"Students in introductory courses often cannot tell what is central from what is peripheral, foreground from background, superordinate from subordinate" (Angelo, 1993, p. 4). Focus the attention of students on the aspects that matter most.
Examples of Canvas Use
Post the syllabus, potentially updating goals and objectives on a unit-by-unit basis. Include learning objectives, course goals, course requirements, deadlines, tasks, expectations, etc.
Consider using the Discussions, or a Quizzes survey, to allow students to provide input into the goals and objectives, projects, etc. for the course.
Provide a course outline/schedule or use due dates on Assignments, Quizzes, and Discussions to post deadlines to the Calendar tool.
Post information about the course that is clear and complete in the Syllabus tool.
Post learning objectives in your syllabus and include them on the Canvas Home Page.
Post documents in Files to support required tasks in a timely manner.
Post quizzes in Quizzes to assess student progress.
Set up tasks in Calendar and Pages for students to focus on work to be done and to track their progress.
Get students in the habit of checking Canvas regularly. Routinely post in the Announcements tool, perhaps with hints, tips, comments, etc. motivate students to check back frequently.
Use an Assignment, Discussion, or Quizzes task to ask students about current course materials. For example: What does a particular task or item accomplish? What is the usefulness of a topic? What input is needed for solving a long-range decision?
Consider posting old exams in Quizzes to let students see how learning objectives are evaluated. (However, be sure you do not post current assessment questions verbatim so as to secure them from copying and distribution.)
Discuss how questions on exams map to objectives in Discussions.
General Best Practices
Provide very specific course goals.
Ask the students "what do you hope to get from the class?" Angelo (1993, p. 4) recommended having students write a few specific learning goals early in the term that they hope to achieve through the course. Have them compare their learning goals with other students in the class and with the goals of the course. "Look for and build upon areas of congruence, but don't gloss over potential conflicts or disconnects. Refer back to and assess progress toward shared goals throughout the semester" (p. 4).
Provide the students with a calendar of the entire semester's work to be completed. Provide the grading scale/point value for each part of the course.
Before a lecture, provide the students with an advance organizer - learning objectives, agenda, or a list of the key points for each unit or lesson (Rolheiser & Fullan, 2002, p. 3).
Perform pre-assessments to let students test their knowledge of the subject to determine what they already know.