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Google Classroom  - Creating Assignments and Materials

Google classroom  -, creating assignments and materials, google classroom creating assignments and materials.

Google Classroom: Creating Assignments and Materials

Lesson 2: creating assignments and materials.

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Creating assignments and materials

Google Classroom gives you the ability to create and assign work for your students, all without having to print anything. Questions , essays , worksheets , and readings can all be distributed online and made easily available to your class. If you haven't created a class already, check out our Getting Started with Google Classroom lesson.

Watch the video below to learn more about creating assignments and materials in Google Classroom.

Creating an assignment

Whenever you want to create new assignments, questions, or material, you'll need to navigate to the Classwork tab.

In this tab, you can create assignments and view all current and past assignments. To create an assignment, click the Create button, then select Assignment . You can also select Question if you'd like to pose a single question to your students, or Material if you simply want to post a reading, visual, or other supplementary material.

This will bring up the Assignment form. Google Classroom offers considerable flexibility and options when creating assignments.

Click the buttons in the interactive below to become familiar with the Assignment form.

This is where you'll type the title of the assignment you're creating.

Instructions

If you'd like to include instructions with your assignment, you can type them here.

Here, you can decide how many points an assignment is worth by typing the number in the form. You can also click the drop-down arrow to select Ungraded if you don't want to grade an assignment.

You can select a due date for an assignment by clicking this arrow and selecting a date from the calendar that appears. Students will have until then to submit their work.

In Google Classroom, you can sort your assignments and materials into topics. This menu allows you to select an existing topic or create a new one to place an assignment under.

Attachments

You can attach files from your computer , files from Google Drive , URLs , and YouTube videos to your assignments.

Google Classroom gives you the option of sending assignments to all students or a select number .

Once you're happy with the assignment you've created, click Assign . The drop-down menu also gives you the option to Schedule  an assignment if you'd like it to post it at a later date.

You can attach a rubric to help students know your expectations for the assignment and to give them feedback.

Once you've completed the form and clicked Assign , your students will receive an email notification letting them know about the assignment.

Google Classroom takes all of your assignments and automatically adds them to your Google Calendar. From the Classwork tab, you can click Google Calendar to pull this up and get a better overall view of the timeline for your assignments' due dates.

Using Google Docs with assignments

When creating an assignment, there may often be times when you want to attach a document from Google Docs. These can be helpful when providing lengthy instructions, study guides, and other material.

When attaching these types of files, you'll want to make sure to choose the correct setting for how your students can interact with it . After attaching one to an assignment, you'll find a drop-down menu with three options.

Let's take a look at when you might want to use each of these:

• Students can view file : Use this option if the file is simply something you want your students to view but not make any changes to.
• Students can edit file : This option can be helpful if you're providing a document you want your students to collaborate on or fill out collectively.
• Make a copy for each student : If you're creating a worksheet or document that you want each student to complete individually, this option will create a separate copy of the same document for every student.

Using topics

On the Classwork tab, you can use  topics to sort and group your assignments and material. To create a topic, click the Create button, then select Topic .

Topics can be helpful for organizing your content into the various units you teach throughout the year. You could also use it to separate your content by type , splitting it into homework, classwork, readings, and other topic areas.

In our next lesson , we'll explore how to create quizzes and worksheets with Google Forms, further expanding how you can use Google Classroom with your students.

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Create an assignment in Microsoft Teams

Create  assignments for your students in Microsoft Teams for Education . Manage assignment timelines, add instructions, create resources to turn in, and more.

Note:  Assignments is only available in class teams . You can assign assignments to classes of up to 1000 students. Classes larger than 300 can't use a Class Notebook or Makecode.

In this article

Create a new assignment, title and category, instructions and attachments.

Points, rubrics, and grading

Assigning to students or groups

Due dates and scheduling, assign, save, or discard, classwork modules.

Navigating the Grades tab

Navigate to the desired class team, then select Assignments .

Select Create >   New   Assignment .

At a minimum, you must give the assignment a title. This is required. You can optionally add a tag, which will make this assignment easier to search for in the future. 

Assignments only supports the following image file types: .png, .jpeg, and .gif. 

On mobile, Images will resize to the screen. 

On desktop, you can use sizing handles on images to resize them.  

You can also attach existing files, links, or assignment integrations and create and name a new file right from here for students to turn in.

Note:  You can add up to five files for students to edit. The total number of resources you can add to an assignment is 10, whether editable or non-editable. Read-only reference files can be up to 500 MB in size. Files for students to edit can be up to 50 MB in size.

Select Attach  to attach resources to the assignment. Choose a file from your OneDrive, upload a file from your device, or choose one of the other options set by your admin, such as MakeCode.

Note:  If you're assigning a Class Notebook page, check what version of OneNote your students are using to ensure that their assignment pages will lock after the assignment due date passes.

Select +New  to create a blank Word (.docx), Excel (.xlsx), PowerPoint (.pptx), or Whiteboard document, or a new video recording to hand out to your students.

Select  Apps  to attach content from an app to the assignment. Admins can  manage Teams apps in the Microsoft Teams admin center .

Select Learning Accelerators  to add Reading Progress , Search Progress and other Learning Accelerators to the Assignment.

By default, Students can't edit  attached documents, meaning the document is read-only. This is a great option for reference materials.

Note:  If you have older documents with the file extension .doc, .xls, or .ppt, students won't be able to edit them. You can either attach them as read-only reference material or create a new file in Teams, copy in the old content, and save it. All new files you create in Teams or other Microsoft 365 apps will have the correct extension.

The Assign to field is where you choose the class for this assignment. By default, the class team you are in will be selected. 

Multiclass Publish

Multiclass publish allows educators to create an assignment for multiple classes with the same due date. 

Do this by navigating to the Assign to field and check the boxes for classes the assignment will be published to. 

Points and rubrics

You can select which grading scheme,  grading categories , and points the assignment is worth. 

If you have configured the class to use Grading Categories, you need to select a Grading Category for assignment with points.

Select the amount of points this assignment is worth, if any. You can use points on any number-based scale including whole numbers of 100 and set your own denominator. Examples:  88/100 or decimals 3.7/4.0.

Select  Add rubric  to  create a rubric .

Select  Manage grading categories  to create or edit the grading categories for the class.

Setting up Grading Schemes

Letter grading and grading categories must be set as a Grading Scheme in the Grade settings section to display these options.

2. Navigate down to Grade settings .

3. Choose Add Schemes or  Manage schemes .

Note:  If no other grading schemes other than "Points" have been set, this link will read  Add Schemes . Once you have gone through the steps to add a new scheme, the link will change to  Manage schemes. 

5. Set the grading levels. Letter grades will be the normal A, B, C, D, F, scheme. Ensure that there are enough levels to cover the entire 0-100 percent range.

6. Select the Save button when complete. 

Finish by choosing the  Done  button. 

Choose multiple classes, individual students, or groups of students  in one class to assign to.

By default, only students who are in your class now will receive this assignment. Change this by selecting an option from the dropdown menu.

Note:  If you choose a close date, any student who joins will receive this assignment until the close date.

Select a time and date for the assignment to be due. To schedule an assignment, next to  Assignment will post immediately with late turn-ins allowed  select Edit assignment timeline . Here, you can customize when your assignment will be posted to students and when it will close for turn-ins. By default, no close date will be selected, which allows students to turn in assignments late.

Note: If you choose multiple classes to publish the assignment to, you can select Set due date per class to set individual schedule , due and close date for each class

You can choose whether to add this assignment to your calendar on Outlook, students' calendars, and other educators or staff in your class team. Set this preference for all assignments in Assignments Settings .

Next to Add assignment to calendars , select the dropdown and pick one of the following options:

Students only  adds the assignment to just student calendars.

Students and me adds the assignment to both student calendars and your calendar.

Students and team owners to adds the assignment to both student and other educators or staff in the class team calendars.

Choose the channel where you'd like notifications for this assignment to post. This allows you to keep student work and discussion organized by unit, topic, or subject. By default, assignments will be posted in the General channel or your selection in Assignments Settings.

To choose a channel to post in, next to Post assignment notifications to:  select the down arrow for a list of available channels. 

Pick the channel you’d like this assignment notification to post in, your selection will be applied immediately.

To post assignment notifications to a channel, make sure bot posting is enabled. You can check that here  or ask your IT Admin for help.

Assignments will post to channels that are visible to all students. Private channels will not appear during this step.

If you have selected multiple classes, select Set per Class to set which channel to use or just use the General channel. Assignments to individual students do not post to channels.

When you're ready, you can finish the process of creating your new assignment by assigning it to students.

Note:  If your school uses Turnitin, you can sync assignment turn-ins to Turnitin .

Assign  will immediately publish the assignment and your students will be notified of the new assignment on the day you specified and the notification linking to this assignment will post in the channel you selected. They'll also have an entry on their Teams and Outlooks calendars if you've selected that option.

Save  will save a draft of the assignment. Students will not receive any notification, and nothing will be added to any calendar. 

Discard  will delete the draft of the assignment. Students will not receive any notification, and nothing will be added to any calendar. 

Create a New Module

1. Navigate to the desired Class Team, then select Classwork.

2. Select Add module. 

3. Enter a title for the new module.

4. Optionally, enter a description.

5. Select Save to save the module as a draft.

Note: Draft modules are only visible to Team owners (teachers) until published. All new modules are created in draft states. 

Learn more about managing classwork modules in Microsoft Teams.

Navigate the Grades tab

To open the Grades tab, navigate to your desired class team and select Grades .

You'll see that students appear in a column, with their assignments in a row next to their name. Assignments are listed in order by due date with the nearest date at the beginning. 

Learn more about the Grades tab. 

Create a group assignment

Edit an assignment

Save an assignment as a draft

Grade, return, and reassign assignments

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply —use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Start an Assignment

Last Updated: January 29, 2024 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 112,247 times.

Getting started on an assignment or homework can often times be the hardest step. Putting off the assignment can make the problem worse, reducing the time you have to complete the task and increasing stress. By learning how to get started and overcome the urge to procrastinate, you can get your assignments done on schedule and with less stress, opening up more free time.

Restructuring Your Assignment

• For example, you might research areas of a report that you find most interesting before moving on to other areas.
• If your math assignment has different types of questions, try doing those that you enjoy the most before moving on to the others.
• You might also try tackling smaller or easier tasks first so you can cross a few items off your list. Seeing that you've already made progress may help you feel motivated to continue.

• Promise yourself that you will meet your goal of working for five minutes on the assignment.
• Once you get started, you may find that you don't want to stop working. Otherwise, you can take a break and come back to the assignment, knowing you're at least five minutes closer to finishing than you were before.

• Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks.
• You may or may not wish to continue working after your time limit has gone by.
• Have a realistic understanding of how fast you can write and plan your schedule accordingly.

• It can help to read the assignment as soon as you get it and then ask any questions you might have.
• If you're not sure if you understand the assignment, try rewriting it in your own words or explaining it to someone else. If you find you can't or have a lot of questions, you may need more information.
• You should have an overview of the assignment, understand the main task, and understand the technical and stylistic requirements.
• Look for important words in the instructions to understand the assignment. These words might include define, explain, compare, relate, or prove.
• Keep your audience in mind and write a paper that would best deliver information to them.

• Goals that are too big or not well defined can be difficult to start working towards.
• Smaller and well defined goals can seem easier to achieve than larger ones.
• For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own.

Changing Your Focus

• You might want to go for a quick walk after working for a set amount of time.
• Try reading a website or book that you enjoy for a few minutes after working.
• Alternatively, try a quick burst of exercise before setting to work. Exercise releases feel-good chemicals called endorphins and can also help boost your memory. [8] X Research source

• Instead of dreading your work, focus on how good it will feel to make progress. You won't have it hanging over your head. You can actually enjoy the weekend instead of feeling guilty.
• Keeping your eye on long-term rewards can help you stay motivated to finish your assignment.

• Avoid moving your workspace constantly.
• Don't get lost on tangential research.
• Don't take constant breaks to get a snack.

• For every hour you waste procrastinating, you can limit how much television you watch that night.
• If you waste too much time procrastinating, you might deny yourself a favorite snack later on.

Community Q&A

You Might Also Like

• ↑ https://www.psychologytoday.com/blog/solving-unsolvable-problems/201408/4-steps-stop-procrastinating
• ↑ https://www.psychologytoday.com/blog/friendship-20/201405/the-surefire-first-step-stop-procrastinating
• ↑ http://writingcenter.unc.edu/handouts/procrastination/
• ↑ https://kidshealth.org/en/teens/homework.html
• ↑ http://writingcenter.unc.edu/handouts/understanding-assignments/
• ↑ https://open.alberta.ca/dataset/ab22ff64-3358-4387-9761-8c58878a6b84/resource/3ee38320-17e4-46f9-b24f-c95f9f345eb9/download/ipp7.pdf
• ↑ http://well.blogs.nytimes.com/2013/08/07/how-exercise-can-help-us-learn/
• ↑ https://kidshealth.org/en/teens/happy-life.html

About This Article

To start an assignment, try working on the most enjoyable or easiest parts of the assignment first to get the ball rolling. Even if no part of the assignment seems enjoyable or easy, set a timer and try to make yourself work for at least 5 minutes, which is usually enough time to build momentum and overcome procrastination. You can also try breaking your assignment up into smaller, more manageable tasks and scheduling yourself regular breaks so it doesn't seem as overwhelming. To learn how to stay positive and avoid procrastination while working on your homework, scroll down! Did this summary help you? Yes No

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The Rise of AI Logo Generators: Revolutionizing Brand Identity Creation

Snl adds 3 new writers for season 50, industry’s trevor white on the tragedy of bill adler, ftc chair lina khan explained how americans lost their privacy protections to big tech, saoirse ronan will submit ‘blitz’ for supporting actress, will she make oscar history as youngest double acting nominee, show hn: put ful.co/ in front of any url to easily copy its svgs and images, show hn: i built a tool to roast landing pages using ai agents, coffee stats – maximize caffeine intake and get to bed at night, logical-mathematical intelligence in problem solving: everything you need to know, halle bailey says she made one major diet change when she was pregnant, google classroom tip #43: 48 ways to manage student assignments.

Along with instruction and assessment, assignments form the foundation of the teaching and learning process. They provide opportunities for students to practice the skills and apply the knowledge that they have been taught in a supportive environment. It also helps the teacher gauge how well students are learning the material and how close they are to mastery.

Because of the nature of assignments, managing them can get hectic. That’s why its best to use a platform like Google Classroom to help you manage assignments digitally. In today’s tip, we will discuss 48 ways that you can use Classroom to manage student assignments.

• Assignment Status – Easily check how many students turned in an assignment as well as how many assignments have been graded by going to the Classwork tab and clicking on the title of the assignment.
• Assign to Multiple Classes – Post an assignment to multiple classes by using the “for” drop-down menu when creating an assignment.
• Brainstorm – Use Google Docs, Sheets, Slides, or Drawings to brainstorm for class assignments.
• Calendar of Due Dates – Link a Google Calendar with due dates for assignments, tests, and other important dates into Classroom.
• Check Homework – Classroom makes checking homework easy with a quick glance at the assignment page. If more detailed grading is needed, just access the grading interface for the assignment.
• Choice Boards – Give students a choice in how they demonstrate what they know by creating a choice board and uploading it as an assignment. Choice boards allow students to choose between several assignments and can be created directly in Classroom, using Google Docs, or with third-party apps.
• Co-Teach Classes – Invite others to co-teach in your Classroom. Each teacher is able to create assignments and post announcements for students.
• Create Questions Before a Socratic Seminar – Create an assignment for students to develop questions before a Socratic seminar. During the collaborative process, students can eliminate duplicate questions.
• Detention Assignment Sheet – Create a detention assignment sheet using Google Docs. The assignment sheet can then be shared with the detention teacher and individual students privately through Classroom.
• Differentiate Assignments – Assign work to individual students or groups of students in Classroom.
• Differentiate by Product – Differentiate by product in Classroom by providing a challenge, variety, or choice or by using a continuum with assignments.
• Digital Portfolios – Students can create digital portfolios of their work by uploading documents, pictures, artifacts, etc. to Classroom assignments.
• Directions Document – Use Google Docs to create instruction documents for assignments in Classroom.
• Distribute Student Work/Homework – Use Classroom to distribute student assignments or homework to all students, groups of students, or individual students.
• Diversify Student Submissions – Create alternative submission options for students through the assignment tool. For example, one group of students may be required to submit a Google Doc while another group is required to submit a Slides presentation.
• Do-Now Activities – Use Classroom to post Do-Now Activities.
• Draft Assignments – Save posts as drafts until they are ready for publishing.
• Feedback Before Student Submits – Provide feedback to students while their assignment is still a work in progress instead of waiting until submission. This will help the student better understand assignment expectations.
• Get Notified of Late Assignments – Select notification settings to get notified each time an assignment is turned in late.
• Global Classroom – Partner with international teachers to create a co-teaching classroom without borders where students can work on collaborative assignments.
• Graphic Organizers – Upload graphic organizers for students to collaborate on assignments and projects.
• Group Collaboration – Assign multiple students to an assignment to create a collaborative group. Give students editing rights to allow them access to the same document.
• HyperDocs – Create and upload a hyperdoc as an assignment.
• Link to Assignments – Create links to assignments not created in Classroom.
• Link to Class Blog – Provide the link to a class blog in Classroom.
• Link to Next Activity – Provide a link to the next activity students must complete after finishing an assignment.
• Make a Copy for Each Student – Chose “make a copy for each student” when uploading assignment documents to avoid students having to share one copy of the document. When a copy for each student is made, Classroom automatically adds each student’s name to the document and saves it to the Classroom folder in Google Drive.
• Move to Top/Bottom – Move recent assignments to the top of the Classwork feed so students can find new tasks more quickly.
• Multiple File Upload – Upload multiple files for an assignment in one post.
• Naming Conventions for Assignments – Create a unique naming system for assignments so they can be easily found in the Classroom folder in Google Drive.
• Offline Mode – Change settings to allow students to work in offline mode if internet connections are weak. Once an internet connection is established, students can upload assignments to Classroom.
• One Student One Sheet – In Google Sheets, assign one tab (sheet) per student for the student to complete the assignment.
• One Student One Slide – In Google Slides, assign one slide to each student to present findings on a topic or to complete an assignment.
• Organize Student Work – Google Classroom automatically creates calendars and folders in Drive to keep assignments organized.
• Peer Tutors – Assign peer tutors to help struggling students with assignments.
• Protect Privacy – Google Classroom only allows class members to access assignments. Also, it eliminates the need to use email, which may be less private than Classroom.
• Provide Accommodations – Provide accommodations to students with disabilities in Google Classroom by allowing extra time to turn in assignments, using text to speech functions, and third-party extensions for colored overlays.
• Reorder Assignments by Status – Instead of organizing assignments by student first or last name, organize them by status to see which students have or have not turned in work.
• Reuse Posts – Reuse post from prior assignments or from other Classrooms.
• See the Process – Students don’t have to submit their assignments for you to see their work. When you chose “make a copy for each student” for assignments, each student’s work can be seen in the grading tool, even if it’s not submitted. Teachers can make comments and suggestions along the way.
• Share Materials – Upload required materials such as the class syllabus, rules, procedures, etc. to a Class Resources Module, or upload assignment materials within the assignment.
• Share Resources – Create a resource list or a resource module for students.
• Share Solutions to an Assignment – Share solutions to an assignment with a collaborator or students after all assignments have been turned in.
• Stop Repeating Directions – By posting a directions document to assignments, the need to continually repeat directions is lessened, if not eliminated altogether. Keep in mind that some students will still need directions to read orally or clarified.
• Student Work Collection – Use Classroom to collect student work from assignments.
• Summer Assignments – Create summer assignments for students through Classroom.
• Templates – Create templates for projects, essays, and other student assignments.
• Track Assignments Turned In – Keep track of which students turned in assignments by going to the grading tool.

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Using Amazon Alexa for Classroom Management

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Pixel 3 camera test: google’s phone delivers again, how do i schedule posts in google classroom, google classroom tip #12: create bellringers, google classroom tip #25: differentiated instruction.

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How to Do Homework: 15 Expert Tips and Tricks

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Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

• A diagnostic test to help you figure out why you’re struggling with homework
• A discussion of the four major homework problems students face, along with expert tips for addressing them
• A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles 

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time. 

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling. 

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers! 

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due  B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too.  C. Groan out loud. Another essay? You could barely get yourself to write the last one!  D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now. 

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores: 

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start?  B. As soon as you get home from your shift at the local grocery store.  C. After you give yourself a 15-minute pep talk about how you need to get to work.  D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time! 

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You: 

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter.  B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale.  C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You: 

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home!  B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you!  C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones.  D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say: 

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work.  B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks.  C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home.  D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in. 

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down: 

• If your answers were mostly As, then your biggest struggle with doing homework is procrastination. 
• If your answers were mostly Bs, then your biggest struggle with doing homework is time management. 
• If your answers were mostly Cs, then your biggest struggle with doing homework is motivation. 
• If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted. 

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it. 

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating. 

How to Do Homework When You’re a Procrastinator  

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination. 

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+. 

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too! 

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework! 

3 Tips f or Conquering Procrastination 

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time. 

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done. 

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust. 

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful. 

#2: Have a Homework Accountability Partner 

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals. 

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track. 

#3: Create Your Own Due Dates 

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due. 

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead! 

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you. 

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix. 

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them. 

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible. 

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students. 

#1: Make a Prioritized To-Do List 

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away. 

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

• A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A. 
• B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
• C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important. 

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day. 

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ). 

#3: Set Reminders on Your Phone 

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work. 

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started. 

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated 

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute. 

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later. 

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place. 

Here are some common reasons students are unmotivated in doing homework : 

• Assignments are too easy, too hard, or seemingly pointless 
• Students aren’t interested in (or passionate about) the subject matter
• Students are intimidated by the work and/or feels like they don’t understand the assignment 
• Homework isn’t fun, and students would rather spend their time on things that they enjoy 

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework. 

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you! 

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !  

#2: Form a Homework Group 

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments. 

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too. 

#3: Change Up Your Environment 

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done. 

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done. 

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done! 

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done. 

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work. 

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand! 

#2: Limit Your Access to Technology 

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework. 

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done. 

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment! 

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch. 

#1: Do the Easy Parts First 

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer . 

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade. 

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !) 

#2: Pay Attention in Class 

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

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How to write the best college assignments.

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

–         Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

–         Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

–         Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

–         Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.  

–         Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

–         Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

–         Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

–         Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

–         Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

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Lois Weldon is writer at  Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

7 comments on “How To Write The Best College Assignments”

Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.

Hello Great information…. write assignments

Well elabrated

Thanks for the information. This site has amazing articles. Looking forward to continuing on this site.

This article is certainly going to help student . Well written.

Really good, thanks

Practical tips on assignment writing, the’re fantastic. Thank you!

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• Writing Center

Designing Assignment Sheets and Grading Rubrics

Designing course documents.

The assignment sheet and grading rubric are two important documents that make assignment requirements and assessment criteria transparent to students. These documents are closely related but communicate slightly different things. 

This resource offers some ideas on what to consider when designing these important course documents.

Assignment Sheets

An assignment sheet, or prompt, should clearly communicate to students what the assignment’s expectations are. They should also be an example of what the instructor considers “good writing.” For example, if students are expected to write something concise, complete, and with an awareness of audience, the assignments sheet should do that, too. Show students the kind of writing that is expected of them!

An assignment sheet communicates what the instructor (or the discipline) values in writing. Framing it in that way can help students aim not just for a grade, but for growth as a writer in the field. 

The following guiding questions can help instructors clarify what they want from students, which will help as they write the assignment sheet and can also inform the rubric’s design:

1.     What should students learn from doing this assignment?

        a.     These should relate directly to the course objectives and outcomes.

2.     What knowledge or skills should students demonstrate?

        a.     These should be things that have been introduced, practiced, and reviewed in class.

3.     What characteristics of the final product will demonstrate that students have learned the desired outcomes?

        a.     It’s likely that one assignment cannot address all desired outcomes.  Prioritize the most important ones.

        b.     These criteria can then be used to define rubric categories. E.g. a clear thesis statement, precise and concise technical writing, strong organization, etc.

Finally, make sure the assignment sheet or prompt answers all the following questions:

1.     Who (Audience and writer):

        a.     Who is the audience?

        b.     What is the writer’s role? I.e. Is there collaboration involved? Are there check-ins with the instructor? Is AI allowed?

2.    What (Genre):

        a.     What is being written, and what is necessary for this type of writing?

        b.     What citation format should be used?

3.     When and Where (Policies):

        a.     When and where do students submit things?

4.     Why (Purpose):

        a.     Why are students doing this assignment, and why now?

Assignment sheets give students the instructor’s expectations, and rubrics communicate how well they have met those expectations. While it may seem that the rubric re-states many of the criteria in the assignment sheet, it should be written with the goal of communicating information back to the students about their writing.

The process of designing a rubric can be a helpful way for instructors to think through how the assignment meets course goals, which will make it easier to communicate those criteria to students both in class and via the assignment sheet. Some instructors feel that grading with rubrics is more consistent and efficient.

There is enormous variability in rubrics and creating one that works for the graders, captures the goals of the assignment, and is meaningful for students is part of an iterative process of design.

Creating a Rubric

Determine a rating scale for each assignment criterion that was prioritized earlier. The most basic rubrics define what adequate and inadequate performance looks like for each category, but more descriptors can be helpful.  For example, defining “outstanding” performance gives students a sense of how to go above and beyond. More descriptors at intermediate levels give students feedback on their work beyond “adequate.”

Examples of rating scales:

·      Exceeds standards, meets standards, approaching standards, below standards

·      Represents strong work, accomplishes the task, needs improvement

·      Well done, satisfactory, needs improvement, incomplete

Next, for each category of the rating scale, describe the specific criteria. For example, if one of the assessment markers is: “The paper makes a strong argument,” define what a well-crafted argument is, then define a satisfactory one, an incomplete one, etc.

Choosing rubric types:

A holistic rubric provides a broad general description of the requirements for each level of performance. Multiple criteria are articulated for each proficiency level, so the student’s work will necessarily into a fairly broad category, maybe A, B, C, or D.

For example: “An A paper clearly defines the main points which are in turn well supported with evidence and references. The technical content is correct. The format is organized so that the reader can easily navigate the document. The figures/tables are presented clearly. The vocabulary use is appropriate for the reader and the document is professional in appearance and style.” 

An analytic rubric has performance descriptors for each assignment criteria, which allows for more specific feedback for each area.  This type of rubric may list criteria such as organization, clarity, grammar, etc. with a description of multiple levels of proficiency for each.

A single-point rubric is a rubric that is divided into three-columns. The middle column defines the proficiency standard for each criterion being assessed while leaving empty columns on either side of this description for the instructor to write comments on the ways in which the standards were exceeded or not met.  A single point rubric allows the instructor to define the expected outcome for the assignment while tailoring feedback for each assessment category.

Revising and norming rubrics:

No rubric will work perfectly the first time. Be open to adjusting the rubric as you use it and as you get feedback from students and other graders. Over time it will become more refined.

If there are multiple graders using the same rubric (TAs, for example) take time to norm before grading the first assignment. Norming means having multiple instructors grade the same student paper with the same rubric and then talking through why each grader chose to give it the score they did. Doing this with a few student papers will help graders be more consistent in interpreting the scale and criteria.

Finally, it’s important to acknowledge that grading writing, even with a rubric, is inherently subjective. Be clear about that with students and discuss how the rubric is an attempt to make that subjectivity as transparent as possible.

Consistency and Equity in Grading: The Derek Bok Center for Teaching and Learning at Harvard University

Active and Alternative Assessments: Missouri Online

How to Use Rubrics: MIT Teaching + Learning Lab

Know Your Terms: Holistic, Analytic, and Single-Point Rubrics: Cult of Pedagogy

Types of Rubrics: Center for Teaching and Learning: DePaul University

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Meaning of assignment in English

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• It was a jammy assignment - more of a holiday really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• join duty idiom

You can also find related words, phrases, and synonyms in the topics:

assignment | American Dictionary

Assignment | business english, examples of assignment, collocations with assignment.

These are words often used in combination with assignment .

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four-letter word

a short word that is considered to be extremely rude and offensive

A finger in every pie: phrases with the word ‘finger’

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List Azure role assignments using Azure PowerShell

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Azure role-based access control (Azure RBAC) is the authorization system you use to manage access to Azure resources. To determine what resources users, groups, service principals, or managed identities have access to, you list their role assignments. This article describes how to list role assignments using Azure PowerShell.

We recommend that you use the Azure Az PowerShell module to interact with Azure. To get started, see Install Azure PowerShell . To learn how to migrate to the Az PowerShell module, see Migrate Azure PowerShell from AzureRM to Az .

If your organization has outsourced management functions to a service provider who uses Azure Lighthouse , role assignments authorized by that service provider won't be shown here. Similarly, users in the service provider tenant won't see role assignments for users in a customer's tenant, regardless of the role they've been assigned.

Prerequisites

• PowerShell in Azure Cloud Shell or Azure PowerShell

List role assignments for the current subscription

The easiest way to get a list of all the role assignments in the current subscription (including inherited role assignments from root and management groups) is to use Get-AzRoleAssignment without any parameters.

List role assignments for a subscription

To list all role assignments at a subscription scope, use Get-AzRoleAssignment . To get the subscription ID, you can find it on the Subscriptions blade in the Azure portal or you can use Get-AzSubscription .

List role assignments for a user

To list all the roles that are assigned to a specified user, use Get-AzRoleAssignment .

To list all the roles that are assigned to a specified user and the roles that are assigned to the groups to which the user belongs, use Get-AzRoleAssignment .

List role assignments for a resource group

To list all role assignments at a resource group scope, use Get-AzRoleAssignment .

List role assignments for a management group

To list all role assignments at a management group scope, use Get-AzRoleAssignment . To get the management group ID, you can find it on the Management groups blade in the Azure portal or you can use Get-AzManagementGroup .

List role assignments for a resource

To list role assignments for a specific resource, use Get-AzRoleAssignment and the -Scope parameter. The scope will be different depending on the resource. To get the scope, you can run Get-AzRoleAssignment without any parameters to list all of the role assignments and then find the scope you want to list.

This following example shows how to list the role assignments for a storage account. Note that this command also lists role assignments at higher scopes, such as resource groups and subscriptions, that apply to this storage account.

If you want to just list role assignments that are assigned directly on a resource, you can use the Where-Object command to filter the list.

List role assignments for classic service administrator and co-administrators

To list role assignments for the classic subscription administrator and co-administrators, use Get-AzRoleAssignment .

List role assignments for a managed identity

Follow these steps:

Get the object ID of the system-assigned or user-assigned managed identity.

To get the object ID of a user-assigned managed identity, you can use Get-AzADServicePrincipal .

To list the role assignments, use Get-AzRoleAssignment .

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• Grade assignments

Grade & return an assignment

This article is for teachers.

In Classroom, you can give a numeric grade, leave comment-only feedback, or do both. You can also return assignments without grades.

You can grade and return work from:

• The Student work page.
• The Classroom grading tool.
• The Grades page.

For Grades page instructions, go to View or update your gradebook .

For practice sets, learn how to grade a practice set assignment .

You can download grades for one assignment or for all assignments in a class.

Display assignments & import quiz grades

Before viewing a student's assignment, you can see the status of student work, and the number of students in each category.

Go to classroom.google.com  and click Sign In.

Sign in with your Google Account. For example,  [email protected] or [email protected] .  Learn more .

• Click the class.
• At the top, click Classwork .
• Select the assignment to display.
• Tip: You can only get to the student work page when the number isn't "0" for both "Turned in" and "Assigned."
• Assigned —Work that students have to turn in, including missing or unsubmitted work
• Turned in —Work that students turned in
• Graded —Graded work you’ve returned
• Returned —Ungraded (non-graded) work you’ve returned
• (Optional) To see the students in a category, click Turned in , Assigned , Graded , or Returned .
• To check a student’s submission, click on the assignment thumbnail.

Available with Google Workspace for Education Plus editions, formerly G Suite Enterprise for Education.

• Go to classroom.google.com .
• Click an assignment where students have submitted work with Drive attachments.
• Tip: If all your students have edited their work, you can also get to the student work page by clicking the number over "Turned in" or "Assigned."
• On the Student work page, you can see when each student has last edited their work on each submission thumbnail.
• Tip: This is available for Google Docs, Sheets, Slides, and Drawings only.

• At the top-right, click Import Grades .
• Click Import to confirm. The grades autofill next to the students’ names. Note: Importing grades overwrites any grades already entered.
• (Optional) To return grades, next to each student whose grade you want to return, check the box and click Return . Students can see their grade in Classroom and Forms.

Enter, review, or change grades

• Red—Missing work.
• Green—Turned in work or draft grade.
• Black—Returned work.
• Click the Student Work tab.

The default grading scale is numerical based on the total points of the assignment. For expanded grading scales option, Education Plus and Teaching and Learning Upgrade editions have it. You can align Classroom grading to your school's system whether:

• For example, letter grades A to F or proficiency unsatisfactory to excellent.
• For example, 4 point scales.
• For example, emojis.

Grading scales features work with:

• Average grade calculation
• SIS integration
• Practice sets and Forms auto-grading

You can enter a grade either for the number of points or, if you have grading scales set up, based on the levels on the grading scale. For example, if you have letter grades set up in your class and you assign a 10 point assignment, under “Grade,” you can:

• Select Good 8/10 from the dropdown menu
• You and your co-teachers can find all grades in both points value and the level it corresponds to.

A student can find both the points value and the level it corresponds to if a grade is returned.

• Next to the student's name, enter the grade. The grade saves automatically.
• Enter grades for any other students.

You can enter grades and personalize your students feedback with the Classroom grading tool.

• Optional: Under the classwork filter, select a grading period. Learn how to create or edit grading periods .
• Next to the student’s name, and under the relevant assignment, enter the grade.
• The grade saves as a draft.
• Select Good 8/10 from the dropdown menu.

• If a grade returns, a student can find both the points value and the level it corresponds to.
• Optional: Enter grades for any other students and assignments.

Tip: You can return assignments without a grade.

• On the left, click a student's name.
• Click See history .
• Next to a student’s name, click the grade you want to change.
• Enter a new number. The new grade saves automatically.

To submit past due assignments, manually mark them as “Missing” or “Complete.” By default, assignments marked as “Missing” or past due automatically get a draft score of zero.

• On your computer, go to classroom.google.com .
• At the top, click Grades .
• Change their score.
• Turn off this feature in Settings.
• Mark as complete: Removes the “Missing” mark from an assignment and gives a blank score. You can add a score to that assignment.

In “Gradebook” settings, you can:

• Adjust the default draft score.
• Turn off the automated draft score feature.

Return work or download grades

Students can’t edit any files attached to an assignment until you return it. When you return work, students get notifications if they’re turned on. You can return work, with or without a grade, to one or more students at a time.

You can start with the default grading scale options, or create your own grading scale.

• Proficiency
• Letter grades
• 4 point scale
• Create your own: Creates a custom grading scale.
• Edit the level and values of your grading scale.

• Click Select .
• At the top right, click Save .
• When you edit a default grading scale, it becomes a custom grading scale.
• When you remove a custom grading scale that was previously used in a class, a confirmation dialog displays, and you won’t be able to access it again.

Students can view their grades when you return their assignments.

• Next to the student's name, and under the relevant assignment, enter the grade.

• The student’s assignment is marked Returned.
• On the left, check the box next to each student whose assignment you want to return.
• Click Return and confirm.

Download grades to Sheets

Download grades to a CSV file

• To download grades for one assignment, select Download these grades as CSV .
• To download all grades for the class, select Download all grades as CSV . The file saves to your computer.

Related topics

• Set up grading
• Give feedback on assignments
• Grade and return question answers
• Create and grade quizzes
• Grade & track practice set assignments
• Use a screen reader with Classroom on your computer
• Export grades to your SIS

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What is Your Favorite Feature of Canvas?

By Cynthia Rutz, Director of Faculty Development, CITAL

Many of you are trying the Canvas LMS for the first time this semester. So we asked you what features of Canvas you have found work best for teaching and learning in your classes. Twelve of you responded. Here are some of the features that your colleagues liked best.

Canvas Studio

Sara Story (OT) is a big fan of Canvas Studio, which allows “cloud-based storage of videos as well as transcripts of the videos/lectures.”  (Note that automatic captioning only works for content created in Studio.) Sara especially appreciates the “Insights” feature that helps instructors track which students have viewed the recordings and how much time they spend on them. Betsy Burow-Flak (English) has found that Studio works well for making instructional videos, “especially if you want to use both webcam and screen capture.”  Sonja Streuber (CIS) likes that her students can use Studio to “post demonstration videos of their homework, such as coding assignments, and they can comment (by text or video) on other students’ videos as well. All they need is a webcam.”

Calendar and Due Dates

Scott Guffey (VUE) has found the calendar feature useful for making color-coded due dates for assignments. Jesse Sestito (ME) appreciates the ability to have multiple due dates for different individuals, groups, or sections.  Assignment due dates can easily be changed by using the drag and drop feature on the calendar.

Alberto Lopez Martin (WLC) appreciates how intuitive and clean the Modules section is. He is teaching a class for the first time without a textbook and he likes that “the Modules allowed me to use a combination of links, embedded videos, and course files to quickly post all the content for the first unit.” He finds that the Modules make it easy for students to navigate, “resembling the interface of an electronic textbook.”  Natalie Krivas (English) also likes how user-friendly the Modules are. Once she creates a Module for a given week, “all I have to do is hit the ‘+’ sign and I can create an assignment, upload a file, or attach a link directly from that Module.”   Jesse Sestito (ME) uses Modules to set up self-guided training for his students in the 3D Printing Lab. “I can lock progress in a module until students satisfy certain requirements. Students can go through a checklist of training as they become certified in the lab.”

Abbie Thompson (Psychology) reports that “in the past my students have struggled to understand weighted grades, so they really love the ‘What If?’ feature. This feature lets them see what their grade in the course would be if they got a different score on a given assignment.”   The grading feature that Tiffany Bell (Communication) likes best is “that we can record video/audio to give student feedback. It’s cool!”

Student View and Test Student

Stacy Maugans (Music) likes that the Student View feature is available on any page,which helps her “identify any problems, such as when I forgot to indicate ‘file upload’ for an assignment or forgot to publish an entire module.” She also uses the Test Student feature so she can, for example, take a quiz as one of her students “to see exactly what feedback is given for correct and incorrect answers.”

Push Notifications

Betsy Burow-Flak (English) likes this feature that allows you to know when students are using the Inbox to contact you.  She has two tips: (1) download the Canvas mobile app if you want to get these notifications via text. (2) Note that these notifications do not come from an individual student’s email address, but rather from Canvas@Valpo ( [email protected] ).

Roll Call Attendance 

Lauren Sestito (ME) has found this feature useful because “you can easily record attendance where both you and students can see the records. You can even arrange student names based on where they sit in the classroom to help make taking attendance easier.” Terri Gingerich (CONHP) also likes this new seating chart feature because “it allows me to learn names and faces of students quickly.” Terri points out that this feature works great if you have only one section, but it does not work for merged (cross-listed) sections.

Assignments

Jesse Sestito (ME) appreciates how the Assignments page is laid out so that you can easily see how the assignments are divided among different categories: “This is useful for me when adding assignments and useful for my students when they are viewing them.”  Alberto Lopez Martin (WLC) has his students use the built-in Record/Upload Media Tool to record speaking assignments. He finds that this feature works much better than it it did in Blackboard. Natalie Krivas (English) appreciates that assignments can be grouped and then weighted by group: “This takes a huge chunk of manual labor in calculating weights off my plate.”

Peer Review Groups Using the People Tab

Scott Guffey (VUE) says that  his biggest experiment has been organizing student groups by using the People tab on the main page. “For our peer reviews, each group has access to their own separate web page, including a private discussion board. This made it much easier to set up peer review groups than it was in BlackBoard.”

Final Note: 

Canvas prides itself on being a collaborative platform with users.  So if you’d like to suggest features that Canvas should add to the platform, just click on this link:  Canvas Ideas and Themes

Also, if you are new to Canvas and would like to  learn more about any of these tools, please contact us and we can walk you through some of these exciting features. Just email us at [email protected] .

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