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Canvas - improving student engagement
- 1. Canvas | Student Engagement
- 2. WHAT DOES NON-ENGAGEMENT LOOK LIKE?
- 4. MOTIVATION USING COLLABORATIONS COOPERATIVE & SOCIAL LEARNING
- 5. MOTIVATION USING COLLABORATIONS COOPERATIVE & SOCIAL LEARNING
- 8. MOTIVATION PEER-REVIEWED ASSIGNMENTS PROMOTE A GROWTH MINDSET
- 9. MOTIVATION PEER-REVIEWED ASSIGNMENTS PROMOTE A GROWTH MINDSET
- 10. ENHANCING PROGRESSION USE A ONE QUESTION QUIZ GOALS AND EXPECTATIONS
- 11. USE A ONE QUESTION QUIZ GOALS AND EXPECTATIONS
- 12. ENHANCING PROGRESSION OPEN-ENDED RUBRICS FORMATIVE FEEDBACK
- 13. ENHANCING PROGRESSION OPEN-ENDED RUBRICS FORMATIVE FEEDBACK
- 14. ENHANCING PROGRESSION CORRECTIVE QUIZ FEEDBACK FORMATIVE FEEDBACK
- 15. ENHANCING PROGRESSION CORRECTIVE QUIZ FEEDBACK FORMATIVE FEEDBACK
- 16. ENHANCING PROGRESSION PERSONAL ANALYTICS HABITS OF REFLECTION
- 17. ENHANCING PROGRESSION PERSONAL ANALYTICS HABITS OF REFLECTION
- 21. ENHANCING PARTICIPATION ADD A ‘DRIVING QUESTION’ BETTER QUESTIONING
- 23. ENHANCING PARTICIPATION MASTERY PATHS INDIVIDUALISED ACTIVITIES
- 24. ENHANCING PARTICIPATION MASTERY PATHS INDIVIDUALISED ACTIVITIES Results on this ‘quiz’ determine what happens next. Cats or dogs?
- 25. ENHANCING PARTICIPATION MASTERY PATHS INDIVIDUALISED ACTIVITIES What the student sees
- 26. ENHANCING PARTICIPATION MASTERY PATHS INDIVIDUALISED ACTIVITIES The answer determines which page is opened
- 27. Participation Progression Motivation Better Discussions Use graded discussions to promote participation. Encourage students to use text, audio or video to extend the options for expression. Other resources: • Graffiti Walk, Carousel Discussion, or Poster Walk • Philosophical Chairs Discussion • Three Strategies for Better Online Discussions • The Big List of Class Discussion Strategies Goals and Expectations Ask students to set their own goals and expectations using a quiz with an essay question Other resources • Teacher Clarity: A Potent Yet Misunderstood Teaching Strategy • Teach: Student Goal-Setting and Reflection Cooperative and Social learning Ask each student to write a summary of new topics or concepts. Have them share their summaries within Groups in order to identify strengths and weaknesses. Have each Group Leader submit the final "best summary" to a Group Assignment. Have students use Collaborations for shared note-taking during live class sessions Other resources • How to Keep Kids Collaborating Remotely • Group work: Using cooperative learning groups effectively Better Questioning Used open ended discussions with replies enabled. Pose a driving question at the start of a unit and keep students returning to it and refining their answers. Include an essay question that asks students to explain how they will succeed in the coming lesson Other resources • 4 steps to engaging students with effective questioning • Generating Effective Questions • Building Driving Questions Formative feedback Set up rubrics with open-ended criteria, rather than points, in order to emphasize feedback over scores. Automatically deliver corrective feedback in Quizzes when a student gets a question wrong. Reference course materials or activities as a way of nudging students toward self-remediation. Other resources • 7 Ways to Do Formative Assessments in Your Virtual Classroom • Remote Learning and the Formative Assessment Process Student Autonomy Prompt students to ask themselves questions, in Pages and Assignments, before they begin, e.g. "Write down three questions you have on this subject before you start reading," or "Why do you think your teacher has given you this assignment?“ Other resources • Developing Responsible and Autonomous Learners: A Key to Motivating Students • Student Motivation: Why Autonomy Matters Individualised Activities Use mastery paths to differentiate learning. Use modules with a playlist of activities that students can choose from. Use differentiated assignments to provide practice to students. Other resources • What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom Habits of Reflection Teach students to look at their personal Analytics so they can reflect on how their past participation in the course might relate to their performance. Show and remind students to create To Dos on their home page Other resources • 7 Reflection Tips for Assessment, Empowerment, and Self- Awareness • Podcast: Consistent and Unpredictable: Creating an Environment for Reflection & Learning Building a Growth Mindset Showcase an outstanding student submission as the "work of the week" in Announcements Use Peer Review assignments with multiple iterations. Students submit work, review drafts of their peers’ work, and recognize how effort ties to results. Other resources • Carol Dweck: A Summary of Growth and Fixed Mindsets • The Mistake Imperative—Why We Must Get Over Our Fear of Student Error
- 28. If you have further questions or would like assistance with your Canvas courses please contact David Hamaty or Glory Puljak below and we’ll be in touch. dhamaty@tasc.nsw.edu.au gpuljak@tasc.nsw.edu.au
Editor's Notes
- Welcome
- This session is all about engagement but I thought I’d start with the symptoms of disengagement. Not a participator Not motivated Not growing
- I want to briefly discuss engagement in terms of three broad areas: Motivation – Participation and Progression. Three areas that are connected and cyclical. Students that are motivated, participate. Students that participate progress in their learning. Students who progress in their learning and can see that happening, are motivated to continue and so on. We can delve deeper into these three contributing areas. How can we encourage participation? We know that individualising activities allows students to pursue areas of personal interest. Allowing wide ranging discussion connects them to others and provides an avenue for them to share their learning. We know that teacher clarity, setting clear goals and expectations is a powerful way of making learning visible. The importance of good feedback is well known thanks to Hatties research. So I think its really important, when we are designing our courses that we do so with student engagement in mind. And to do that I think we need to keep three questions in mind: How do I promote participation, how do I promote student progress (making it visible when it happens) and how do I encourage motivation? Today I’m going to share some ideas that use Canvas’ features to promote student engagement across these three areas: participation, progression and motivation.
- Research shows that educational experiences that are active, social, collaborative, and student-owned lead to deeper learning. One way you can implement this is through Canvas collaborations. If you’re a google docs fan and a Canvas fan, you can be both at the same time by allowing students to create collaborations , shared google docs whilst never leaving Canvas.
- Research shows that educational experiences that are active, social, collaborative, and student-owned lead to deeper learning. One way you can implement this is through Canvas collaborations. If you’re a google docs fan and a Canvas fan, you can be both at the same time by allowing students to create collaborations , shared google docs whilst never leaving Canvas.
- Motivation is also enhanced when students have some control over their learning. These choices might be organisational (choosing their own group) or cognitive (choosing an area of interest, work style or medium). This can be achieved through assignment self-signup
- Motivation is also enhanced when students have some control over their learning. These choices might be organisational (choosing their own group) or cognitive (choosing an area of interest, work style or medium). This can be achieved through assignment self-signup
- Motivation can be enhanced by allowing opportunity for growth and actively highlighting that growth. How about an assignment that allows multiple submissions? You might say that sounds like a whole lot of work. But what about instead of using your time marking those multiple submissions you spend that time training students in providing effective feedback? You could design a rubric to assist with this. Canvas can then assign as many peer reviews as you like. Then get students to look back over the iterations of their assignment and notice the improvement.
- Motivation can be enhanced by allowing opportunity for growth and actively highlighting that growth. How about an assignment that allows multiple submissions? You might say that sounds like a whole lot of work. But what about instead of using your time marking those multiple submissions you spend that time training students in providing effective feedback? You could design a rubric to assist with this. Canvas can then assign as many peer reviews as you like. Then get students to look back over the iterations of their assignment and notice the improvement.
- Setting goals and expectations make learning and growth visible. One way of making this happen is by setting up a one question quiz with unlimited submissions. Thus allowing students opportunity to add to and refine their goals.
- Setting goals and expectations make learning and growth visible. One way of making this happen is by setting up a one question quiz with unlimited submissions. Thus allowing students opportunity to add to and refine their goals.
- Rubrics are a great assessment tool. If you haven’t checked these out and how they work in the Canvas Speedgrader – do yourself a favour. They can save you considerable time. But they are more than just a timesaver, they provide great feedback to students. Rubrics can be used as a feedback tool without attaching them to a marking scheme for a quick, formative task. They can also be used as a tool for peer feedback.
- Rubrics are a great assessment tool. If you haven’t checked these out and how they work in the Canvas Speedgrader – do yourself a favour. They can save you considerable time. But they are more than just a timesaver, they provide great feedback to students. Rubrics can be used as a feedback tool without attaching them to a marking scheme for a quick, formative task. They can also be used as a tool for peer feedback.
- Include some quick formative feedback with a quiz, even just a few questions. Include feedback for incorrect responses, including links to course material for revision.
- Include some quick formative feedback with a quiz, even just a few questions. Include feedback for incorrect responses, including links to course material for revision.
- Students have access to their own analytics. As a teacher you can enable or disable this feature from settings.
- Why not consider including a graded discussion as a part of an assessment task? It promotes engagement with the subject, helps students clarify their thinking, promotes rational, courteous argument
- There are plenty of examples of rubrics online that can be used to mark a discussion.
- Add a driving question at the start of your unit that students return to and refine their answer to. You can do this, again, via a one question quiz with unlimited submissions. Or as a discussion if you want to share opinions.
- Adding student choice improves participation. ‘Mastery Paths’ aren’t necessarily tricky. Here’s a quick, easy example where students are directed to the right content based on their reply in a quick one question quiz.