Support Page Content
Strategies and Resources to Teach On!: The Checklist
This Teach On resource page supports Sacramento State faculty in the implementation of remote instruction. The checklist below will help you make sure your students have the best remote learning experience as we all continue to do our best in teaching. (Adapted from CSU East Bay )
The Handy checklist above is a good way to “check off” the items below.
0. Know your mode of Instruction
- Know how the Academic Year 2021/2022 modes of instruction are defined for our campus. Fully In-person, Online Synchronous, Online Asynchronous, Hybrid, Blended, HyFlex, and HerkyFlex are among the possible options.
- A detailed description of each of these modes can be found in this Fall 2021 Instruction Modes DRAFT document.
1. Utilize Canvas
- Use Canvas to provide course content, grade assignments, and communicate with students.
- Install the Canvas Student app and ask your students to install the app on their phones and mobile devices.
- Anticipate students’ possible technology limitations and help students request equipment loans.
- Consider having students complete “Hornet Learning Online 101” and earn an online learning readiness badge or use “Hornet Learning Online 101” to survey your student’s readiness for online learning.
- Use the “2020 Summer Camp” self-paced course to design your Canvas remote learning.
2. Review Your Syllabus
- Post your syllabus in your Canvas course.
- Add to your syllabus Section I items I-J (and for face-to-face courses Section III A-D) described in the Course Syllabus Policy (Interim) dated August 15, 2020, including ADA compliance and COVID-19 specific policies.
3. Communicate Efficiently and Often
- Let your students know the/a? communication plan. Will you use Canvas announcements, messaging, Q and A discussion Tools, email will help you and your students establish a remote teaching and learning routine.
- As soon as possible, inform your students about any changes in instruction, what those changes may be, and how you plan to manage those changes to optimize their learning path.
- Be efficient and concise and avoid information overload.
4. Set Up a Safe, Accessible, and Equitable Virtual Classroom
- Prepare to deliver class from home or non-campus location. Check internet speed and wireless bandwidth with provider and if needed contact IRT for a WIFI hotspot.
- Set your zoom default settings to maximize safety. Enable the waiting room feature, disable “join before host,” and “participant recording” options.
- Set netiquette expectations and “community agreements”
- Check your instructional materials for accessibility including compatibility with mobile devices and video captioning. Visit the Universal Design for Learning page for “how to” instructions, and consultation contact information.
- Check the library to see if there is online access for your textbook, e-books, or Open Educational Resource (OER) versions of your curricular materials.
- Continue any accommodations you have provided in your face to face courses through Services for Students With Disabilities (SSWD). Take the time to assess how you plan to deliver similar accommodations online.
- Plan to record synchronous sessions in zoom and make recordings available in your canvas course.
5. Engage your Students Online
- Consider using the Zoom “polling” (can open on the tab?) and “chat” features to engage students during synchronous sessions.
- Consider using Zoom “break out rooms”, Canvas “Collaborations” documents, and Canvas “Discussion Tools” to support small group discussions and project work.
- Encourage students, when possible, to engage in synchronous zoom sessions with their camera on or profile photo visible.
- Prepare Canvas pages and video lectures that “chunk” content into 3-7 minute segments and contain “pause and think” or “check for understanding” features.
6. Assess Learning and the Learning Process
- Provide multiple opportunities and formats for students to demonstrate what they have learned and what they might need more help with.
- Use Canvas “assignment” and “quiz” features to deliver both formative and summative assessments. Formative assessments are quick checks for understanding that may not be graded (ex.“muddiest point,” “the one minute paper,” “ticket out the door,”, writing drafts) Summative assessments are comprehensive exams or projects that evaluate learning and contribute to the course grade (ex. midterms, finals, term papers, capstone projects.)
- Use “rubrics”, “speed grader”, and “grade book” features in Canvas to communicate clear grading criteria, provide feedback, and grade assessments.
7. Promote Academic Honesty and Minimize Cheating
- Provide frequent opportunities for students to demonstrate what they have learned, ex. weekly quizzes instead of one midterm and final exam or a series of writing drafts, graphic organizers, and annotated bibliographies, instead of only a thesis statement and final essay. Eliminating infrequent “high-stakes” assessments reduces the motivation to cheat.
- Consider the use of alternative assessments.
- Use “TurnitIn” plagiarism software available in Canvas to allow students to evaluate their writing before it comes to you for grading.
- Visit “Chegg” to understand how easy it is for someone to post your exam problems and receive a solution from a tutor.
- Use Respondus Lockdown browser to discourage students from using a computer to search the internet with the same device they are using to complete an assessment.
8. Ask for Help and be Flexible
- Keep your zoom session and Canvas module agendas simple and have a no tech backup plan in case your Zoom or canvas technology stops working. Contact an Instructional Technologist through IRT to help you with the nuts and bolts (settings, function, navigation etc.) of your technology (Canvas, Zoom, Media site etc.)
- Consult with a CTL faculty mentor to discuss your instructional strategies, assessment plans, or to troubleshoot a teaching and learning challenge. Please click here to request a meeting.
- Consult with a faculty mentor, Quality Assurance for Online Teaching mentor, or instructional designer to trouble shoot or brainstorm solutions to unexpected challenges in your online course.
- During synchronous Zoom sessions consider asking students to take turns facilitating or taking notes in breakout sessions, monitoring the chat, discussion, or other collaborative documents.
Contact CTL if you are not sure what you need or just want to talk to someone! We are here: email@example.com
We are all in this together, please don’t hesitate to reach out if you need help!
- We are all anxious, and just a quick conversation with our colleagues can help put us at ease in this undertaking. Under normal circumstances this effort takes time, but making a decision to promote continuity of learning for our students under pressure can be anxiety producing, please reach out to us! via Zoom.
- If you have suggestions on improving this page for your faculty colleagues, please let us know and we can add/remove/change information as needed.
Keep checking back often for additional links to more help; and remember you can always just call 916.278.5945 or email firstname.lastname@example.org if you need someone to talk to about our efforts to provide you with Continuitiy in Teaching and Learning
More Strategies, Tools, and Help:
While you are here sign up for some webinars that will help you with online Teaching and Learning:
Preparing and Mapping Your Online Course - Analysis, Planning and Building Your Online Course (CTL Webinar, Part 1 of 3)
Delivering Your Online Course – Creating Presence and Communication (CTL Webinar, Part 2 of 3)
- Sac State Technology for Mitigating Cheating - Tools and Options (CTL Webinar, Part 3 of 3)
California 3CSN Navigating the Virtual Landscape Zoom sessions
ACUE FACULTY FRIDAY: Teaching, Learning, and Assessing in Remote Learning Environments
Moving Case Teaching Online Quickly - Shared Experiences Free series of webinars on Moving Teaching Online Quickly.
Moving Case Teaching Online Quickly - Best PracticeWith Angela Lee, Columbia Business School