Canvas vs Google Classroom: Choosing the Right LMS for Your Needs
As a K-12 educator who has used both Canvas and Google Classroom extensively, I’ve developed a deep appreciation for what each platform has to offer. While both are excellent tools for managing a digital classroom, they serve very different purposes and align with different educational goals. Here, I’ll share my personal experiences with both platforms to help you decide which one might work best for your needs.
Canvas has been great for my high school students, especially those preparing for college or engaging in independent study and blended learning. The platform’s comprehensive tools and advanced features mirror the kinds of learning management systems used in higher education. It’s an ideal choice for teachers who want to familiarize their students with the expectations of college-level courses while supporting personalized learning paths.
Key Features I Love:
Rich Content Creation: I’ve created multimedia-rich courses with embedded videos, quizzes, and interactive discussions, which help keep my students engaged.
Gradebook and Analytics: The advanced grading tools and analytics allow me to track student progress in detail, helping me intervene early when needed.
Customizability: Canvas lets me tailor courses to specific learning goals, which is invaluable for differentiation.
Mobile App: The app ensures students can access materials wherever they are, a huge plus for busy high schoolers.
Why Canvas Stands Out:
It’s ideal for creating complex, structured courses.
The free option for individual educators means I can use it without straining my school’s budget.
The interface and tools help prepare students for the LMS platforms they’ll encounter in college.
It excels at supporting independent study and blended learning environments where students can work at their own pace.
If you plan to use the same course over multiple years or sections, the work going into Canvas really is worth it as the courses almost run themselves once set up.
Challenges with Canvas:
The learning curve can be steep, especially for students new to LMS platforms.
Setting up courses takes time, but the payoff is worth it if you plan to use the course again.
For my K-8 student/families and onsite classes and day-to-day management, Google Classroom is my go-to. Its simplicity and seamless integration with Google Workspace tools make it a powerful yet accessible option.
What I Appreciate Most:
Ease of Use: Google Classroom’s intuitive interface means I spend less time on setup and more time teaching.
Google Workspace Integration: I can quickly assign and collect work using Google Docs, Sheets, and Slides, tools my students already know.
Communication Tools: The ability to send announcements and comments streamlines communication with my students.
Why Google Classroom Excels:
It’s perfect for managing assignments and daily tasks in onsite settings.
Its simplicity ensures that even less tech-savvy students/parents and teachers can use it effectively.
It’s completely free, making it accessible for schools and classrooms of all sizes.
Limitations of Google Classroom:
The analytics and customization options are limited compared to Canvas.
It lacks some of the robust features needed for more complex course structures.
Choose Canvas if: You want to prepare high school students for college, need robust course management tools, enjoy the flexibility of customizing courses, or are supporting independent or blended learning. It’s also perfect if you plan to reuse courses over multiple years or sections, as the initial setup pays off with streamlined operations.
Choose Google Classroom if: You’re managing onsite classes, need a simple platform, or prioritize seamless integration with Google tools.
Both Canvas and Google Classroom have been invaluable in my teaching toolkit. Canvas gives my high school students a taste of college-level expectations, setting them up for success in higher education while excelling in supporting independent study and blended learning. Meanwhile, Google Classroom is the perfect partner for onsite teaching, with its straightforward setup and intuitive interface. By considering your classroom’s needs, you can choose the LMS that works best for you and your students.
Introducing Ethics-Based Literature: A Curriculum for Social Emotional Learning and Ethical Development
As educators, we recognize that literature has always been a powerful tool for shaping minds, fostering empathy, and promoting social-emotional learning. With this in mind, I am thrilled to introduce the "Ethics-Based Literature" curriculum, a novel studies program designed to nurture ethical responsibility, integrity, and emotional intelligence in students. This curriculum not only emphasizes ethical development but also integrates reading comprehension, literature analysis, writing, and vocabulary skills. With thoughtfully chosen texts this program provides students with the tools to explore timeless themes that resonate with their personal growth and their roles in the wider world. I am currently working on the middle school level of this curriculum, because that is want I am teaching, but I plan in the future to work a version for all grade levels K-12.
Let me take you through the core values and accompanying texts that shape this transformative educational experience:
The Door in the Wall- Resilience Comes from Flexibility (Free Sample-Ch1&2)
The Little Prince- Compassion Comes from Understanding
Anne Frank: Dairy of a Young Girl- Identity Comes from Reflection
The Night Diary by Veera Hiranandani - Justice Comes from Awareness
Save Me a Seat by Sarah Weeks and Gita Varadarajan- Respect Comes from Empathy
Dragon Pearl by Yoon Ha Lee- Responsibility Comes from Work
Tiger Boy by Mitali Perkins-Community Comes from Connection
Beyond Grade Levels by Kate Craig
In the traditional landscape of education, "grade level" serves as a standard benchmark against which students are measured. But here's the thing—it's not as clear-cut as it seems. Grade levels change depending on where you are and what year it is, and they don't always reflect what each student is actually capable of.
The Shifting Sands of Grade Levels:
Grade level is not static, it changes over time and location. What constitutes fourth-grade material in one place might align with fifth-grade expectations elsewhere. Moreover, the curriculum taught today may vastly differ from that of previous decades. The arbitrary nature of grade levels renders them an unreliable measure.
The Illusion of the Average Student:
Central to the concept of grade level is the notion of the "average student." Isn’t “grade-level” what the average student can do? But the reality is that the average represents nobody. By fixating on this average, educators risk overlooking the unique talents and challenges of individual students, perpetuating a one-size-fits-all approach to education.
Brain Development:
Brain development varies significantly among children, rendering grade-level standards ill-suited to accommodate their cognitive abilities. While some students may excel in certain subjects, others may require additional support to grasp the same concepts. Ignoring these developmental differences can hinder students' academic progress and erode their confidence in their abilities.
Embracing Individuality:
Rather than striving to meet an arbitrary standard, educators and parents should embrace the individuality of each student. This entails recognizing their unique strengths, interests, and learning styles. By tailoring instruction to meet students where they are, rather than where they "should" be according to grade-level norms, educators can foster a more inclusive and supportive learning environment.
The Case for Multi-Age Classrooms:
Multi-age classrooms offer an alternative to the traditional grade-level model. These classrooms promote peer learning, collaboration, and mentorship. Students benefit from exposure to diverse perspectives and skill levels, fostering a more dynamic and enriching educational experience without a “grade-level” expectation.
Conclusion:
Grade level, though deeply ingrained in the fabric of education, is a flawed and limited construct. It fails to account for the needs and abilities of individual students. To truly unlock the potential of every learner, we must move beyond grade levels and embrace a more personalized approach to education—one that honors the unique journey of each student and celebrates their individuality. In doing so, we can create learning environments that inspire curiosity, foster growth, and empower students to reach their full potential.
So, here I am, looking back on nearly 15 years of teaching in alternative education – from special ed to college prep charter and continuation to private "gradeless" schools. And let me tell you, it's been a ride! Along the way, I've learned a ton, faced some challenges, but most importantly, I've seen firsthand the incredible impact alternative education can have. After 15 years I can't imaging being in a traditional school!
Why do I prefer alternative education?
First off, building long-term relationships with students and families. Unlike in traditional schools where you might only get a year with a kid, in alternative ed, you often stick with them for several years. These relationships have been one of the most rewarding parts of this journey. That means you get to see them grow, celebrate their wins, and be there for them when things get tough. It's like being part of a big, extended family, and it's pretty darn awesome.
Then there's the freedom to teach what really matters. Say goodbye to those boring textbooks and standardized tests! In alternative ed, we get to teach stuff that gets students pumped up – things they're actually interested in. Whether it's diving into a cool project, going on a wild field trip, or tackling real-life issues, the possibilities are endless. And let me tell you, when students are excited about what they're learning, magic happens.
But what really gets me most excited is that it's not just about textbooks and tests; it's about getting these kids ready for the real world. In alternative schools, we can focus on teaching stuff like managing money, empathy, cooking, and resilence, right alongside the regular school stuff. By helping students grow in all these ways, we're giving them the tools they need to handle whatever life throws their way, both now and in the future.
Through it all, I've come to realize that alternative education isn't just a different way of doing things – it's a game-changer, for both students, teachers and families. By putting students at the center of their learning, honoring their individuality, and giving them the support they need to succeed, we're setting them up for a lifetime of awesomeness.
The very first time I heard about "gradeless" teaching was when I was in the teacher credential program at HSU (now Humboldt Cal-Poly) way back in 2009. As a new teacher who still thought more like a student than an educator, I initially thought the idea was crazy! The process they were teaching us at the time involved narrative reporting of where students were at, and it sounded like a lot of extra work. As a student who struggled with tests, I was used to being able to "game" the grading systems that teachers used to work for me. I worried that students like me would struggle more under this system.
Then I started teaching, and everything changed. In my first job as an RST, I worked in a resource room providing special needs students with additional help. I soon realized how problematic our percentile system was and how much one zero on an assignment could hurt a student's grade. A student could demonstrate that they understood a subject, but still fail or, at best, get a C because of very few missed assignments.
When I moved to teaching high school history, I implemented a 4 point system (each "point" representing the letter grade A-F) which helped mitigate many of the problems with the math in a percentile grading system. That system worked much better, but after four years using it, I was still unhappy. This time, I realized that the problem was with giving a single grade for a course. I had two students who were very different types of learners, with different skills and abilities, but had the same grade. What was the use of that grade if it didn't really tell people anything about that student? For example, I could have one student who did every assignment but only demonstrated a basic level of understanding of the material, and another student who completed only a few assignments but showed an advanced level of understanding, and they would both get a "C." What was the purpose of giving a "C" if it didn't communicate what the student could actually do?
My next step was to move away from giving grades on assignments altogether. Instead, I gave grades on the skills/knowledge that students were able to display. In my grade book, where there was traditionally a list of assignments, I put the skills/knowledge I wanted students to have learned in my class. This included historical knowledge and analytical skills, but it also included soft skills like "coming to class prepared" and "completing tasks." At this school, students and parents were able to access the grade book and see what grades were given. Now my students and parents could see where they needed to work on content or soft skills. But I still had the issue that at the end of the course, all of the information was boiled down to one letter that didn't convey much about what the student could actually do.
The school I worked with at that time required a single letter grade and "all or nothing" credits to be assigned at the end of a course, and I was not able to change that. So when I was asked to start the high school program for Mistwood, I was excited to create a transcript that would actually convey real and valuable information about students to potential schools, colleges, and employers.
I began to research alternatives to traditional grading systems and, in the process, read the book "Grading for Equity" by Joe Feldman. It was then that I realized that the traditional grading system is not only ineffective at accurately communicating information, but it can also be extremely harmful to students. Our traditional grading system can lead to unfair grading and biased evaluations, as well as discourage students who may be struggling in a particular area. Traditional grading creates a competitive and stressful learning environment, where students are more focused on achieving high grades than on actually learning and understanding the material. This can result in a lack of creativity and critical thinking, and can have negative impacts on students' mental health and self-esteem.
I was ready to through out grades all together! But I still needed a way to provide our graduates with a transcript. The solution was that we would create a transcript that listed all the skills and knowledge we would expect a graduating senior to have. Each of these skills would be given "grade" (using a 0-4 point system) when a student met them. If they exceeded that "grade" later the "grade" would be updated. Day to day in the classroom and even at the end of a course students would receive "gradeless" feedback on their work/learning. This feedback that told them specifically what they did well, what they might have struggled on and what the next steps in there learning should be.
I am still learning, and still working on creating a system that can work best my students. Years of experience with different grading systems led to the creation of a new approach, providing feedback on skills and knowledge while avoiding traditional grades. This allows for more individualized learning, promoting growth and development, and creating a transcript that accurately represents a student's abilities and achievements. Ultimately, the goal is to move away from the traditional grading system and towards a more equitable and effective approach that benefits students and promotes their success.
Gameschooling! The Power of Game-Based Learning
Introduction
In the ever-evolving landscape of education, innovative approaches to learning are gaining traction, and one such method that has been making waves is game-based learning. As technology continues to reshape traditional educational paradigms, the incorporation of games into the learning process is proving to be a powerful tool for engagement, skill development, and overall academic success. This blog post explores the fascinating realm of game-based learning, delving into its benefits, challenges, and the transformative impact it can have on education.
Understanding Game-Based Learning
Game-based learning is an instructional strategy that uses games to enhance the learning experience. These games can take various forms, from digital platforms and video games to board games and classroom activities. The underlying principle is to leverage the inherent elements of gaming, such as competition, collaboration, problem-solving, and immediate feedback, to create a more immersive and effective learning environment.
Benefits of Game-Based Learning
Engagement and Motivation:
One of the primary advantages of game-based learning is its ability to captivate learners and foster a sense of motivation. Games inherently provide a challenging yet enjoyable experience, encouraging students to actively participate in the learning process. This engagement can be particularly beneficial in subjects that students might find traditionally dull or challenging.
Skill Development:
Games often require the development of various skills, ranging from critical thinking and decision-making to problem-solving and strategic planning. Through gameplay, learners can hone these skills in a dynamic and interactive setting. For example, a strategy-based game may enhance a student's ability to analyze situations, make informed decisions, and adapt to changing circumstances.
Immediate Feedback:
Games provide instant feedback, allowing learners to assess their performance in real-time. This immediate feedback loop helps students understand their mistakes, learn from them, and make necessary adjustments on the spot. This accelerates the learning process by reinforcing correct behaviors and addressing misconceptions promptly.
Collaboration and Social Skills:
Many games, whether played individually or in groups, promote collaboration and communication. Multiplayer games, in particular, encourage teamwork and the development of social skills. This collaborative aspect is crucial in preparing students for real-world scenarios where effective communication and teamwork are essential.
Customized Learning Paths:
Game-based learning allows for personalized and adaptive learning paths. As students progress through the game, the system can adjust the difficulty level based on their performance, ensuring that each learner is appropriately challenged. This customization caters to individual learning styles and paces, making education more inclusive.
Fostering a Growth Mindset:
Games often present challenges and obstacles that require persistence and resilience to overcome. This aligns with the concept of a growth mindset, where learners perceive effort as a path to mastery. The iterative nature of gameplay encourages students to view failures as opportunities for improvement, promoting a positive attitude toward learning.
Challenges in Implementing Game-Based Learning
While the benefits of game-based learning are evident, its implementation comes with its set of challenges.
Infrastructure and Access:
Integrating game-based learning into educational institutions requires suitable technological infrastructure. Not all schools may have access to the necessary devices or high-speed internet, posing a barrier to widespread adoption. Addressing these infrastructure challenges is crucial for ensuring equal opportunities for all students.
Teacher Training:
Educators play a pivotal role in facilitating game-based learning. However, many teachers may lack the necessary training to effectively integrate games into their lesson plans. Professional development programs are essential to equip teachers with the skills and knowledge needed to leverage game-based learning effectively.
Curricular Integration:
Aligning game-based learning with existing curricula can be challenging. Educators need to strike a balance between incorporating games and ensuring that learning objectives are met. It requires thoughtful planning to integrate games seamlessly into the curriculum without compromising academic standards.
Assessment and Evaluation:
Traditional assessment methods may not align with the dynamic and multifaceted nature of game-based learning. Evaluating a student's progress and understanding gained through gameplay necessitates innovative assessment approaches. Developing reliable metrics to measure the effectiveness of game-based learning is an ongoing challenge.
Perceived Lack of Rigor:
Some critics argue that game-based learning might compromise the rigor of education by prioritizing entertainment over academic substance. Overcoming this perception requires demonstrating the substantive learning outcomes achieved through game-based approaches.
Examples of Successful Game-Based Learning Platforms
Kahoot!:
Kahoot! is a widely used platform that turns learning into a game. It allows educators to create quizzes, discussions, and surveys that students can participate in using their devices. The competitive and interactive nature of Kahoot! makes it a favorite among teachers for reviewing and reinforcing concepts.
Minecraft: Education Edition:
Minecraft, the popular sandbox game, has an education-focused edition that promotes creativity, collaboration, and problem-solving. Educators can use Minecraft to create virtual learning environments, allowing students to explore historical settings, engage in scientific experiments, or even build architectural structures.
Prodigy:
Prodigy is an adaptive math platform designed as an online role-playing game. It adapts to each student's learning style and pace, providing a personalized learning experience. Through engaging math challenges, Prodigy helps students strengthen their mathematical skills in a fun and interactive manner.
Classcraft:
Classcraft is a classroom management platform that gamifies the learning experience. It introduces elements of role-playing games, where students take on characters, earn points, and collaborate to achieve goals. Classcraft enhances student engagement by adding a layer of excitement and competition to the classroom environment.
The Future of Game-Based Learning
As technology continues to advance, the future of game-based learning looks promising. Several trends and developments indicate a continued integration of games into education:
Virtual Reality (VR) and Augmented Reality (AR):
The rise of virtual reality and augmented reality technologies opens new possibilities for immersive game-based learning experiences. VR and AR can transport students to virtual environments, allowing them to explore concepts in a three-dimensional space.
AI-Powered Adaptive Learning:
Artificial intelligence can enhance the adaptability of game-based learning platforms. AI algorithms can analyze individual learning patterns, providing personalized feedback and adjusting the difficulty level of games in real-time. This ensures that each student receives a tailored learning experience.
Cross-disciplinary Integration:
Game-based learning is increasingly being recognized as a valuable tool across various disciplines. Whether teaching history, mathematics, or language arts, educators are finding innovative ways to incorporate games into their lessons. This cross-disciplinary approach enhances the versatility of game-based learning.
Gamification Beyond Screens:
While digital games are prevalent, the principles of gamification—applying game elements in non-game contexts—are extending beyond screens. Classroom activities, projects, and even physical games are being designed to incorporate gamified elements, creating a more engaging learning environment.
Conclusion
Game-based learning represents a paradigm shift in education, offering a dynamic and interactive approach to engage students and enhance learning outcomes. While challenges exist in terms of infrastructure, teacher training, and assessment methods, the benefits of game-based learning are too significant to ignore. As technology continues to evolve, the potential for innovative and immersive educational experiences through games is only set to grow. By embracing this transformative approach, educators can tap into the inherent curiosity and enthusiasm of students,
The California Council for the Social Studies (CCSS) Conference is going on right now and I am not there. It moves between "Northern" (I laugh at their definition of North) California and Southern every other year. Flying to So-Cal was just not in the cards this year. But my thoughts are brought to last years conference.
Held in February 2023, it was an unforgettable experience where I had the privilege of presenting on the Inquire Arch—an educational framework I've honed over the years in various teaching environments.
The essence of the Inquire Arch lies in fostering student inquiry, critical thinking, and problem-solving skills. It empowers students to navigate complex social issues and make informed decisions while providing essential structure and support for their learning journey.
During the conference, I immersed attendees in the key elements of the Inquire Arch and showcased its versatility across different social studies contexts. The engagement was palpable, with nearly 50 educators filling the conference room, eager to learn and exchange ideas. Their insightful questions and shared experiences reinforced the relevance of the Inquire Arch in revitalizing classroom instruction.
Amidst a diverse array of presentations, workshops, and keynote speeches, I also had the opportunity to delve into other topics such as integrating technology, addressing controversial issues, and promoting equitable grading practices in social studies education. The wisdom shared by keynote speakers prompted deep reflection on the pivotal role of social studies in shaping informed and engaged citizens.
Looking back, the CCSS Conference was not just a professional gathering—it was a platform for connection, learning, and contribution to the broader discourse on social studies education. I am grateful for the chance to have presented on the Inquire Arch and to have been part of advancing social studies education in California and beyond. As I eagerly await the next conference in 2025, I look forward to once again sharing insights and learning from fellow educators.
As educators, we're constantly seeking ways to engage our students in meaningful learning experiences, particularly in subjects like history where traditional textbooks often fall short. That's why I'm excited to share with you today why I believe Howard Zinn's "A Young People's History of the United States" should be a staple in every middle school classroom.
First and foremost, Zinn's approach to history is inclusive and critical. Gone are the days of dry, one-sided narratives that fail to capture the full complexity of our nation's past. Instead, Zinn's book offers a nuanced perspective that challenges students to think critically and question established viewpoints. By presenting history through the lens of ordinary people—especially marginalized groups like women, people of color, indigenous people, and the working class—students gain a more comprehensive understanding of American history and the diverse experiences that have shaped our nation.
But what sets Zinn's book apart is not just its content, but its accessibility for middle school students. With engaging storytelling and language tailored to a younger audience, "A Young People's History of the United States" makes complex historical concepts not only understandable but relatable. This accessibility enhances student interest and engagement, fostering a deeper connection with the subject matter.
Moreover, using Zinn's book in the classroom aligns with our schools broader goals of promoting social justice and equity in education. By centering the voices and experiences of those often overlooked in traditional textbooks, educators can cultivate empathy, understanding, and a sense of social responsibility among students. History becomes not just a series of events, but a platform for meaningful dialogue and reflection on the world around us.
In my own experience as an educator, I've seen firsthand the impact that Zinn's book can have on students. It sparks curiosity, ignites critical thinking, and empowers students to become active and informed citizens. By exploring history beyond the confines of traditional textbook, we open up new possibilities for learning and discovery in the classroom.
In our group 4 class (6-8th grade), I've transitioned to using "A Young People's History of the United States" as our primary text for teaching US history. With the aid of a few supplementary resources (check out my Crash Course curriculum), I can comprehensively cover all required topics in middle school US history, all without the need for a traditional textbook.
So if you're looking to breathe new life into your middle school history curriculum, I highly recommend giving Howard Zinn's "A Young People's History of the United States" a try. It's a journey through history unlike any other—one that will leave a lasting impression on your students for years to come.