Check-ins
Regular and Substantive InteractionCheck-ins
Overview
Check-ins are a potential RSI method. Instructors should use a combination of methods most appropriate to the discipline and course. Explore this page to understand how to best create check-ins that target student engagement and accreditation/evaluation requirements.
Not All Check-ins Are RSI
- Not RSI:
Check-ins are overly simplistic, lacking in academic relevance, or do not prompt any meaningful engagement. This might include check-ins that merely ask if students have read the material without encouraging deeper reflection or application of knowledge.
- Gray Area:
Check-ins incorporate academic content but may not fully engage students in substantive interaction. This could involve asking about student understanding or well-being but not integrating this feedback into the course effectively or not responding individually to student needs.
- RSI:
Well-designed check-ins are integrated into the course structure, prompting students to engage critically with the material, reflect on their learning process, and provide feedback that is actively used to tailor instruction. These check-ins encourage meaningful interaction between the instructor and students.
Self Check
Start with the best example, then click on the other answers for additional guidance!
- Sending out a mid-term feedback form that asks for input on course content and pacing but results in minimal or no personalized follow-up.
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Gray Area: Not noticeably integrating this feedback into the course or not responding individually to student needs would put this in the gray area.
- A bi-monthly check-in assigned as a quiz that not only assesses students' grasp of recent topics but also includes open-ended questions about challenges faced and concepts needing clarification. The instructor reviews responses individually, addresses common themes in subsequent lessons, and reaches out to students requiring additional support.
Definitely RSI: This check-in encourages meaningful interaction between the instructor and students, directly supporting learning goals.
- A weekly survey asking students, "Did you complete the reading?" without any follow-up on understanding, challenges, or connections to course objectives.
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NOT RSI: This is overly simplistic, lacking in academic relevance, and does not prompt any meaningful engagement.
Can Accreditors and Evaluators Access Check-ins?
Start with your best guess, then click on the other answers for additional guidance!
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No
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Check-ins that are created in Canvas as quizzes or assignments are fully visible to accreditors and evaluators.
Check-ins that are conducted in a manner or platform outside of the Learning Management System (LMS) without any documentation or summary of the interactions within the LMS would not be visible.
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Gray Area (Conditional Visibility)
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Check-ins that are created in Canvas as quizzes or assignments are fully visible to accreditors and evaluators.
Check-ins that are conducted in a manner or platform outside of the Learning Management System (LMS) without any documentation or summary of the interactions within the LMS would not be visible.
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Yes
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Check-ins that are created in Canvas as quizzes or assignments are fully visible to accreditors and evaluators.
Key Takeaways
- Feedback Loop: Create a clear, actionable feedback loop where student responses influence course content, pacing, or instructional methods.
- Personalization: Aim for personalized follow-up when possible, especially for students indicating struggles or specific challenges, to reinforce the substance of the interaction.
- Document Within the LMS: Keep all check-in activities and follow-ups documented within the LMS to ensure they are easily accessible to evaluators.
Further Examples
Weak Check-in Example:
Assignment: Weekly Check-in (Not required or worth any points)
Why It's Weak: This check-in is very general and lacks personalization. It doesn't encourage students to actively engage or share their experiences, challenges, or understanding of the course material. It misses the opportunity to gather valuable insights into students' progress or to provide targeted support.
Stronger Check-in Example:
Assignment: Week 3: The Renaissance Era (Required and/or worth a few points)
"Hello Historians,
I'd like to understand how you're connecting with the historical narratives and concepts we've discussed. Please respond to one or both of the following questions. Feel free to reply in the text box, or record a brief audio or video comment!
- Challenging Concepts: Which aspects of the Renaissance period's political, cultural, or technological changes did you find most challenging to understand? If there was a particular event or figure that puzzled you, please share.
- Further Exploration: Are there any topics or figures from this era that you’re particularly interested in or feel we haven’t covered in enough depth?
Your input will help me to shape our course to your interests. I look forward to your responses!"
Why It's Strong: This check-in is crafted to be both specific to the course content and actionable, inviting students to reflect critically on their understanding of the Renaissance and potentially influence the direction of the course.
Guide to Check-ins
A general sample check-in is available to import via Canvas Commons--just search "Adelle Roe."