://www.pobble365.com/) or Literacy Shed (Home - THE LITERACY SHED) to provide provocative images and wordy challenges.
  • Harness discussions and assignments within Canvas to collect students ideas based on these provocations.   

Quick writes

  • Use images in a discussion to set criteria for each quick write to include eg. two onomatopoeia, three adverbs, one simile, four adjectives, two headings...

How do I create a discussion as an instructor? 

50 Quick Writing Prompts for Elementary School Children  

Word Collections

Goal setting and reflections

Use discussions, Microsoft forms or online tools as exit tickets to set goals or reflect on. 

Canvas “hearts” Microsoft Office365 

 

Interviews with authors

Embed videos of popular authors to:

  • spark discussion
  • brainstorm other questions to ask
  • students interview each other based on their own writing

How do I link to a YouTube video in the Rich Content Editor as an instructor? 

Bump it Up

  • Students could access this from any location using their device, compared to one location in the classroom.
  • Place a piece of anonymous student work on the discussion board and then ask students to discuss the elements that they can see being used in the piece of work. e.g. varied sentences are used, paragraphs with one idea etc. Students could then give the piece of work a 1, 2 or 3.
  • This process would be repeated with another two examples making sure as a teacher you have a low, medium and high example.
  • Students then use the discussion points as a way of working out where their individual work sits.
  • Once they have assessed where their work sits they check the example and read the discussion points to work out what they need to do to bump up their work.

Thanks Tameika Munday for your ideas here and Canvas FastTrack Ep. 25 - Gallery Stroll 

 

Which ideas will you start implementing and what support might you need?

 

 

Please find the infographic based on this blog created by the talented Erin Keefe.

Belinda Stutzman

Grading Schemes

Posted by Belinda Stutzman Feb 26, 2019

We have implemented standards based grading in our district which is difficult sometimes when it comes to the grade books in Canvas.  While the Learning Mastery Grade Book has great potential, it doesn't fit all of the requirements that we have, therefore, it is wonky at times.  We have created grading schemes for teachers to use in the traditional grade book and this has proven to be helpful. 

 

This document How do I add a grading scheme in a course? shows teachers how they can make their own grading schemes in their course.  This way they can have a points based assignment, but have it report out using our Exceeding, Meeting, Approaching and Attempting language rather than a letter grade, points or percentages.  This is helpful at the end of the term since we lean more on professional judgement of progress toward mastery rather than a total points or weighted system. 

 

When students and parents view the Canvas course, they also see this language which helps keep the conversations the same among everyone.

 

Our school rolled out Canvas with training last school year and expectations for usage this school year. We have learned a lot as we have moved forward. There has been some frustration and also some excitement with this new learning management system. I received an interesting message from a Canvas salesperson this weekend who thanked me for my post "New to an LMS? Take the time to revamp for high agency learning". He said his background was in sales when he joined the Instructure/Canvas team and he wished he had access to this post when he started because he felt it would have helped him understand what Canvas can do for educators better. I do believe we are in a world where new technology-based platforms enter the market exponentially. With this, people are trying to decide how best to embrace these platforms for what they do. It isn't just educators in this struggle. I hear business owners, marketing directors, and whole industries trying to figure out what is next in the circles I am in regarding the increased saturation of voice speakers such as Amazon Alexa and Google Assistant. I heard a leading CEO for a media company say "our industry has to stop trying to force what we do into these new platforms. It's time for us to rethink what we do to adapt to these new platforms." Bazinga! The same holds true with education and access to learning management systems. Some of the frustration I hear teachers have with our LMS has to do with the fact that much of what they do is non-digitized and being fit into Canvas to fill the requirements. There is no shame in that game because often we don't know how to change something until we get to know the platform well. I think many of our teachers are beginning to be in the space of looking for other options. Below are a few options that teachers can try to change their curriculum in a way that fits the platform...not because this is the correct thing to do but because of frustrations from trying to do things the way they have in the past. The purpose of this post is to help educators see built-in ways inside Canvas to enhance learning in the classroom with the tools at teacher disposal.

  • Discussions. Discussion boards are a great way to get ideas flowing. If you create discussions in Canvas you can have students discuss documents, links, YouTube videos, or just about any discussion starter you can think of. When setting up a discussion, you have multiple ways to create it to best meet your classroom needs. For instance, you can allow threaded discussions so people can respond to each other. You can also set it up where students can't read other comments until they post their own first. You can even put students in assigned groups for discussions (a great way to differentiate).  Discussion boards are a great way to give the quietest student a voice. 
  • Collaborations. Perhaps your students have been collaborating in Google docs for a long time, but did you know you can set up collaboration opportunities right in Canvas? You can assign groups to work on a Google doc, presentation or spreadsheet by clicking on the "Collaborations" tab inside your course. You can set up your collaboration groups on the fly or set up groups first and then assign the collaboration to that group. 
  • Group Assignments. When creating an assignment in Canvas under the Assignment tab for your course, you can actually choose the option to make it a "Group Assignment." This then allows you to click to choose to give each member of the group their own grade or you can give every group member the same grade automatically when you grade the assignment. 
  • Media Recordings. Did you know that your students can create media recordings (both video and vocal) for assignments? Teach a foreign language and want to check for fluency? Have students upload themselves speaking. Teach dance, pottery, band or chorus? Have students upload a video to show their processes. Are your students going to present in class? Have them practice at home so you can give improvement feedback before the actual event.  Did you know you, as a teacher, you can also leave media recording comments inside Speedgrader? That's right. Instead of typing out your comments, use your voice and inflection to share your thoughts in the writing process with your students. 
  • Outcomes. What are Outcomes? Outcomes allow the administration and faculty to track mastery in a course. Users can import Account, State, and Common Core Standards into an account and course. Another useful thing about using outcomes is that you can set assignments/quiz access based on the finishing of prior assignment/quizzes. This can allow students to move at their own pace for some units or assignments. It can also allow you to see if they are truly meeting the standards without leaving gaps in their learning before moving on to the next part of the curriculum.
  • "Use Outcomes to:
    • Align Quizzes and Assignments to different kinds of mastery

    • Run reports at the account-level about student artifacts of learning mastery

    • Assess student progress through calculation methods

    • Track student progress on a learning outcome or overall in the Learning Mastery Gradebook

    • Align accreditation or other core standards to programs of study, courses, or student assessments 

    • Focus students' attention on the most important skills and activities in your course (find existing outcomes or create new ones)" (pulled from Canvas website)

Candice Lim

Book and Reading Reports

Posted by Candice Lim Employee Feb 3, 2019

End of last year, I met a librarian who was keen to get book and reading reports captured in Canvas. I reached out to our APAC team, and we brainstormed and worked through a couple of options. Thanks to Amelia Hayson, Ryo Sakai, Paul Millar, Debbie Thompson, and Brett Dalton for your contributions to this article!

 

Here are some options you might want to consider if you’re also looking to capture book and reading reports in Canvas.

 

Option 1: Assignments in a Module

 

Create as many Assignments as needed in a dedicated reading Module, and students complete them as needed.

 

So that the number of book reports does not affect the final mark, either

  1. use the “does not count towards the final mark” check box option to inform the student that it’s not counted; or
  2. add these Assignments into an Assignment Group and add a 0% weighting.

 

Students submit their reading reports either

  1. using Text Entry submission, where they can add details about the book, and can also include a picture of it; or
  2. using URL submission, where they can keep track of all their reports in an external document to log their reports (ex. Google doc)

 

Pros:

  • Students have flexibility with capturing their reading reports (i.e. text, picture, URL)
  • Teachers can track individual Assignment submissions in the Gradebook so that every column with a score/submission icon can be clearly seen to indicate progress

 

Cons:

  • Some explanation needed in this Module to explain that not all Assignments in this Module need to be completed - this can easily be resolved by adding a page at the beginning of the Module, or adding a note in a Module Text Header

 

Option 2: Assignment submission with multiple attempts

 

Create an Assignment that allow multiple attempts. Tick the box so that it doesn't count towards the final mark. There will still be an entry in the Gradebook to input number of reading reports completed.

 

Students submit as described in Option 1.

 

You can also add a recurring Calendar Event with a link to this Assignment as a reminder for students to complete it weekly.

Pros:

  • Single Assignment for all reading reports, so it's easy to know where to go to submit their reading report
  • Students can submit multiple times so not limited to how many they can submit
  • Teachers can view number of submissions to indicate number of reading reports completed

Cons:

  • Students can only see their last submission
  • In the Gradebook, it would only be one entry (potentially a manual number that the teacher includes to indicate how many reading reports have been submitted)

 

Option 3: Survey with multiple attempts

 

Create an unmarked Survey and allow multiple attempts.

 

Students fill out the Survey.

 

Pros:

  • Students have clear fields to fill out
  • They can submit multiple times so not limited to how many they can submit
  • Teachers can view number of attempts to indicate number of reading reports completed

 

Cons:

  • Students can only see their last Survey results
  • Would not show up in the Gradebook if an unmarked Survey. Alternatively, you could make this a marked Survey so it shows up in the Gradebook, then put it in an Assignment Group with 0% weighting. However, like Option 2, it would only show one column in the Gradebook.

 

Option 4: Group Discussion

 

Create a Group Set for Reading Reports, and assign students into their own Groups within that Group Set. Up to 200 Groups can be created in each Group Set, which means you can auto-assign up to 200 students into their own Groups using this method.

 

Create a Group Discussion, and select the appropriate Group Set for Reading Reports. You may need to create multiple Group Sets and Group Discussions to capture all students who will be submitting reading reports.

 

Students add a post for each reading report in a Group Discussion that only they can see.

 

Pros:

  • Unlimited number of posts/reading reports in a Discussion
  • Teachers can easily see the number of posts corresponding to number of reports when looking at the Discussion
  • Teachers can comment directly by replying to the post related to each reading report

 

Cons:

  • Extra administration work to set up Groups for each student.
  • If unmarked, would not show up in the Gradebook. Alternatively, you could make this a marked Discussion so it shows up in the Gradebook, then put it in an Assignment Group with 0% weighting. However, like Options 2 and 3, it would only show one column in the Gradebook.

 

Have you set up book or reading reports in Canvas? How did you do it?

Have you tried one of our options above, or a modified version? We'd love to hear your ideas and thoughts.


Our school's professional development focus for this year is on assessment. As we have been talking about what good assessment looks like I have been thinking about my own life and what assessment looked like as well. This week:

  • There was a focus on looking at the data analytics when using the LMS Canvas.
  • There was a focus on the value of formative assessment for both students and teachers.
  • There was a focus on "Purposeful Work" that supports our Graduate Profile.
I think it is fair to say that assessment can be relevant for teacher feedback in a myriad of ways. A well-written multiple choice test can give a teacher an immediate snapshot of the learning happening in their classroom. This week I shared with our teachers that I believe we are in a period of time that assessing is easier than ever before. Due to technology, we can now know before our students even leave the door for the day what they learned from the day's lesson. Creating quick digital assessments not only lets teachers know how to prepare the course for the next day but with a little training it can also let students know what they need to focus on for the next day as well. I hear a lot of pushback about differentiating and personalization on social media but quite honestly research shows that the use of formative assessments can truly have a transformable impact for students. Teachers have been doing the "show me a thumb up/thumb down- did you get this?" assessment for a long time. With the technology available many classrooms have today, digital formative assessments are both easy to create and accomplish for your students. I'm a big proponent of knowing if your students are grasping the concepts along the way instead of learning they didn't when they take a summative assessment at the end of a unit.
But today we see a big push towards relevant learning or what we now call "purposeful work" at CCS. This can look like many things. For instance, community-based projects, project-based learning/problem-based learning, authentic learning are all things that make students engaged in the learning process. The fear for many educators is that they don't know for sure if their students are truly learning the concepts expected of them. While rubrics and inquiry-based learning feels purposeful, many of our teachers can't help but think "But I know they are going to be tested at the end of the year. What if learning gains aren't achieved with this type of assessment?" 
I personally feel that's where the beauty of digital formative assessment can play a game-changing role. You have objectives you are trying to reach. You also are guiding your students through the process of purposeful work. Knowing daily what they have gained in this process and who you need to have chats with during the process can be attained through this type of assessing. 
I turn 50 next month and I am at that place where I don't remember a lot of the details of my k12 education. I remember people, shocking events, or big happy things but the process of learning...not so much. I will always remember one thing that has stuck with me for all these years that was relevant to my life at that time. I was in a dual-enrollment English class and was asked to write a persuasive open letter to anyone of my choice. There was a newsletter that went out to parents that had really rubbed me the wrong way so my open letter was to our school principal. I saw it as an assignment but my teacher chose to highlight in class because it impacted everyone in the class and because he felt it was well written. That letter changed how I saw myself as a writer. I knew if I felt passionate about something I had the ability to write it in a way that could have a positive impact. 
Relevant learning has the ability to inspire learners for their future. After a rollercoaster ride of various careers, I sit here today being someone that blogs about education on a regular basis. Not only do I share helpful tips about tech integration but I try to focus on the "why." I feel certain that moment back in 12th grade at Hixson High School has a lot to do with it. I was empowered by that moment. I remember being mortified when I realized the teacher was actually reading my letter. You see, I was a fairly quiet student so when he was done, no one could guess who had written it. The letter led to a great classroom discussion and gave me the feeling of educational respect from my peers that I had not experienced before. I was definitely not the smartest student in that class but on that topic, I was the most passionate. Relevant learning has the ability to stick with us, to mold us, and to empower us for something later on. 
So I guess I am writing this post to ask you to not give up on teaching differently. It doesn't mean you can't still assess your students in ways that feel more beneficial to you as a teacher- use formative assessment to know if students "get it" but look for ways that they can also "take it."
Food for thought: Do you remember the details of any multiple choice test you ever took? 

I recently saw an inspirational quote at my gym that read "To be different, you have to think differently". That rung true for me on many levels. And it is especially true when I think about how I run my classroom. Over the past 14 years I have made vast changes to both my classroom space and management style. But those changes were not the result of a NYE resolution. The changes that I made and maintained started with my own thinking. If I changed rules in my class, but didn't change my thinking about how the new strategies worked and how I would maintain them, ultimately they would be doomed to repeat. I had to change my thought process first or I would inevitably end up on the same road as before.

As technology continues flooding into our classrooms I wonder how it will maintain in the future. If teachers do not change their thinking about technology and its role in the classroom then will it really last? I think we all know the answer to that. It is for this very reason that the role of a Tech Integration Coach could not be more important. Real change takes time. If we do not give the teachers support on how to best use all this technology as well as what is useful vs. useless. Otherwise most classrooms will look like time has stood still over the past 100 years and any 1:1 initiatives will leave a lot of schools with very expensive paper weights. And that will not make us "Future Ready".

My hope is that school boards and administrators across the country start to realize that you cannot squeeze any more time into a day. That is set and non-negotiable, but what we can do is help our staff and students to be more efficient with our time. Teachers can leverage technology to help free up time spent at the copier, time spent grading smaller assessments and give students faster and more effective feedback. We can utilize LMS and even digital snow days to help learning continue even outside of the school building and day. Then administrators no longer have to weigh student safety with how many built in snow days we have left.

However this all starts in the mind of each teacher, They need to ask themselves some serious and simple questions. What does learning look like in a classroom today? What did learning look like when they were in school? How are the needs of today's students different or perhaps the same as when they were students? The reality is that we are all products of our environment and teachers rely on their personal histories to help define success in their professional careers, but their compass may be outdated...for example what if Google Maps used maps from 1950? Yes it would get us in the general direction, but it would not take into account the shopping malls, highways and tolls that have popped up over the last 69 years. We need to adjust with the times. We can still maintain the structural integrity of our classrooms, but we need to be aware of how the student population has changed. We need to help support our teachers and invest in technology that makes sense and is user friendly. We need to invest in the future of our students and our communities! I'll leave you with a great quote from a book called "Thinking Skills for the Digital Generation". This quote sums up the healthy fear we all have, but it requires a change in thinking on our parts. Are you up for the challenge?

 

“We, as educators, are concerned about the way that media are shaping students’ worldview. We are also aware that technology is altering how we learn and think. But, at the same time, we are excited about the enormous potential for technology

to aid human thinking.”

 

 

 

Athreya, Balu H., and Chrystalla Mouza. “Thinking Skills for the Digital Generation: the Development of Thinking and Learning in the Age of Information.” Thinking Skills for the Digital Generation: the Development of Thinking and Learning in the Age of Information, Springer, 2017, pp. 16–16.

Recently Eric Sheninger posted the following graphic as part of a blog post about taking a critical lens to instructional design:

I've been thinking about the above concepts on a regular basis as our teachers are going through the process of creating units in our learning management system, Canvas. I believe there are certain times that just lend themselves to reflection, revamping and reorganization such as:

  • When a lesson plan flops
  • When curriculum mapping is being updated
  • When a learning management system (LMS) is an option
  • When you have a vision for a lesson plan that could use a little ummph
  • When you start wondering if there is a better way to....(fill in the blank)
So what do the above high agency options look like?
  1. "Facilitate" learning - you were probably both taught from a "sage on the stage" model of learning and if you are my age you also were probably taught to teach that way as well. While there are definitely times that lectures work, high agency education moves the teacher from the giver of all knowledge to the facilitator of the learning happening in the classroom. In the age of digital learning, the teacher can have options for students to learn more on a topic- for instance: access to primary source documents or video conferencing with subject matter experts.
  2. Student-centered - Does the learning happen based on the teacher's actions, steps, words, timing? Or does the student have access and the ability to be in charge of parts or all of their learning? Do students have voice and choice in the things they are learning or sharing? Student-centered activities lead to engagement. 
  3. Learning anytime/anywhere - Most teachers balk at this concept. "I don't teach an online course!" but do your students have to be sitting in front of you for learning to happen? Are you utilizing tools like a learning management system that allows students to use their time well? If seat time was not an issue, could your students access you when they needed more details or direction but basically could move forward with learning even if a sub was there for weeks? What if they are sitting in your classroom? Are there ways you could utilize an LMS that would allow you to have more one-on-one planning, mapping, and teaching happening with EACH student (or small groups of students)?
  4. Personalized, differentiated - Are you meeting the needs of ALL your students? For hundreds of years, educators have taught to the norm. Those that caught on quicker were bored out of their minds and those that caught on slower felt like a failure. Technology can allow students to have different outcome paths. In Canvas, our LMS at CCS, we have a math classroom that uses mastery paths. Students cannot move on until they are "ready" but they can move ahead at a faster rate as well. Personalization and differentiation are tricky in a traditional school structure but it can be possible and is definitely beneficial to ALL students. One of my favorite, easy to implement option for this is software that adapts to the student learning in the process. For instance, if a student doesn't do well on a math problem then an easier problem is given to allow for scaffolding that student back to the level of understanding needed. Also, algorithm-based software that assigns the next "to do" objectives to students meet those students where they are and take them to their potential.
  5. Do to learn - Parents often question the time it takes for homework and have a hard time seeing the validity and purpose, and so do I. What is the purpose of "doing?" Or your students doing to learn or just going through the motions of doing? It is our job to spark learning and a desire to learn. Are your students good at following instructions and jumping through hoops (for example: do the odd problems 1-17) or are your students doing it to learn- are grades associated with the learning process? In other words, are your formative assessments given to formulate feedback in order to know what students know or is it another grade in the grade book because you need more grades? If students have the freedom to fail and learn from the process with feedback then they don't fear the process. Think about the freedom you have while playing a video game. Students don't get upset when they "lose a life" or have to start over, then click play and go again because they realize the way to learn how to do it is to keep doing it. Unlike the culture of a school, there are no repercussions to getting it wrong. Can we as educators learn from this concept?
  6. Application focused - Look for ways to teach your curriculum authentically. Project-based learning lends itself to giving students the concept of WHY.  Apply the learning to real life. For instance, in our lower school STEAM program when our fifth graders are learning about structure and function, I plan to connect the concept of their drinking straw made projects to a video of a local architect explaining who he is, what he does, and how what they are learning relates to his job. Application focus gives meaning and while it might be quite obvious to us what the application is, it might not be to a student. Share the why and make the learning applied when you can.
  7. Develop Thinking - Make learning more about the process than the end result. We tend to focus on summative tests as our end result but the process of learning and learning how to learn is a beautiful thing. Be intentional in helping students get to the end result, not just being able to answer multiple choice questions correctly because they are a good memorizer. We are currently going through a whole school design thinking process in our lower school. To teach students how to critically look at challenges through the eyes of empathy, to then ideate those concepts, storyboard your process, and come to a conclusion or prototype can be a skill that has the ability to be applied to all learning processes. Teach your students how to think. 
  8. Integrating curriculum - Segmented curriculum often feels intimidating. By integrating the curriculum into a project or problem to solve changes biases. Students that use to walk into math class saying "I'm not good at math" may feel less angst when it is integrated with a subject they do like. Integration focuses on relevance for students and directly correlates to the application focused discussion above. Integrating curriculum isn't always easy, especially in the middle and high school grades but when done well, there is an embedded connection that naturally happens that spurs the learner forward. Think about it, all day long a student goes from Subject A to Subject B, etc that have a high level of learning taking place but no connection whatsoever...between each class they have 3-10 minutes to decompress and get ready for the next stand-alone idea. What if their day was more fluid? Connected learning seems more manageable from the student perspective. 
  9. Active learning opportunities - "Give a Man a Fish, and You Feed Him for a Day. Teach a Man To Fish, and You Feed Him for a Lifetime." - Chinese Proverb. Take a look at Edgar Dale's Cone of Experience: 
    Look at your mode of instruction, how often is active learning happening with your students? How often could it happen with some adjustments? Active and interactive opportunities support all the above high agency learning concepts. It can get loud and messy but often the level of engagement in the learning process becomes organic and freeing for the learners.
Nothing mentioned above is meant to say "you're doing this wrong." It's more just a challenge to us all to look deeper at the way we teach and consider alternatives to the process. How can you get all your students involved in the learning? Not just the same 5 that always raise their hands. We default to what feels easiest, it's human nature. But what if we took a moment to be a learner in this school year and challenge ourselves with learning based on the above? What if we changed our perspective towards what works best for our learners instead of what works best for us? We might find that some of these ideas fail miserably for us, but even when we fail, we learn...remember the video game idea? 

My thoughts on the benefits of digital objective testing:

  • Automated grading- My number one reason for loving digital assessments is the ability to automate grading. 
    • Using digital testing gives teachers the opportunity to quickly perform pre-assessments that can guide teachers forward in a curriculum. 
    • Using digital testing gives teachers time. Teachers often spend hours a week grading papers, projects, homework, and tests. Digital testing frees up some of that time for them to be able to spend in planning. 
    • Using digital testing allows for an increase in feedback for both the teacher and the student. Exit tickets give teachers immediate feedback on how the lesson was received and understood for the next day (or even the next period). Automated grading gives the teacher the opportunity for students to have a better sense of their knowledge along the way. I would even go as far to say that there are definite times assessments should not be in the grade book. Use this option as a tool to help students learn what they need to learn. In many digital platforms (like below in the LMS Canvas) when setting up quizzes you can actually give students multiple attempts so that it is not only an assessment tool for the teacher but it allows the student the opportunity to master the concept by going back and practicing/studying and taking the assessment again. 
      CHALLENGE THE EDUCATOR question: Are you assessing in order to have grades in a grade book or are you assessing to know what your students know to get them to the ultimate goal of mastery of your curriculum concepts?
  • Paperless- There are definite pros and cons to being paperless but I'm going to share the pros in this. No longer are there stacks of paper on your dining room table, desk, and crumpled in the bottom of your computer bag. Digital testing leads to classroom management. Tests can't be "lost" and because it is paperless there is no waiting on a teacher to give back the grade. Feedback can be immediate.  CHALLENGE THE EDUCATOR question: Do feel led to embrace pathways of sustainability for our world? Do you feel you have a responsibility for teaching your students how to steward our natural resources (such as trees/paper)? Creating paperless opportunities in your classroom supports that line of thinking. 
  • Individualization- Digital testing lends itself to being able to differentiate learning in a more streamlined, less labeled manner. No one knows that one student is getting a different "level" of a test than another. For instance, when setting up a quiz in Canvas (see below),
    you can assign quizzes to certain people. Instant differentiation or personalization. With the use of digital instruction and testing, teachers can actually spend more time meeting individual student needs than ever before. "This isn't just about algorithms and technology, it's about increased face time with teachers" when your class becomes more of a blended learning environment by utilizing tech for what it does best and utilizing your skills as a teacher for what you do best. https://www.iste.org/explore/articleDetail?articleid=416 This aspect allows you to also hit on the next two ideas of "remediation" and "acceleration." CHALLENGE THE EDUCATOR question: If you aligned the questions you entered into a quiz with an outcome (i.e.- standard, essential understanding) and you then knew what individual concept your students were not understanding, would you use that information for each student?
  • Remediation - Let's assume you said yes to the last challenge question. Because your desire is for all students to succeed, you could then create paths of learning that would allow those struggling students to master the curriculum set before them. In Canvas, there are options called Mastery Paths (see below)
    that would allow you to differentiate instruction/ resources/ testing based on the level of understanding achieved on their digital testing. CHALLENGE THE EDUCATOR question: If you had data that showed you where your students had gaps, would you use that data for their good? Would it be worth the effort? 
  • Acceleration - In many classrooms across the world, it is the common, accepted practice to teach to the average student. But just like those kids that are below that norm have issues that can be addressed with digital testing, we also have the ability to push those higher achievers further in their learning with the mastery paths as well. They can either go farther faster or deeper into the concept for understanding. You're the teacher, the path is for you to decide but you've seen those bored faces waiting for the next chapter. CHALLENGE THE EDUCATOR question: How are you, your school, and your district helping students progress that could accelerate through the curriculum? How do you support those students that could move on? 
  • Data for student progress -  Any teacher worth their salt can grade a stack of tests and see patterns of lack of comprehension, it's part of being a teacher. But with digital testing, you have the ability to look at that data in a whole new way. To drive instruction forward for your entire class, select groups, or individuals. Not only that, what if you could see the mastery from year to year? What if last year's math teacher could tell you the fundamental struggles the students you are about to teach have? Data is a four letter word but it doesn't have to be a bad word. We as educators tend to think of data as something being done to us, but: CHALLENGE THE EDUCATOR question: What if data helped you drive your day to day instructional strategies? Would that immediate feedback be useful to you? Could you adapt your standard mode of operation to include rethinking the next day's curriculum instead of grading papers for 1-2 hours every day? ###
In 2013 I wrote my first blog post on managing technology usage in the classroom. The fear of off-task behavior still seems to be one of the main reasons teachers are hesitant to use technology five years later. While the devices may vary, the concepts on how to teach students good internal management of appropriate use have not changed. It starts with intentional boundaries being placed on students anytime technology is in their hands from pre-K forward.

 

I believe wholeheartedly that classroom management of students on devices is a digital citizenship issue. We are teaching students how to manage their impulses by setting expectations of appropriate usage. I also believe that if we are requiring students to use technology in our classrooms, we also need to be teaching students how to use it wisely and timely. Expectations are important for appropriate usage.

 

As our high school is moving forward to prepare for exams using Canvas for objective assessments my mind has been thinking on various ways to prepare the testing environment and test itself for integrity purposes. Below are my thoughts on this subject:

 

    • Classroom seating setup- make cheating hard but make monitoring easy for you. Exams don't take forever, move your desks or your students to help you monitor better. I work with a teacher in the elementary school that has her students sit on one side of their desk when she is giving instructions and then when it's time for them to work on the computers she has them move their chairs to the other side of their desks so she can quickly see their screens when she is working with small groups in the back of the classroom. Another option might be setting up your room for the task at hand by setting up desks in the following ways that allow you to quickly move around your room as you proctor an exam:
  • Question banks/groups -By creating Question Banks in your learning management system you can very easily differentiate a quiz to students by allowing the system to choose questions out of a question bank. Basically, you are telling the Question Group how many questions you want on the quiz and it will randomly select questions from your pre-created banks. When creating question banks for randomization purposes it is important to create banks that have the same level of critical thinking within the groupings so that the quizzes will be equitable in rigor. Use Canvas LMS? Check out these links to help you:
  • 1. Access Codes- Codes serve as a safeguard that students cannot access exams when you are not ready for them to access it. Giving students the code right at exam time and then changing the code once everyone is in is a way to make sure different sections you teach are not accessing the exam when they are not in your presence. This can be set on the detail page of any quiz/exam you make in Canvas. 
  • 2. Filter IP Addresses- Many learning management systems have the ability to only allow a quiz/exam to be taken on campus. By choosing to filter the IP address you can prevent students from possibly accessing or finishing an exam at home without a proctor. This can also be set on the detail page in Canvas. Be aware that sometimes if a device is being managed by a VPN, students will not be able to take the exam due to this setting. 
  • 3. Change feedback setting - One of the beautiful things about accessing digitally is that exams are graded immediately and teachers can spend more time on other things. In Canvas there is a setting for students to see question feedback right after taking an exam (in fact, it defaults to this setting). For testing integrity purposes, I would suggest changing this setting to a time after all of your students have taken the test so that you can be more assured that students aren't sharing their results with each other. 
  • 4. Shuffle answers - In most robust LMS options there is an option to shuffle the answers inside a quiz/exam with one click. When this is utilized to automatically it is important not to have answer choices like "both a & c" because it will randomize the answers and this answer will not be correct. 
  • 5. One question at a time - By choosing the option for students to see one question on a page it keeps wandering eyes from looking over and seeing another student's page of answers. The downside to this is that many students find it cumbersome when taking a test. Think of it like a hand covering the last question as the quiz taker moves along the test. Easy access is eliminated.
  • Lockdown Browser.  Using a lockdown browser so students cannot take screenshots or navigate off the tab they have open is another option. This is not a built-in option for most LMS options. Any time add-ons are used there is sometimes an added level of opportunity for things to go wrong. Keep in mind that you may have to troubleshoot this in your classroom as well. This document gives our teachers an overview on how to use Canvas with the Respondus lockdown browser as well as showing them how students will use the software depending on which device they are using. 
The above list gives teachers various ways to create quizzes/exams that ensure testing integrity. Teachers can pick and choose things that seem most beneficial to them but the value of test proctor movement is invaluable in both digital and non-digital assessment. It is also the easiest management tool. 

The last thing I want to share are ways to overcome students getting kicked out of a Canvas exam and not being able to continue taking it after accessing it again. This could happen due to a connectivity anomaly or due to a student just needing extended time for testing purposes. The easiest way to handle this is to not assign an "available until" time when creating a quiz/exam. This allows the test to remain open until the student submits the exam. To monitor this well we suggest these steps:
  • Use an access code (as soon as all students have accessed the test change the code).
  • At the end of the class, period have any students who have not completed the exam come to you and physically watch them exit the exam. This way they cannot continue the exam except when you give them the new code. This prevents students from finishing up a quiz/exam in study hall with access to information to help them.


As our upper school has started to robustly use the learning management system Canvas, I have a few tricks and tips that might be helpful on the educator side of things:


    • Options for shuffling answers. If you create multiple choice or true/false questions in a Canvas quiz, the correct answer will always default to the top answer (a) unless you do one of the following:
      • When creating a question you can manually pull the arrow that points to the correct answer down in the question so that you are randomizing the answers yourself. OR...
      • When setting up the quiz, choose the "shuffle answers" box so that the quiz itself with automatically shuffle the answers for you. The downside of this is that you can't use answers like "all the above" or "both B and C" because it may look different for your students. 
    • Allowing for extended time on tests. If you are a teacher that sets an amount of time for a quiz or a time availability (a close time) when you assign a quiz that quiz will automatically be submitted when that time is up. If you want to allow students extended time for tests, don't use the availability but require an access code. This way once the class is over, the students can access the quiz afterwards as well. For this option, I would suggest changing the access code after each class for integrity purposes.
  • Using Calendar Events for non-graded assignments for students (here is a video explanation of information below). There is one way to add things to the students' calendars that does not impact grade book. (You can also create an assignment that is labeled "no submission" and it will allow you to put a grade in for it and will show up on your grade book. This might be a good choice for dressing out in P.E. or journal checks):
    • Create an event. Choose to click on the calendar link on your blue vertical navigation toolbar. 
      • In the top right corner of the calendar view click on the + to add an event.
      • Title your event that lets your students know what the expectation will be. You can add more details by clicking on "more options."
      • The event will default to being added to your personal calendar, so make sure you use the drop down box to choose the class you want to share the event to.
      • Click submit. (The event will now show up on the students' calendar and "upcoming" list). 
  • Deleting the MISSING label after something is turned it late (here is a video explanation of the information below). I feel like this is something Canvas should fix automatically but if a student turns in an assignment late and you put the grade in, you will need to:
      • Click on the across arrow inside the assignment box for the student in question.
      • When the sidebar pops up change the assignment to either "None" or "Late (blue)" based on your needs. This will remove the missing label in your grade book, the students view and the parent view. 
      • It is helpful to look over your grade book occasionally to see if there are any pink boxes and whether they need to be fixed. 
  • Moderating a quiz. There are times when students might need an additional attempt at a quiz (here is a video explanation of the information below). As a teacher, you can click on a quiz a student needs to access and then in the upper right corner clicking on "Moderate this quiz," then click on the pencil next to the student you want to moderate the quiz for. This allows you to:
      • Give individual students multiple attempts at a quiz
      • Give immediate access to individual students take a quiz without having to go through the process of reassigning the quiz to the student.
  • Communicating with students inside of Canvas. Students are getting used to receiving information about their courses through Canvas. If you are in a situation where you need to communicate important information to your students quickly you have two options (here is a video explanation of the information below):
      • You can create Announcements for your course that you can assign to all your classes or to individual classes. It could be useful if you were absent one day because you could actually delay when it is posted after creating it and allow your students to see it as they enter the classroom. You can also allow them to reply to an announcement if you need feedback before the next class meeting or ask them to "like" it to show that it has been read. To use announcements:
        • Go to Settings in your class and move Announcements up for students to view.
        • Click on Announcements
        • Create the announcement and assign it to the class based on your needs.
      • Using the inbox inside of Canvas allows you to send messages to whole classes, individuals or groups. This is a very quick way to get students to go to one location to receive information from you instead of going outside of Canvas to check their emails. To send messages to your students:
        • Click on the INBOX on your blue vertical navigational toolbar.
        • In the middle top of the next page, click on the paper with the pencil icon.
        • Create the message you want to send (you can even attach files or videos that you might want your students to be able to access) 
        • Make sure you choose the correct course or people you desire to communicate with via Canvas email.
        • Press send. 

As our upper school teachers start the process of using Canvas at our school, the tech department has started meeting with them to help them create their courses. Our CTO found a really great Canvas "how to" course in the Commons area of Canvas and we are having our teachers go through these modules and submit assignments throughout the process. The wonderful thing about this is that the process actually leads to the creation of their own courses at the same time. Learning that leads to usable end results!

This past week we started the overview of what Canvas looks like and some teachers chose to jump right in and start the Canvas Camp modules. As I have been reflecting on this week I am excited about the support for our teachers that is embedded in their school day. I am also thankful for the excitement many see in using this new platform.

Some of the questions that keep popping up in my mind in regards to our sessions include:

  • What does good digital design look like?
  • How does one accomplish the task at hand in a timely manner?
  • What should the interface look like from the student view?
  • How do we create patterns of efficiency for our teachers, students, and parents that don't  undermine the teacher's autonomy of making the class "their own."
As teachers move forward with creating their Canvas courses, this is a great time to reflect on what you are currently doing and adjust the lessons you might feel need more "uumph." I also think starting this process with some goals and processing steps in mind will be helpful as well. These things came to mind as I assessed teacher interaction this week:
  • Collect your resources FIRST. You know what you need to teach your units, put those resources all in one place so that you aren't spending all your time going back and forth looking for the next file. 
  • Be mindful of copyright laws. Using PDFs and third-party curriculum can be tricky for online course content. As a rule, if you are unsure a link that takes you to the curriculum outside of your module tends to be the safe bet. Some of our teachers have actually contacted third-party vendors to make sure they are using things the correct way. You might want to look into that. Lastly, as long as it is contained for your students and you haven't made your work public (allowed access to it through the Canvas commons, for example) you tend to be safe.
  • What's your timeframe? For our teachers, a timeframe has been placed upon them but if you are like me, it might be a good idea to break that down for yourself so that:
    • You aren't overwhelmed in May when that imposed timeframe is checked.
    • You can storyboard your goals to help you prioritize the things most important to you.
    • You've created the opportunities needed and have the ability to look deeper at the robustness of the LMS and how you might tap into it more
  • Check out your course mapping. This is a timely opportunity to make sure the objectives you have tagged in your mapping of your course are actually being taught and met. It's very easy to change part of your classroom goals over time based on new initiatives and feedback and forget to update the mapping. 
  • Create your learning objectives and outline a course level module. Make it clear what the expectations are for your students. As you start aligning the objectives with tasks, take a look at Bloom's taxonomy or a Depth of Knowledge (DOK) chart to make sure your objectives are measurable. Each module should probably have 3-5 objectives. Now is your chance to think out your process for teaching your curriculum and have lessons plans made that would allow a sub to step in with embedded direction while you are out with the flu or whatever! It's even possible that if you start the new year out explaining your Canvas class structure to your students, sub days will still be highly interactive learning days. 
  • Plan for interaction. Map your modules. You've checked your objective goals for the unit, now how will you get to them? You have a vocabulary to share, overarching ideas to get across, key concepts to tap into, and the ability to use formative and summative assessment. Which parts of what I am trying to accomplish would benefit from this platform? Which parts are expectations of use placed upon me? In Canvas, check out the Commons area on your toolbar. This can allow you to see how other people are using Canvas to create everything from an entire course to the pieces of a module. The Commons allows you to borrow ideas and pull them into your modules and make them your own as well. It's a wealth of help if for nothing more than to kickstart your brain when you are stuck or to see how others are teaching ideas.    The Canvas toolbar for your class gives you some immediate ideas! Do you want to tap into:
    • Discussions
    • Collaborations
    • Assignments
    • Quizzes
    • Conferences
    • Share files, pages, or Google Drive options?                  
  •  Get ready to assess. Push your boundaries on what best assessment might look like for the module at hand- perhaps it isn't true/false, multiple choice but maybe it is. Also, take this opportunity to decide what the purpose of your assessments are. Is it to see what the students learned, or is it to see what you and the student need to go over to make sure they know the information forward? Is this formative assessment or summative assessment? Is it for a grade, benchmark or both?  Would a rubric and a speed grader help you give better feedback to your students in a timely manner? Would voice comments help your student? When looking at assessment, look at opportunities for you as an educator to create efficiencies that would allow you more insight into the student learning and time to spend in relational interactions.                                
While you are not currently creating an "online course" you do have the ability to streamline the processes of education that can lead to benefits for both you and your students. Technology will not replace you but looking for ways to replace the tedious might help you to use your time both in and out of the classroom more effectively. 

During the last school year, our school announced that our upper school teachers would be required to use the learning management system (LMS) named Canvas in 3 significant ways forward:

  1. All objective assessments would be delivered through the Canvas LMS
  2. All students have the option to turn in papers digitally
  3. All grades would be done through the Canvas grade book
With any change comes push back and fear. For us, all stakeholders have had to learn a new system- teachers, administrators, students, and parents. Below are the benefits each group of our stakeholders can experience from using Canvas:
Benefits to Administrators: 

  • Analytics- By creating expectations for students to take assessments using Canvas, we also have the ability to start to see patterns of each student's learning and possible gaps in the mastery of concepts. While we are not a full-fledged competency-based school in the way we teach, we now have a place where administrators can quickly have access to class averages on assignments and even dig deeper to see individual student results. 
  • Compliance- In some ways using Canvas diminishes the silo effect that education can sometimes cause. When administrators can only get into a classroom for a few observations a year, Canvas allows admin to take a quick glance at assignments and quizzes to make sure all teachers are compliant to the goals and expectations put upon them for their curriculum.
  • Scalability- We are in a school system where we have multiple educators teaching the same course to grade levels. By having those educators work together to create their Canvas-based curriculum it takes workload levels off everyone and allows systems to be in place regardless of the size of classes. Blended learning works well with Canvas. In our middle school math program, we have been able to effectively increase class size by using this platform for students to navigate their daily needs. 
  • Accountability- The real-time aspect of Canvas allows administrators to immediately see if lesson plans are both accurate and up to date for students with just a click of the mouse. 

Benefits to Teachers:

 

  • Mobility and Accessibility- Students now have the ability to access their assignments easily as long as they have access to the internet. Being a 1:1 school with 100% at home connectivity (one of the upsides to living in Chattanooga, TN- home of the fastest internet in the country), this means our students now can access things without the excuses of "the dog ate my homework, I lost it, or I didn't know I had homework." 
  • Deliver Content Instantly- Teachers now have the ability to deliver information to students instantly. Perhaps a classroom discussion spurs a teacher to remember an article they want to share. Utilizing an LMS allows the teacher to quickly upload it to the course for immediate and future reference. 
  • Personalization- Canvas allows educators to assign things to individual students, give individual students multiple attempts to take a quiz, share different resources with different student groups, all without other students knowing that differentiation is taking place. This allows some students with IEPs to feel less self-aware of their learning issues because others aren't aware that any accommodations are taking place. Have a student that can breeze through the curriculum? With mastery paths being utilized within Canvas, teachers can meet those needs by creating deeper learning or allowing those students to go further with their learning.   
  • Multimedia Learning- The use of Canvas allows teachers to share videos, audio recordings, as well as continue robust face to face engagement with students that might be graded outside of a computer-based assessment. Sometimes students may not grasp a concept during a lecture but a teacher can upload a video of themselves or someone else teaching the concept and students can stop and start the video to make sure they have the concepts before moving on. 

Benefits to Parents:

 

  • Transparent view- Parents have the ability to see exactly what their students are seeing by pairing with them. They can view the courses, the calendar due dates, and grades all from one location. In a world of constant connectivity, parents have the ability to know 100% what the expectations are for their child's classes because it is all listed in their Canvas courses. Nothing can be placed in a grade book without first being added as an assignment in Canvas.
  • Click thru to assignments- Parents have the ability to see a grade or a "missing" label and then click directly through to the assignment to see the details. They can see everything their student can see, they just can't complete the assignment with their parent account. 
  • Parent portal for accountability- Parents can set up to receive notifications regarding their child's account. If they choose to use the Canvas Parent App, they can have the app push them information straight to their phone about course grade levels, missing assignments, when a grade is above or below a threshold they deem important to know, and any announcements about a course. If they use the web browser access, they can set themselves up to receive emails for the same types of information in order to hold their children accountable in their learning process.
Benefits to Students:
  • Single sign-on- One of the things we wanted to streamline for our students is giving the ability to go to one place and have fewer log-ins and passwords to remember for their educational process. Canvas allows our students to use their Google accounts for single sign-on capabilities. There are no longer multiple platforms and passwords to remember because all information and access goes through Canvas for our students. 
  • Consistency- Students now know they can go to Canvas and click on "calendar" to see all the things due on any upcoming date that has already been assigned for any class they are taking. Students know that their "Upcoming" section represents a week glance. Students know that their "to do" list means things that they need to get done. Students now have one platform to go to see information shared by their teachers. While each class may look differently, based on how the teacher set their own courses up, the student experience remains significantly the same for access and turning in assignments. Now students aren't sharing a document via Google Drive in one class but uploading to an LMS in another. Their experience and the expectations feel more the same from class to class. 
  • Collaboration- Canvas allows for discussion boards and it connects with the school Google suites account for all students. This allows students to work together on a Google doc or slideshow, for instance by adding information or comments. Students also have the ability to participate in "peer grading" through the Canvas LMS platform. 
  • Communication- Knowing that a teacher is communicating through one platform helps students to realize the importance of checking for communication more often. Canvas allows the students to expect all communication in one localized place- the place where they also see their assignments, turn in their assignments, and take assignments. 
  • Immediate Content-  Canvas allows students to place their virtual hands-on content quickly and efficiently based on teacher sharing. Students no longer have to go back to their locker to get a handout or call a friend because they lost the details of the homework assignment. Students can immediately access the content of their courses as long as they have access to the internet. 
With any digital plan, there are sometimes bandwidth issues, accessibility of device issues, quirks, and a learning curve for all users. It's not all benefits but as we are now a month into the school year, the benefits of this endeavor seem to quickly outweigh the detriments for our students. 

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