Monday, October 15, 2018

Are you trying Canvas? Try these help documents

Congratulations on trying to develop courses in Canvas! Below are some links to help documents that you might try. Remember that your Professional Development Strategists are available to help you.

Canvas Help Documents

Copying a course from another WebCampus course
How to copy a course from one semester to the next

Importing content into your course from a course export .zip file
How to upload files and materials from a .zip file
 
Modules as an organizational structure
An introduction to the main organizational structure for Canvas. Modules create the structure through which students interact with your pages, discussion boards, quizzes, assignments and more.
 
Populating your module structure with content
How to add files, pages, assignments, quizzes, discussion boards and more to your course within the module structure.
 
Uploading files in your course
How to upload and maintain a list of files in your course for access by you or your students
 
Creating a new content page
Content pages represent the core of many courses in WebCampus and can be used to create instructional content and even an attractive landing page for your course.
 
Creating an announcement
Announcements are an important way to get critical information communicated to students within your course.

Creating discussions
How to create and maintain student discussion boards in your course.
 
Creating an online assignment
How to create and configure assignment drop-boxes for online graded student submissions.

Creating a graded column for offline assignments
How to create a column for manually entering grades for in-class student submissions.
 
Creating Accessible Content in Canvas (PDF)
Learn how to ensure your WebCampus content meets the mandatory accessibility guidelines with universal design that benefits all students.

Tuesday, October 9, 2018

Thinking Routines

Pairing classroom thinking strategies with tech integration




Harvard's Project Zero-Headlines Strategy:

This routine uses newspaper headlines to capture the essence of an event, idea, concept or topic. It works especially well at the end of a class discussion in which students have explored a topic and gathered new information and opinions.
Ask students,
If you were to write a headline for this topic or issue right now that has captured the most important aspect to remember, what would the headline be? If you ask the first question at the beginning of the discussion, follow up with these questions:
How would your headline change after today’s discussion? How does it differ from what you would have said yesterday?

Thinking Routines: A Tool for Making Thinking Visible
Developed by Project Zero researchers. See www.pz.harvard.edu/vt/ for more information.


Chromebook Integration Ideas:

  • Use Google Docs at the end of the discussion to write-up thoughts and ideas.
  • The teacher provides a class Padlet link, or similar application, for students to publically post follow up thoughts.
  • Teacher share’s a common Google Doc for all students to collaborate on in real time.
  • The teacher’s Google Classroom could be used as an open forum for final thoughts after the class discussion.
  • If Canvas is used, the teacher could post a class discussion thread to extend productive discourse after the classroom discussion has occurred. 
  • Students create and share out a WeVideo or FlipGrid.
  • Students use Google draw or generate a digital comic to relay opinions. 


Making NEPF Connections:

This strategy aligns with the Nevada Educator Performance Framework (NEPF); consider connections to standards one, three and four.
Standard One: New learning is connected to prior learning and experience. Indicator 4: Teacher provides students opportunities to build on or challenge initial understandings.
Standard Three: Students engage in meaning-making through discourse and other strategies. As the teacher provides opportunities for students to make connections and recognize relationships through productive discourse, (Indicator 1) students could also be engaging in Standard Four; Metacognitive Activity increases the understanding of and responsibility for their own learning.