Canvas Checklist draft

Canvas Self-Reflection Course Checklist

BRONZE LEVEL SILVER LEVEL GOLD LEVEL
Teachers have completed the online “Welcome to
Canvas-An Introductory Course”, or have attended Teachers have completed the online or face-to-face Teachers have completed the online or face-to-face
training on “Welcome to Canvas-An Introductory training on “Welcome to Canvas-An Introductory
a face to face introduction training. Course” as well as “Adding More to Canvas” Course” as well as “Canvas Part 2 and 3 Course”.

Course.

❏ Active Participant in a Canvas course as a ❏ Complete Bronze Level ❏ Complete & maintain Bronze Level
student/professional learner.
❏ Pages are created to provide multimedia content ❏ Complete & maintain Silver Levels
❏ Pages are created to provide information in the form of (video, audio) from various sources such as Khan
text and images, access to digital textbook, or to Academy, YouTube, TED Talks, etc. ❏ Pages could be used to differentiate instruction by
provide a homepage for the course. creating pages to meet the varying needs of students.
❏ Module settings are used to control student access
❏ Modules are used to group learning objects or paths by defining module completion requirements ❏ The instructor creates original content using Pages
(external links, files, pages, assignments, quizzes, and prerequisites. and the Rich Text Editor toolbar such as: text,
discussions) that make sense for course (by topic, by graphics, video tutorials or lessons, audio, embedded
unit, time frame, etc.). ❏ Students digitally submit assignments, and can slideshows, etc.
choose to resubmit an assignment.
❏ Assignments completed online are just like the paper ❏ Modules are used to provide students with options,
versions that were previously completed in class, ❏ Quizzes are used for formative assessment, to provide allowing them to choose their paths of learning, or
such as a worksheet or quiz. students with timely, individualized choose which activity to do to meet the module
feedback. Students can receive immediate feedback requirements. Students may not complete every
❏ Quizzes are used for pretests, posttests, and on each question, indicating if their responses were module, or not follow a particular sequence of
summative evaluations. Quizzes may include various correct. Or the questions can provide remediation modules.
question formats such as multiple choice, T/F, short and enrichment by offering specific feedback on
answer, matching, multiple answer, etc. various responses. That feedback might include text, ❏ Modules are used to facilitate self-directed learning
video tutorials, animations, or images to correct by allowing students to work at their own pace. Or,
❏ Quizzes may include media content. misconceptions or explain errors. differentiating instruction by leading students to
remediation and extension activities based on
❏ In a discussion, teacher responds to a question or ❏ A scoring guide is used to provide students with assignment scores or completion of modules.
prompt from the instructor and also reply to posts feedback on their participation in the discussion,
from peers. which includes both posts and replies to other ❏ Assignments provide students with choice in how to
students. The feedback can come from the teacher or demonstrate their learning (presentation, audio
❏ Students receive feedback on their assignments or other students utilizing the peer review feature. recording, infographic, etc.) by accepting several
quizzes in the form of a score, or rubric with ratings submission types (URL, file, offline, etc.).
indicated, or a comment in the gradebook. ❏ Instructors use SpeedGrader and a Rubric to
provide specific, actionable feedback by indicating ❏ Assignments are used to differentiate instruction.
❏ Statistics assist in determining which levels of quality for various criteria or type additional Some students may have different assignments, due
standards/skills are being missed or mastered in text for particular criteria. dates, questions, scoring guides, etc. Some students
order to guide instruction for the class as a whole, as may submit an audio file instead of a text file.
well as for individual students. ❏ The Conversations/Inbox tool is used to Scaffolding or support may be included in the form of
communicate with individual students (which might audio recordings of readings, video tutorials, lower
Lexile level readings, etc.

❏ Announcements are used to broadcast messages include using the "Message Student Who..." option in ❏ Quizzes are used for self-directed learning. Students
to all the students and/or parents. The Calendar has the gradebook), or for students to easily communicate can choose to take a quiz multiple times,
events on it that serves as reminders to students with the instructor or other students in the class. Or, experiencing different questions for the same
about assignments or activities. Announcements are created ahead of time and learning target with each attempt. Quiz Groups or
scheduled to be published at a later date. Formula Questions are used to randomize the
❏ The Groups feature is used to organize students questions.
into groups within the same class period to ❏ Within the same class period, the Collaboration and
collaborate on an assignment. Groups features is used to provide students with a ❏ Discussions are student driven. Students generate
digital collaborative work space (discussion, original discussion questions or prompts to which
❏ Instructors show their courses to other instructors calendar, pages, files space) in which to facilitate other students respond, using discussions as a back
as requested to share instructional practices and group assignments, coordinate larger projects, or channel, collaborating with other students on an
ideas. allow students to work as a group outside of class. assignment, or seeking or providing help to other
students.
❏ Course content is shared among instructors. This
might look like enrolling instructors in another ❏ Instructors use Speedgrader to provide students
instructor’s course as collaborators with the ability to audio or video feedback. Or students use peer
import content from this course into their courses. Or, reviews to provide audio or video feedback to their
sharing the course or objects in it to the Canvas peers.
Commons to make it available to the department,
building, or the entire Canvas community. ❏ A combination of statistics, including late work, low
scores, number of page views and/or accessibility,
*At this level, you are using Canvas for a blended learning class and interaction reports are used as intervention tools
experience. to identify struggling/at risk students.

❏ Parents are encouraged to sign up as an observer
in Canvas, thus enrolling them in their child’s courses

in a non-participatory role.

❏ The Conference feature is used to collaborate
outside of the classroom or to bring in a guest
speaker virtually to the classroom via web
conferencing.

❏ Course content is shared among instructors. This
might look like enrolling instructors in another

instructor’s course as collaborators
with the ability to import content from
this course into their courses. Or,
sharing the course or objects in it to
the Canvas Commons to make it
available to in the department,
building, or the entire Canvas
community. Or, importing content
from the Commons from other
instructors into the course.

*At this level, you are using Canvas for a blended learning
experience.