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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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Product review of the zeus air from uncharted supply co., backup by biolite is a beefy emergency battery for your big appliances, jamie dimon says tiktok and facebook are a ‘total stupid waste of time’ and people should read books instead, the port of the windows 95 start menu was not all it seemed, amazon taps veteran to lead india business as competition intensifies, i always knew i wanted to launch a startup in india — so i made 2 key career moves in the us first to minimize the risks, how to watch manchester city vs. inter milan online for free, 3 months of kindle unlimited is available for free, 4 months of amazon music unlimited is available for free, 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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Google Classroom: When to Use the Different Assignments & How to Assign Work

Samuel J Tan Classroom Technology , Learning , Popular , Technology , Tutorials , VLEs 0

Here is a guide to set the different assignments under the Classwork tab in Google Classroom. This brief tutorial shows the different options; assignment, quiz assignment, question and material, when and how to assign them.

Table of Contents

The object of this tutorial is to give you an overview of what you can achieve with the different assignments supported on Google Classroom. You will need to first head over to the Classwork tab, second after Stream on the top once you are inside your classroom. This tutorial assumes that you have created your first classroom. You can see how to start your own virtual classroom in under 2 minutes for help. We will cover the following:

• create assignments and questions
• use topics to organise classworks into modules or units
• order work by dragging them up or down in Classwork page

Types of Assignment

There are four types of assignments you can create on Google Classroom. They are as follows:

• Assignment (points awarded, good for final assignment with manual marking and use of Rubric)
• Quiz assignment (points awarded, good for automatic marking and grading)
• Question (no points awarded, good for single question quick survey, short answer, multiple choice)
• Material (no points awarded, good for reading assignment or lesson preparations)

Apart from the above, you have the ability to reuse existing post and create topic header. The former lets you reuse posts you have published on Stream in this or other Classes. The latter is topic header you can add to organise the classwork by modules or units. Let’s start looking at each of these different classwork, when to use them and how to create them.

A. Assignment

Probably the most commonly used classwork is the assignment. Here you can pick one of the following top options when creating an assignment. Beyond filling in the title and instruction, choose to:

• Add an existing resource: Google Drive , Link , File or YouTube
• Create a new document: create a new Google Docs , Slides , Sheets , Drawings or Forms

The first option allows you to add a Google Drive, Link to web resources, upload or choose an online file to add to Classroom’s Google Drive. You can use this to assign work like “access the work files or resources in Google Drive”, “revise or research using this link”, “download, open and read the document attached” and “watch this video tutorial or recorded seminar”.

The second option lets you create online documents. This can be a word document, slide presentation file, spreadsheet, drawing or forms. There is no need to upload a document. Here is where your assignment is created and marked totally online. Use the option to assigning a copy to each student and marking them separately with in-line feedback, grade and comments.

As you can see Assignment covers a lot of grounds in terms of resources and online document format supported.

Step by Step Guide on How to Create an Assignment using Google Docs

Here is how to create an online assignment using Google Docs. [number correspond to image in gallery below]

• Open your class
• Click on the second tab, Classwork
• Click “ + Create ” button and choose Assignment
• In the pop up window, add Title and Instructions
• Click “ + Create ” button and choose Docs [4]
• A new tab will open to show the new Google Docs [5]
• Change the title of the document by clicking on Untitled document (top left corner)
• Enter the instruction for assignment into the body, look for  All changes saved in Drive  status in top bar then close tab and return to previous Assignment tab [5]
• Don’t worry if the document still says Untitled document, next to this click drop down menu and choose Make a copy for each student . [6]
• Complete the options in the right side bar (for course, all or select students, grade points, due date, topic and marking rubric (optional) then click Assign button. [7]

NOTE: You can also choose to Schedule the assignment, save or discard draft by clicking on the drop down arrow next to the Assign button.

You will then be returned to the Classwork page where you can see the assignment you have just created, click on it to open a summary card. [8]

B. Quiz Assignment

Based on Google Forms, the quiz is the other assignment you can create as classwork. This is great to gauge the students understanding of the subject. Like any questionnaire or form, you can use different field types when designing your form.

Step by Step Guide on How to Create an Quiz Assignment

• Click “ + Create ” button and choose Quiz Assignment
• A new pop-up window will appear, enter the Title and Instructions for this quiz
• Click on the Blank Quiz link to open the Google Forms file. Click on the title Blank Quiz to change this and start editing the quiz by completing and adding more questions including answers and points for automatic marking.
• Once you have completed your editing, look for All changes saved in Drive , close the tab and return to previous Assignment tab.
• Complete the options in the right side bar (for course, all or select students, grade points, due date, topic and marking rubric (optional) then click Assign button.

You will then be returned to the Classwork page where you can see the assignment you have just created, click on it to open a summary card.

C. Question

The third type of assignment is Question. This is more of a simple single question survey with option to choose between a short answer or multiple choice answer. Nothing more beyond that. It is probably the quickest to set up and least complicated. This is useful to get quick answers from the group. Students can be allowed to see everyones answers and change their answer. No points can be awarded for this assignment.

Step by Step Guide on How to Create Question as Assignment

• Click “ + Create ” button and choose Question
• A new pop-up window will appear, enter the Question and Instructions for this question
• Choose from drop down menu to select Short answer or Multiple choice .
• Here you can also add resources or create online files in Google Drive.
• Complete the options in the right side bar; class(es) the Question is for, assign to All or specific students, Points, Due date and Topic. Also choose if other students can reply to each other and edit their answer if Short answer is chosen. Or, choose if students can see class summary if Multiple choice is chosen.
• Click the Ask button when ready.

D. Material

The last and final assignment is the Material. Here you can assign learning materials for students to study and prepare. As before, you can upload a resource or create online file as material. Like Questions assignment type, no points can be awarded for Material assignment type.

Step by Step Guide on How to Create Material as Assignment

• Click “ + Create ” button and choose Material
• In the pop-up window, complete Title and Description field
• Choose to add a resource or + create online document
• Then configure the assignment using right sidebar, pick to assign to All students or select individuals and pick the Topic this comes under.
• When ready click the Post button.

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How to Create an Assignment in Google Classroom

Lee Stanton Lee Stanton is a versatile writer with a concentration on the software landscape, covering both mobile and desktop applications as well as online technologies. Read more September 22, 2021

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Google Classroom is one of the top tools for teaching online classes. If you’re a teacher, learning how to manage assignments on the platform is a great skill. In addition to creating them, you can save draft versions, copy them, schedule them to be sent later, choose which students receive them, etc.

If you’re new to Google Classroom and wondering how to make an assignment, you’ve come to the right place. This article will discuss assigning them to all or specific students as well as offer tips and tricks to fully take advantage of Google Classroom.

How to Create an Assignment in Google Classroom for Each Student

Sometimes, you’ll need to create different assignments for different students. Whether your students need extra homework, want a better grade, or received detention and need to make up a lesson, learning how to make assignments for individual students is essential. Fortunately, Google Classroom made the process easy.

How to Create an Assignment in Google Classroom for Each Student on a PC

Here’s how to make an assignment for individual students in Google Classroom:

• Go to Google Classroom .

• Select the students.

How to Create an Assignment in Google Classroom for Each Student on an Android

If you’re on the go or don’t have your computer nearby, you can use the Google Classroom app on your Android device. Although you may think it’s hard to work on a smaller screen, Google Classroom did an excellent job of making the process quick and simple.

Follow these steps to create assignments for each student on your Android device:

• Tap “All students” twice to deselect them.
• Type the names of the students to which you want to send the assignments.
• Tap “Assign” to send the assignment right away or schedule it.

How to Create an Assignment in Google Classroom for Each Student on an iPhone or iPad

The Google Classroom app is also available for iPhone/iPad users. Creating an assignment for each student can be done in several clicks. Follow the instructions below to make an assignment for individual students on your iPhone/iPad:

• Add a student by typing their name. You can select up to 100 students.

How to Create an Assignment in Google Classroom for All Students

If you’ve prepared one assignment for the whole class, Google Classroom allows you to send it to all students at once. In fact, this is the default option that you can customize if necessary. You can also choose whether you want to save it as a draft, assign it right away, schedule it for later, etc.

How to Create an Assignment in Google Classroom for the Whole Class on a PC

Create an assignment for all students in your class by following the steps below:

How to Create an Assignment in Google Classroom for the Whole Class on an Android Device

If you’re not near your computer but want to send the assignment to your students, you can use the Google Classroom app for Android. Creating and sending an assignment on your Android is just as easy as doing it on your computer.

Here’s what you need to do:

• Double-check whether the “All students” option is selected.
• Send the assignment right away, schedule it for later, or save it as a draft.

How to Create an Assignment in Google Classroom for the Whole Class on an iPhone

iPhone/iPad users will be happy to know they can download the Google Classroom app from the App Store . Navigating through the app is straightforward, so you can create assignments for all your students even when you’re not at home or near your computer.

Here’s how to make an assignment in Google Classroom for all students on your iPhone/iPad:

How to Make a Copy of an Assignment in Google Classroom

If you have one assignment for multiple classes or want to use one from previous years, the good news is you don’t have to waste time creating it from scratch. Instead, Google Classroom offers the “Reuse” option that enables you to send an existing assignment to students in other classes.

How to Make a Copy of an Assignment in Google Classroom on a PC

If you’re using a PC and want to create a copy of an existing assignment, here’s what you need to do:

• Select the class to which you want to send the assignment.

• If you want, you can change information, customize the attachments or instructions.

How to Make a Copy of an Assignment in Google Classroom on an Android Device

Google Classroom’s “Reuse” option is perfect for when you’re not near your computer and want to “recycle” an old assignment. The Android app allows you to do this in just a few clicks:

• Edit the assignment’s information if you want.

How to Make a Copy of an Assignment in Google Classroom on an iPhone

iPhone/iPad users can copy an existing Google Classroom assignment and share it with a class or save it for later. Follow the steps below to do it:

• If needed, change information or edit existing attachments.

Google Classroom Has a Lot to Offer

As one of the best online teaching tools, Google Classroom allows you to take advantage of numerous options regarding assignments. It’s available on both your computer and phone/tablet, which makes creating assignments more convenient. If you’ve already created an assignment, you can easily copy it and send it to a different class, which can be a real time-saver.

We hope this article taught you how to make an assignment in Google Classroom. Along with that, we hope you learned additional information about the app’s useful options.

Have you ever used Google Classroom? Which option is your favorite? Tell us in the comments section below.

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Create, submit, and grade assignments, all in Microsoft Teams .

Create an assignment

Navigate to your class team and select  Assignments .

Select Create > Assignment .

Add details to your assignment

The only thing your assignment requires to be saved is a title. All other fields are optional.

Title (required)

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

Add additional instructions

Add resources. (See below.)

Select a due date and time. (See below.)

Points available

Add a grading rubric .

Add a category .

Tip:  Read more step-by-step instructions for reusing assignments, assigning quizzes, and more.

When you are finished, select Assign.  To save this assignment as a draft, select Save.

More on adding resources

Select Add resources to choose an existing file or create a blank Office 365 document to assign to each student.

Select Attach .

The default for the file will be Students can't edit , which means the document is read-only. This is a great option for reference materials.

Choose assignment timeline

To set a future assign date or prevent students from turning in late assignments, select Edit underneath the due date field.

Make your selections and select  Done .

Note:  By default, close dates are not selected, allowing students to turn assignments in assignments.

View grades

Track student progress and access grades in Grades.

Navigate to your class team and select  Grades .

Assignments appear in rows and your students in a column. Assignments are in listed in order by soonest due date. Scroll down or across to view all assignments.

You can also view students' assignment statuses:

Viewed  - The student has opened and viewed the assignment.

Turned in  - The student has turned in the assignment and work is ready to grade.

Returned or points  - When you've graded student work, the points assigned will show. You'll see Returned if the assignment doesn't have points.

Blank  - No action has been taken on the assignment yet.

Start grading

You can select any cell in the Grades tab to edit it.

This will open your student's assignment with a Feedback and Points field you can fill in.

To write comments on the document itself, select Edit Document  and either choose to edit in your desktop app or browser.

Select the arrows next to the student's name to navigate between student assignments.

Select  Return >  Return  or Return for revision  when you finish grading and want to return an assignment to a student. They will be notified and able to see your feedback.

Return multiple grades at once

To return multiple student grades simultaneously, select  Assignments .

Select an assignment.

You can enter feedback and points here without opening student work.

Check the boxes to specify which student work to return, or select all.

Click Return >  Return  or Return for revision .

Tip:  Learn more about the Grades tab and reviewing student work .

View and turn in assignments 

Navigate to a class team and select Assignments .  

To view assignment details and submit your work, select the assignment.  

Attach any required materials and select  Turn in .

See your grades 

To view grades for assignments your educator has reviewed and sent back to you: 

Select Grades  in your class team.

All your assignments are listed here with the nearest due date at the top. View your status on each assignment as well as points you've received on graded work. Assignments without points will show as Returned after your educator has reviewed them. 

Use the arrows next to Due date and Assignment  to sort your assignments.

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Teaching with Jennifer Findley

Upper Elementary Teaching Blog

Free Assignment Checklists for Google Classroom

Keeping your students’ assignments organized each week can be easier said than done. Using these FREE assignment checklists for Google Classroom (with spots for reminders and messages) will hopefully make your life (and your students’ and parents’ lives) a little easier while teaching in a digital classroom.

Using Assignment Checklists in Google Classroom™

Google Classroom™ is not super intuitive as a learning platform. When posting multiple assignments a day/week, it can be tricky for 8-10 year olds to stay organized and find what they need.

One solution that many teachers use is to have an assignment checklist slide to help students find the assignments and keep track of which tasks have been completed.

To help you implement this with your digital learning, I have some FREE assignment checklists for you (available for download in the section titled Download the FREE Assignment Checklists for Google Classroom™ Here).

There are several versions of the digital weekly assignments for you to choose from. Variations are included for different amounts of assignments, different subject areas, and even different color schemes. I recommend saving a master copy of all of the slides and then making copies of the ones you want to use.

Here are some of the versions:

• Weekly Assignment Checklists
• Daily Assignment Checklists (with Today and with Days of the Week)
• Subject-Specific Assignment Checklists (Math, ELA, Reading, Writing, Science, Social Studies)

Each slide comes with editable spaces to list assignments and link to them right in your Google Drive or Classroom page. There are also sticky notes to add reminders, inspirational messages to your students, or additional links. This would be a great spot to post a fun challenge, extension, or early finisher activity.

To keep your students even more organized, there are moveable checkmarks to keep track of which assignments they have completed as they make their way through the week.

Linking Classroom Assignments to Digital Assignment Checklists

After you have uploaded any necessary files to your Drive and posted all of your assignments and materials to your Classroom, you’re ready to link everything to the checklist slide!

Choose the assignment you want to link to. Click on the three dots and select “Copy link” from the dropdown menu options.

Select the text you want to link the assignment to. You can change the name of the assignment and then click “Insert link.” A window will pop up. Paste the link into the space provided.

Assigning Weekly Checklists in Google Classroom™

When your Weekly Checklist is complete with assignments, links, and notes, you are ready to share it with your students in Classroom!

Step 1: Create a new assignment.

Step 2: Title it something like “Assignment Checklist for Week of April 27th” and add instructions as needed. (That way, you can create a new one each week and stay organized.)

Step 3: Add the file from Google Drive and choose “Make a copy for each student” (since they will be editing it by dragging checkmarks over to completed assignments).

Step 4: Add a due date. (I recommend the end of the week/day that the checklist is for.)

Step 5: Click “Assign” and you’re all set!

Quick Checklist for Posting to Google Classroom™

• Upload any files needed for the week’s assignments to Drive
• Post assignments for the week to Google Classroom
• Link to each assignment on the assignment checklist
• Link to other important sites or pages from the sticky notes on the page
• Upload the linked assignment checklist to your Google Classroom as an assignment (and make sure you make a copy for each student!) and set due date as the end of the week

Download the FREE Assignment Checklists for Google Classroom™ Here

Download the free assignment checklists AND a printable/downloadable guide to using them by clicking HERE or on the image shown.

More Digital Learning Resources

Blog posts and free guides.

How to Assign Google Forms

How to Create Google Form Assignments

Viewing and Analyzing Responses in Google Forms

How to Assign Google Slides

How to Have Students Show Their Math Work Digitally – Free Student Google Slides Guide

Tips for Distance Learning Planning

Digital Learning Activities

Google form – reading activities.

Reading Review Activities – These include 8 forms and each form focuses on one specific skill.

Main Idea Differentiated Practice – These are perfect for assigning differentiated reading practice (texts at two levels to your students). 

Text Structure Differentiated Practice – Another option for differentiating your reading practice easily.

Reading Test Prep Task Cards –  This is perfect for reading review! It includes 8 Google Forms in all (with 8 mixed skill questions per form).

Google Slides – Math Activities

4th Grade Math Test Prep Review

5th Grade Math Test Prep Review

4th Grade Math Differentiated Skill Sheets

5th Grade Math Differentiated Skill Sheets

Math Choice Boards (Grades 3-5 Available)

5th Grade Math Skill Posters

5th Grade Math Journal Prompts

Decimal of the Day Review

Find the Error Math Tasks (Grades 3-5 Available)

Google Slides – Literacy Activities

4th & 5th Grade Reading View

Color by Reading Activities

Reading Interactive Notebook

Color Coding Text Evidence Printables

Reading Intervention Passages with Read Aloud Audio

4th & 5th Grade Reading Flipbooks

Theme Activities – Printable and Digital Versions

Inference Activities – Printable and Digital Versions

5th Grade Language Review

5th Grade Language Posters

Finish the Story! Engaging Narrative Writing Center

Share the Knowledge!

Reader interactions, 23 comments.

April 29, 2020 at 2:35 pm

Hi! I tried using your checklist but it’s looking a bit messy because the URL’s that I’m copying from google classroom are very long. Is the URL supposed to show when I paste it to the text box? Thanks!

September 4, 2020 at 5:02 pm

No – click the hyperlink button after you highlight the TEXT.

April 29, 2020 at 2:37 pm

THANK YOU SO MUCH FOR THIS! It is going to help my fifth graders sooooo much. Much appreciated.

April 29, 2020 at 6:27 pm

OMG!!! This is pretty awesome. Thank you for sharing this with us!! I was just looking for a checklist.

April 30, 2020 at 1:32 pm

Is there any way that I can change the title of the slide? I teach Wellness and just want to change the Weekly to Quarter 4. Thank you, Patty

May 2, 2020 at 3:43 pm

Thank you these wonderful resources!

May 3, 2020 at 5:52 pm

Is it possible to change the titles and colors of that header?

Do you have the double-column available that has an editable title, or can you make an ELA and Math that have two columns of six assignments?

May 4, 2020 at 11:24 pm

This is so neat, and so wonderful, and I am actually so excited to use it! Thank you for posting such a great resource for us to use!

May 19, 2020 at 2:37 pm

Is there a way to use this agenda so that when I child clicks on a link to the assignment it will take them directly to “their copy” of the assignment. If I made an assignment in which each student will have their own copy when opened, will this agenda work?

May 19, 2020 at 2:38 pm

Hi, i love this agenda…

Can it be used when a google classroom make a new copy for each student. If I put the link for the assignment in the agenda, will it take the child directly to “their copy”?

July 14, 2020 at 4:15 am

Can you make one where we can change out the title? I’d like to make it Engineering Weekly assignments.

August 6, 2020 at 4:40 pm

Thank you so much! I’m excited for my students but also for myself to have some organization! I love this, thank you for sharing!

August 24, 2020 at 6:33 am

You are so creative! I love your blog and your ideas!

Thank you for this!

August 31, 2020 at 8:36 am

Boy, did I need this! Thank you so much.

September 1, 2020 at 3:52 pm

Hi Jennifer I was trying to make a copy of this checklist and it kept giving me a google error is there any way you can send me a link to it! Thank you so much! Your resources are saving my life!

September 19, 2020 at 11:07 pm

Thank you! This checklist is just what I was looking for.

September 22, 2020 at 12:52 pm

Hi Jennifer. I love the Weekly Assignment checklist, but I was wondering of there is a way to edit the weekly heading to add the dates of the week. Thank you,

September 26, 2020 at 7:32 pm

I have used these both online and in print with elementary students, including with my students with moderate to severe disabilities. Cute without being visually overwhelming. Thanks!

November 13, 2020 at 11:29 pm

Is there a way to create a checklist that when the student submits the assignment it automatically checks it off?

November 18, 2020 at 6:45 am

Thank you so much. I have been looking for a kid friendly and parent friendly way for my students to keep up with assignments that are due. You are awesome for sharing this for free!

November 18, 2020 at 12:30 pm

I teach high school and this is going to be a game changer for keeping my struggling students organized! Thank YOU!

January 11, 2021 at 10:37 am

These are awesome! Thank you so much for these!

October 7, 2021 at 2:09 am

Oh my goodness, just what I was looking for. Thank you!!

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Welcome Friends!

I’m Jennifer Findley: a teacher, mother, and avid reader. I believe that with the right resources, mindset, and strategies, all students can achieve at high levels and learn to love learning. My goal is to provide resources and strategies to inspire you and help make this belief a reality for your students.

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Creating and Adapting Assignments for Online Courses

Online teaching requires a deliberate shift in how we communicate, deliver information, and offer feedback to our students. How do you effectively design and modify your assignments to accommodate this shift? The ways you introduce students to new assignments, keep them on track, identify and remedy confusion, and provide feedback after an assignment is due must be altered to fit the online setting. Intentional planning can help you ensure assignments are optimally designed for an online course and expectations are clearly communicated to students.  

When teaching online, it can be tempting to focus on the differences from in-person instruction in terms of adjustments, or what you need to make up for. However, there are many affordances of online assignments that can deepen learning and student engagement. Students gain new channels of interaction, flexibility in when and where they access assignments, more immediate feedback, and a student-centered experience (Gayten and McEwen, 2007; Ragupathi, 2020; Robles and Braathen, 2002). Meanwhile, ample research has uncovered that online assignments benefit instructors through automatic grading, better measurement of learning, greater student involvement, and the storing and reuse of assignments. 

In Practice

While the purpose and planning of online assignments remain the same as their in-person counterparts, certain adjustments can make them more effective. The strategies outlined below will help you design online assignments that support student success while leveraging the benefits of the online environment. 

Align assignments to learning outcomes. 

All assignments work best when they align with your learning outcomes. Each online assignment should advance students' achievement of one or more of your specific outcomes. You may be familiar with  Bloom's Taxonomy,  a well-known framework that organizes and classifies learning objectives based on the actions students take to demonstrate their learning. Online assignments have the added advantage of flexing students' digital skills, and Bloom's has been revamped for the digital age to incorporate technology-based tasks into its categories. For example, students might search for definitions online as they learn and remember course materials, tweet their understanding of a concept, mind map an analysis, or create a podcast. 

See a  complete description of Bloom's Digital Taxonomy  for further ideas. 

Provide authentic assessments. 

Authentic assessments call for relevant, purposeful actions that mimic the real-life tasks students may encounter in their lives and careers beyond the university. They represent a shift away from infrequent high-stakes assessments that tend to evaluate the acquisition of knowledge over application and understanding. Authentic assessments allow students to see the connection between what they're learning and how that learning is used and contextualized outside the virtual walls of the learning management system, thereby increasing their motivation and engagement. 

There are many ways to incorporate authenticity into an assignment, but three main strategies are to use  authentic audiences, content, and formats . A student might, for example, compose a business plan for an audience of potential investors, create a patient care plan that translates medical jargon into lay language, or propose a safe storage process for a museum collection.  

Authentic assessments in online courses can easily incorporate the internet or digital tools as part of an authentic format. Blogs, podcasts, social media posts, and multimedia artifacts such as infographics and videos represent authentic formats that leverage the online context. 

Learn more about  authentic assessments in Designing Assessments of Student Learning . 

Design for inclusivity and accessibility. 

Adopting universal design principles at the outset of course creation will ensure your material is accessible to all students. As you plan your assignments, it's important to keep in mind barriers to access in terms of tools, technology, and cost. Consider which tools achieve your learning outcomes with the fewest barriers. 

Offering a variety of assignment formats is one way to ensure students can demonstrate learning in a manner that works best for them. You can provide options within an individual assignment, such as allowing students to submit either written text or an audio recording or to choose from several technologies or platforms when completing a project. 

Be mindful of how you frame and describe an assignment to ensure it doesn't disregard populations through exclusionary language or use culturally specific references that some students may not understand. Inclusive language for all genders and racial or ethnic backgrounds can foster a sense of belonging that fully invests students in the learning community.  

Learn more about  Universal Design of Learning  and  Shaping a Positive Learning Environment . 

Design to promote academic integrity online. 

Much like incorporating universal design principles at the outset of course creation, you can take a proactive approach to academic integrity online. Design assignments that limit the possibilities for students to use the work of others or receive prohibited outside assistance.  

Provide   authentic assessments  that are more difficult to plagiarize because they incorporate recent events or unique contexts and formats. 

Scaffold assignments  so that students can work their way up to a final product by submitting smaller portions and receiving feedback along the way. 

Lower the stakes  by providing more frequent formative assessments in place of high-stakes, high-stress assessments. 

In addition to proactively creating assignments that deter cheating, there are several university-supported tools at your disposal to help identify and prevent cheating.  

Learn more about these tools in  Strategies and Tools for Academic Integrity in Online Environments . 

Communicate detailed instructions and clarify expectations. 

When teaching in-person, you likely dedicate class time to introducing and explaining an assignment; students can ask questions or linger after class for further clarification. In an online class, especially in  asynchronous  online classes, you must anticipate where students' questions might arise and account for them in the assignment instructions.  

The  Carmen course template  addresses some of students' common questions when completing an assignment. The template offers places to explain the assignment's purpose, list out steps students should take when completing it, provide helpful resources, and detail academic integrity considerations.  

Providing a rubric will clarify for students how you will evaluate their work, as well as make your grading more efficient. Sharing examples of previous student work (both good and bad) can further help students see how everything should come together in their completed products. 

Technology Tip

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course.  

Promote interaction and collaboration. 

Frequent student-student interaction in any course, but particularly in online courses, is integral to developing a healthy learning community that engages students with course material and contributes to academic achievement. Online education has the inherent benefit of offering multiple channels of interaction through which this can be accomplished. 

Carmen  Discussions   are a versatile platform for students to converse about and analyze course materials, connect socially, review each other's work, and communicate asynchronously during group projects. 

Peer review  can be enabled in Carmen  Assignments  and  Discussions .  Rubrics  can be attached to an assignment or a discussion that has peer review enabled, and students can use these rubrics as explicit criteria for their evaluation. Alternatively, peer review can occur within the comments of a discussion board if all students will benefit from seeing each other's responses. 

Group projects  can be carried out asynchronously through Carmen  Discussions  or  Groups , or synchronously through Carmen's  Chat function  or  CarmenZoom . Students (and instructors) may have apprehensions about group projects, but well-designed group work can help students learn from each other and draw on their peers’ strengths. Be explicit about your expectations for student interaction and offer ample support resources to ensure success on group assignments. 

Learn more about  Student Interaction Online .

Choose technology wisely. 

The internet is a vast and wondrous place, full of technology and tools that do amazing things. These tools can give students greater flexibility in approaching an assignment or deepen their learning through interactive elements. That said, it's important to be selective when integrating external tools into your online course.  

Look first to your learning outcomes and, if you are considering an external tool, determine whether the technology will help students achieve these learning outcomes. Unless one of your outcomes is for students to master new technology, the cognitive effort of using an unfamiliar tool may distract from your learning outcomes.  

Carmen should ultimately be the foundation of your course where you centralize all materials and assignments. Thoughtfully selected external tools can be useful in certain circumstances. 

Explore supported tools 

There are many  university-supported tools  and resources already available to Ohio State users. Before looking to external tools, you should explore the available options to see if you can accomplish your instructional goals with supported systems, including the  eLearning toolset , approved  CarmenCanvas integrations , and the  Microsoft365 suite .  

If a tool is not university-supported, keep in mind the security and accessibility implications, the learning curve required to use the tool, and the need for additional support resources. If you choose to use a new tool, provide links to relevant help guides on the assignment page or post a video tutorial. Include explicit instructions on how students can get technical support should they encounter technical difficulties with the tool. 

Adjustments to your assignment design can guide students toward academic success while leveraging the benefits of the online environment.  

Effective assignments in online courses are:  

Aligned to course learning outcomes 

Authentic and reflect real-life tasks 

Accessible and inclusive for all learners 

Designed to encourage academic integrity 

Transparent with clearly communicated expectations 

Designed to promote student interaction and collaboration 

Supported with intentional technology tools 

• Cheating Lessons: Learning from Academic Dishonesty (e-book)
• Making Your Course Accessible for All Learners (workshop reccording)
• Writing Multiple Choice Questions that Demand Critical Thinking (article)

Learning Opportunities

Conrad, D., & Openo, J. (2018).  Assessment strategies for online learning: Engagement and authenticity . AU Press. Retrieved from  https://library.ohio-state.edu/record=b8475002~S7 

Gaytan, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies.  American Journal of Distance Education ,  21 (3), 117–132. https://doi.org/10.1080/08923640701341653   

Mayer, R. E. (2001).  Multimedia learning . New York: Cambridge University Press.  

Ragupathi, K. (2020). Designing Effective Online Assessments Resource Guide . National University of Singapore. Retrieved from  https://www.nus.edu.sg/cdtl/docs/default-source/professional-development-docs/resources/designing-online-assessments.pdf  

Robles, M., & Braathen, S. (2002). Online assessment techniques.  Delta Pi Epsilon Journal ,  44 (1), 39–49.  https://proxy.lib.ohio-state.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507795215&site=eds-live&scope=site  

Swan, K., Shen, J., & Hiltz, S. R. (2006). Assessment and collaboration in online learning.  Journal of Asynchronous Learning Networks ,  10 (1), 45.  

TILT Higher Ed. (n.d.).  TILT Examples and Resources . Retrieved from   https://tilthighered.com/tiltexamplesandresources  

Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research.  Review of Educational Research ,  76 (1), 93–135.  https://www-jstor-org.proxy.lib.ohio-state.edu/stable/3700584  

Walvoord, B. & Anderson, V.J. (2010).  Effective Grading : A Tool for Learning and Assessment in College: Vol. 2nd ed . Jossey-Bass.  https://library.ohio-state.edu/record=b8585181~S7

Related Teaching Topics

Designing assessments of student learning, strategies and tools for academic integrity in online environments, student interaction online, universal design for learning: planning with all students in mind, related toolsets, carmencanvas, search for resources.

Video class assignment tips for instructors and students

• January 31, 2021
• Alex Martinez
• Digital Media / Kaltura (Video Management) / WeVideo

This article covers:

• For instructors
• For students
• Getting Started

Team Roles and Responsibility

Stock photos and graphics, video software, video tutorials, affordable and royalty-free audio clips.

Video assignments can be a research-intensive, collaborative, and highly engaging student activity. The video can demonstrate skills, knowledge, and communication strategies. View some student video projects to give you ideas for your next class assignment.

For Instructors

• Final videos should be between 2-5 minutes. A high quality 5-minute video can take about 5-10 hours to produce.
• Ensure that the project grade has the appropriate weight.
• Ensure that students keep you updated with their progress, require them to send you frequent project updates to avoid the project being done at the last minute.
• Create a “Group Planning” document for your student groups to help them plan, communicate, and organize. Spanish Skits ( http://goo.gl/hvaq4I ) Chemistry ( http://goo.gl/RpsPO2 ) B2B Marketing ( https://goo.gl/DsQef7 )  Why Make B2B Videos?
• For help with video assignments, contact [email protected] to get answers to your questions and support. We can give your students a workshop and a tour of the Digital Media Center.
• Give your students a few weeks to complete this project. Each week students should submit a progress report to ensure they are on track.
• Inform students that they can upload their videos into your Canvas course using My Media
• Create a video assignment in your Canvas course to make.
• Instruct students to submit their video assignments to make grading fast and easy using the Canvas speed grader tool.
• Science Communication Rubric
• Pecha Kucha Rubric (PDF)
• Infographic Instructor Grading Rubric
• Multimedia Science Activity Rubric
• Digital Storytelling Rubric
• Digital Video Project Rubric
• B2B Marketing Video Rubric

For Students

• Tips for students completing video class assignments (PDF)
• Spanish Skits
• Chemistry Educational
• B2B Marketing
• Take advantage of the DU Digital Media Center ; they have friendly staff and cool video software.
• Computer Screen Capture:  Jing (Free) and Skitch (Free)
• Prioritize recording high-quality audio. The further the microphone is from your presenter, the worse your audio quality will be. Recording indoor in quiet spaces or adding a voice-over track are the best options for capturing high-quality audio.
• Define a clear purpose and outcomes for the video .
• Establish teams and assign project roles and responsibilities.
• Research videos online that match your goals and expectations.
• Produce a video that is visually engaging to your audience. Scenes should be changing every 5-10 seconds.
• Create a storyboard shoot list and script .
• Create a project timeline and video team document to keep you organized.
• Tips for producing class assignment videos, “Before, During and After” .
• Have weekly team meetings.
• How to produce a video documentary by Adobe
• How to share final video securely to only class participants via Canvas Media Gallery
• Producer: Initiates and coordinates meetings and time management; has a high-level view of the project and timelines
• Script Writers: Responsible for creating the storyboard and script
• Researchers: Responsible for researching the topic, fact collecting and citations
• Videographer/Photographers/Audio Technicians: Responsible for video recording and still photos; ensures good lighting and audio quality
• Narrators: Provides audio or video commentary
• Illustrators / graphic artist : Responsible for drawing custom art work
• Video & Audio Editors: Responsible for video and audio editing software; will edit and share revisions with team members
• OpenVerse – 6 millions reusable objects
• Flickr Creative Commons
• DU Flickr Collection
• Science Images
• Archives.org
• Videvo.net – video b-roll clips
• ZOOM: Free video conference for all DU staff and students. Allows you to record your computer screen, webcam, interviews, and microphone. No editing features.
• Kaltura (Canvas My Media and DU MediaSpace): Free video conference for all DU staff and students. Allows you to record your computer screen, webcam, and microphone. Limited editing features. Kaltura is available within Canvas under My Media and DU MediaSpace .
• Kaltura Capture allows you to record your computer screen, webcam, and microphone.
• WeVideo – A web-based video editor designed for non-video professionals that’s easy to use. DU has a few student licenses.
• Adobe Creative Cloud software : DU Students, staff and faculty members now have access to this suite of Adobe software.
• iMovie – Mac 
• Camtasia Studio – Free video editor – 30 day trial for PC and Mac
• Blender : Free and open source 3D creation suite.
• PowToon – An online animated video software for both Mac and PC. Not free.
• Making a digital story video using iMovie
• Making a digital story video using WeVideo
• Vimeo Video School
• Video Story Guide
• Tips for marketing videos
• Videvo video clips
• YouTube Audio Library
• PartnersInRhyme
• Incompetech
• Global Sound Promotion
• Free Music Archive

The DU Digital Media Center has professional video and audio software for students. They are located in the Anderson Academic Commons and are normally open when the library is open.

Related Articles

Canvas kaltura important updates (4/2/2024), how to access zoom recordings in mediaspace, how to obtain a transcript file when conducting interviews using zoom, kaltura or a phone, kaltura – adding a single video to your canvas course, adding kaltura video on a du drupal page, wevideo tutorials & resources.

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Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

Checking the assignment, sequencing writing assignments, selecting an effective writing assignment format.

Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:

• the kind of writing expected
• the scope of acceptable subject matter
• the length requirements
• formatting requirements
• documentation format
• the amount and type of research expected (if any)
• the writer’s role
• deadlines for the first draft and its revision

Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

• How exactly does this assignment fit with the objectives of your course?
• Should this assignment relate only to the class and the texts for the class, or should it also relate to the world beyond the classroom?
• What do you want the students to learn or experience from this writing assignment?
• Should this assignment be an individual or a collaborative effort?
• What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study?

Defining the writing task

• Is the assignment sequenced so that students: (1) write a draft, (2) receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and (3) then revise it? Such a procedure has been proven to accomplish at least two goals: it improves the student’s writing and it discourages plagiarism.
• Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the paper’s main focus should be? Can you reduce the number of sub-questions?
• What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? Making the purpose(s) of the assignment explicit helps students write the kind of paper you want.
• What is the required form (e.g., expository essay, lab report, memo, business report)?
• What mode is required for the assignment (e.g., description, narration, analysis, persuasion, a combination of two or more of these)?

Defining the audience for the paper

• Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students.
• What is the probable attitude of the intended readers toward the topic itself? Toward the student writer’s thesis? Toward the student writer?
• What is the probable educational and economic background of the intended readers?

Defining the writer’s role

• Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a “professional in training” who uses the assumptions, the perspective, and the conceptual tools of the discipline.

Defining your evaluative criteria

1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:

• depth of coverage
• organization
• critical thinking
• original thinking
• use of research
• logical demonstration
• appropriate mode of structure and analysis (e.g., comparison, argument)
• correct use of sources
• grammar and mechanics
• professional tone
• correct use of course-specific concepts and terms.

Here’s a checklist for writing assignments:

• Have you used explicit command words in your instructions (e.g., “compare and contrast” and “explain” are more explicit than “explore” or “consider”)? The more explicit the command words, the better chance the students will write the type of paper you wish.
• Does the assignment suggest a topic, thesis, and format? Should it?
• Have you told students the kind of audience they are addressing — the level of knowledge they can assume the readers have and your particular preferences (e.g., “avoid slang, use the first-person sparingly”)?
• If the assignment has several stages of completion, have you made the various deadlines clear? Is your policy on due dates clear?
• Have you presented the assignment in a manageable form? For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance.

There are several benefits of sequencing writing assignments:

• Sequencing provides a sense of coherence for the course.
• This approach helps students see progress and purpose in their work rather than seeing the writing assignments as separate exercises.
• It encourages complexity through sustained attention, revision, and consideration of multiple perspectives.
• If you have only one large paper due near the end of the course, you might create a sequence of smaller assignments leading up to and providing a foundation for that larger paper (e.g., proposal of the topic, an annotated bibliography, a progress report, a summary of the paper’s key argument, a first draft of the paper itself). This approach allows you to give students guidance and also discourages plagiarism.
• It mirrors the approach to written work in many professions.

The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.

Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.

Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.

Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.

Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.

Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.

Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).

Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.

Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.

Use a natural sequence. A different approach to sequencing is to create a series of assignments culminating in a final writing project. In scientific and technical writing, for example, students could write a proposal requesting approval of a particular topic. The next assignment might be a progress report (or a series of progress reports), and the final assignment could be the report or document itself. For humanities and social science courses, students might write a proposal requesting approval of a particular topic, then hand in an annotated bibliography, and then a draft, and then the final version of the paper.

Have students submit sections. A variation of the previous approach is to have students submit various sections of their final document throughout the semester (e.g., their bibliography, review of the literature, methods section).

In addition to the standard essay and report formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:

Journals. Journals have become a popular format in recent years for courses that require some writing. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports. Although journals may seem to add a huge burden for instructors to correct, in fact many instructors either spot-check journals (looking at a few particular key entries) or grade them based on the number of entries completed. Journals are usually not graded for their prose style. STELLAR forums work well for out-of-class entries.

Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).

Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.

Cases . Students might create a case study particular to the course’s subject matter.

Position Papers . Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.

Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).

Instruction Manuals . Students write a step-by-step explanation of a process.

Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).

Collaborative projects . Students work together to create such works as reports, questions, and critiques.

7 best student planner apps

The best apps to help students keep track of classes, homework, due dates, quizzes, and more.

Thad Thompson Jan 21, 2022

12 min read

Table of contents

Experience scheduling automation for yourself!

Create a Calendly account in seconds.

If you're a student, you need a system to organize classwork, exams, and life in general. And it's true, there is an app for everything. But there are lots of apps for planning and time management. Which ones make effective school planner apps?

When deciding on a planner app, you should obviously look for one with features most relevant to your life and your schedule. It should have a distinct purpose. And It shouldn't be thought of as a one-size-fits all productivity app . Here are the qualities to look for in a good student planner app:

Visually clean user experience vs. info-dense

Highly customizable vs. highly structured

Integrated with other apps vs. self-contained, with all the features you'll need in one place

Specialized for students vs. transferrable to post-school life

Here, you can check out just a few of the best school planners currently available. Each is highly rated, affordable, and, in several cases, geared specifically toward school and study. And they’re easy to find. Most are available in the Apple App Store or Google Play store for use on your iPhone, iPad, Android, or other smartphone.

7 great planner apps for high school and college students

Android, iOS, and desktop: Free with paid upgrades available

Todoist is a project planner and to-do list all in one. Used by companies like Amazon and Disney, and made for everyone from students to executives, Todoist is an app that can carry you through school and beyond.

Although you can pay to upgrade, the free version offers more than most students are likely to need. Todoist includes features that help you: 

 Enter important details or to-dos in a note-taking section before you forget them

Set up projects for each class and any other activities or hobbies you're involved in

Add "next action" items, so you can always look ahead to your next assignment

Cross items off your checklist without losing them for good

Other helpful features include due dates for individual tasks and reminders that pop up on your phone or email. You can customize every feature, so you won't get lots of notifications without asking for them.

Todoist also allows you to label tasks. You can label by priority, context (laptop work, library, etc.), or any other system you want to create. You can also indicate recurring tasks, like weekly quizzes, so you never miss an assignment.

2. Microsoft To Do

Android, iOS, and desktop: Free with Microsoft account

A reworking of the long-appreciated Wunderlist, Microsoft To Do has continued to evolve its features to make it stand out in the field of student planner apps.

One feature that stands out in To Do is that things you didn't check off from previous days stay in the “Yesterday” box. That way you can specifically choose which items to transfer to "My day," and plan a better time for those that won't fit in today's schedule.

To Do allows you to sort tasks into basic lists that you set up, such as "Work," "Home," or "Lab." You can then add subtasks to the items on each list. For example, if your list includes, "Presentation for econ class," create subtasks for "Brainstorm subjects," "Find sources," or other project milestones. 

To Do also includes some features that will please visually oriented people. Dark mode is helpful if you're reviewing your day just before sleep or when you first wake up in the morning. You can also change the background for each list, with lots of modern and inspiring designs.

3. Calendly

iOS, Android, and desktop: Free with additional features available on paid plans

Calendly simplifies scheduling with groups and individuals. As group projects have become the new normal, you’ll likely have to set up plenty of meetings with groups and individuals during the course of your time as a student. You can save a lot of time by scheduling and managing those meetings with Calendly.

Here's how it works:

Connect Calendly with your digital calendar, like Google Calendar , Outlook , and others.

Create a meeting request.

Set the parameters. For example, you can let recipients see your availability, so they can pick a day and time, or you can set a day and time and they can either accept it or request a different time.

Select recipients and send.

Calendly will gather responses from the people you want to meet with, and you'll have a meeting set up without the long texting thread that's usually required.

Other helpful features include the options of Round Robin or collective scheduling on the paid plans. If others share their availability, Calendly will show times that work for everyone, so you can pick. Or, you can use its Meeting Polls feature to let people vote on proposed times before setting your meeting . Also, you can set reminders both for yourself and for those who agreed to meet with you.

Calendly streamlines setting up meetings, so you can free up your time and attention for classes and other responsibilities.

Get started with Calendly

Ready to make scheduling easier than ever?

4. iStudiez Pro

Android, iOS, and desktop: Free with available paid Full Version upgrade 

iStudiez Pro is one of the highest-rated planner apps designed just for students. Enter your class schedule including the professor's name, contact info, and office hours. Then, you can color code your classes and use icons to make it visually interesting and easy to scan.

"Week view" allows you to plan your time and get ready for upcoming classes. "Day view" shows you tasks and scheduled items for today. For each class, you can add assignments, their due dates, and specific tasks associated with them.

If you upgrade to the Full Version of iStudiez Pro, you can even get a regular update on your GPA. As you receive graded assignments back, enter the grade and point value. iStudiez will do the calculating for you with its GPA tracker. It keeps this info from semester to semester, so you can keep the big picture in mind.

5. myHomework

Android, iOS, and desktop: Free or $4.99 per year for Premium

The myHomework student planner is a clean and simple planner app for education. Many teachers have already adopted it for e-learning or online instruction, but it's great for individual use as well.

It's formatted for several types of class scheduling, such as block, period, or time-based schedules. myHomework allows you to not only input assignments and add tasks required to complete them, it also allows for prioritizing and categorizing tasks, so you can focus on what's most needed at any given time. You can set reminders for upcoming due dates too, so you don’t miss deadlines by accident (or procrastination).

While you do need internet connectivity to sync with other devices, this homework app still has full functionality even when you're not connected to WiFi. The free version has plenty of great features, but the paid version of this homework planner lets you get rid of ads as well as share assignments, add file attachments to assignments, and switch out your theme.

6. Power Planner

Android, iOS, and desktop: Free with paid upgrade available

Power Planner is a well-established student planner app with many of the same features as myHomework and iStudiez, like entering your schedule, keeping track of your GPA, and viewing assignments and exams.

Though the app is full of useful features, one element that sets it apart from other similar apps is the responsiveness of the developer. Power Planner is updated regularly, offering continual improvements to its features.

The GPA calculator is more robust in this app compared to others, with its "What if?" feature, which calculates what scores you need on assignments to get an A in a class. It also includes notifications for due dates coming up. The paid version allows you to enter more grades and stores your GPA info from one semester to the next.

Android, iOS, and desktop: Free with multiple paid plans starting at $5, and an automatic student discount

ClickUp is the only productivity platform built to tackle everything from complex projects to your daily assignments, all in one screen. With hundreds of customizable features to organize documents, take notes, schedule due dates, and more, ClickUp is a great daily planner for students at every level.

ClickUp's flexible organizational Hierarchy is perfect for breaking down course loads into manageable tasks, subtasks, and Checklists. There are over 15 ways to visualize your schedule in ClickUp including a dynamic Calendar, List, and Everything view for a high-level look at all projects and deadlines. Plus, ClickUp's Home feature syncs with your favorite calendar app to present your classes, reminders, and messages conveniently alongside your upcoming tasks.

ClickUp was built to consolidate your work into one centralized hub that can be accessed virtually anywhere, even offline, from your phone, or on your Apple Watch. You can create detailed course notes, format drafts, and everything in between using ClickUp's built-in document editor, then export or share them in seconds with a simple URL.

Access its top daily planner features, ClickUp Docs, unlimited tasks, over 1,000 integrations, and more when you sign up for ClickUp's Free Forever Plan, and automatically save 25% on any paid plan for being a student.

3 tips for getting the most from your student planner app

In addition to finding a great app for students, these tips can help you increase your productivity and keep your schedule running smoothly. No matter which app you choose, you’ll get more out of it if you use it alongside smart planning practices.

1. Treat yourself to a semester review

At the beginning of each semester, set aside a couple of hours to prepare yourself and get everything organized in your app and in your head. Make it fun: Take yourself out for coffee, turn on your favorite music, and turn off your texting and other notifications. This is time to get in the zone.

Give yourself time to look through your new app's features and figure out the best way to use them (or customize them) for you. It's helpful to read reviews, as people will talk about the most useful features. It's also an easy way to learn how to use the app.

Gather your syllabi, work schedules, and any other pertinent calendar info. First, enter all your calendar info for the semester. This helps you understand what your weekly schedule will be like. Then create projects or enter assignments (and due dates) for any big projects  your professors already have planned.

For example, the class may require a video assignment due at the end of the semester. Create a task called "plan out video project," and set the due date for around the time you want to begin the project. You don't want to get bogged down in planning the details of all those projects during your semester review. If you stay focused on the big picture, you may have time for more specific project planning at the end of your review session.

This is also a good time to set goals for yourself. Do you want to turn in more assignments on time or participate more in class? Do you want to learn a new instrument or join a team? Get inspired about doing more than just making it through the semester. With a powerful school planner app on your side, this could be your best semester yet — and there's more to that than just getting good grades.

2. Add a weekly review to your calendar

To keep your planner system functional, you have to keep giving it attention. Set up a time every week — about 30 minutes to an hour — for reviewing your projects and planning out your weekly schedule. Make this appointment as set-in-stone as your class times, so you aren’t tempted to put it off.

You can use this time to input any grades you've received if you've chosen an app with a GPA-tracking feature. Make sure that for every project, assignment or exam, you've entered specific tasks to prepare for them as well. You don't want to just remember that you have something due. You want to have a plan for turning in your best work! 

This is also a great time to set up meetings you'll need for the week. Use an app like Calendly to send out requests for meetings, so you're not scrambling at the last minute to find a time when everyone can meet.

And don't forget to schedule some rest! One of the best ways to stay motivated and stick with your work is to know you have some quality fun time coming.

3. Plan daily check-ins

Every morning look over your daily schedule and your list of things to do. This usually doesn’t take more than five minutes, but it can do a lot to help you bring your best to the things that are important to you.

Improve your learning through great planning

Choosing the student planner app that’s right for you is a great way of keeping your mind focused and your grades high during the semester. A great app will help you stay on top of your classes and work, especially if you keep your app up-to-date with regular reviews. 

A great calendar app can also help you to make the most of the other aspects of your life, for a less stressful, more rewarding student experience. The world needs what you have to give, and these apps can help you give your best.

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Eberly Center

Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

• Provided a written description of the assignment (in the syllabus or in a separate document)?
• Specified the purpose of the assignment?
• Indicated the intended audience?
• Articulated the instructions in precise and unambiguous language?
• Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?  
• Indicated special instructions, such as a particular citation style or headings?  
• Specified the due date and the consequences for missing it?
• Articulated performance criteria clearly?
• Indicated the assignment’s point value or percentage of the course grade?
• Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

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Study shows students in ‘active learning’ classrooms learn more than they think

For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produces better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it.

The study , published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.

Lead author Louis Deslauriers , the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. He published a key study in Science in 2011 that showed just that. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than they did from active learning.”

In addition to Deslauriers, the study is authored by director of sciences education and physics lecturer Logan McCarty , senior preceptor in applied physics Kelly Miller, preceptor in physics Greg Kestin , and Kristina Callaghan, now a physics lecturer at the University of California, Merced.

The question of whether students’ perceptions of their learning matches with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel frustrating.

“Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

For the first 11 weeks of the 15-week class, students were taught using standard methods by an experienced instructor. In the 12th week, half the class was randomly assigned to a classroom that used active learning, while the other half attended highly polished lectures. In a subsequent class, the two groups were reversed. Notably, both groups used identical class content and only active engagement with the material was toggled on and off.

Following each class, students were surveyed on how much they agreed or disagreed with statements such as “I feel like I learned a lot from this lecture” and “I wish all my physics courses were taught this way.” Students were also tested on how much they learned in the class with 12 multiple-choice questions.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions. “Actual learning and feeling of learning were strongly anticorrelated,” Deslauriers said, “as shown through the robust statistical analysis by co-author Kelly Miller, who is an expert in educational statistics and active learning.”

Those results, the study authors are quick to point out, shouldn’t be interpreted as suggesting students dislike active learning. In fact, many studies have shown students quickly warm to the idea, once they begin to see the results. “In all the courses at Harvard that we’ve transformed to active learning,” Deslauriers said, “the overall course evaluations went up.”

Co-author Kestin, who in addition to being a physicist is a video producer with PBS’ NOVA, said, “It can be tempting to engage the class simply by folding lectures into a compelling ‘story,’ especially when that’s what students seem to like. I show my students the data from this study on the first day of class to help them appreciate the importance of their own involvement in active learning.”

McCarty, who oversees curricular efforts across the sciences, hopes this study will encourage more of his colleagues to embrace active learning.

“We want to make sure that other instructors are thinking hard about the way they’re teaching,” he said. “In our classes, we start each topic by asking students to gather in small groups to solve some problems. While they work, we walk around the room to observe them and answer questions. Then we come together and give a short lecture targeted specifically at the misconceptions and struggles we saw during the problem-solving activity. So far we’ve transformed over a dozen classes to use this kind of active-learning approach. It’s extremely efficient — we can cover just as much material as we would using lectures.”

A pioneer in work on active learning, Balkanski Professor of Physics and Applied Physics Eric Mazur hailed the study as debunking long-held beliefs about how students learn.

“This work unambiguously debunks the illusion of learning from lectures,” he said. “It also explains why instructors and students cling to the belief that listening to lectures constitutes learning. I recommend every lecturer reads this article.”

Dean of Science Christopher Stubbs , Samuel C. Moncher Professor of Physics and of Astronomy, was an early convert. “When I first switched to teaching using active learning, some students resisted that change. This research confirms that faculty should persist and encourage active learning. Active engagement in every classroom, led by our incredible science faculty, should be the hallmark of residential undergraduate education at Harvard.”

Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are fooled into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

This research was supported with funding from the Harvard FAS Division of Science.

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Teaching, Learning, & Professional Development Center

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How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

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When you create an assignment, you can post it immediately, save a draft, or schedule it to post at a later date. After students complete and turn in their work, you can grade and return it to the students.

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Change the point value, add a due date or time, add a topic, add attachments, add a rubric.

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To organize assignments and grades into your school or district’s grading structure, create grading periods, such as quarters or semesters.

• From the menu, select a grading period.

Tip: Before adding a grading period to an assignment, create a grading period for the class first. Learn how to create or edit grading periods .

• Next to Points , tap the value.
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• On a computer, in an assignment, you can add interactive questions to YouTube attachments. Learn how to add interactive questions to YouTube video attachments .
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• If you find a message that you don’t have permission to attach a file, tap Copy . Classroom makes a copy of the file to attach to the assignment and saves the copy to the class Drive folder.
• Students can view file: All students can read the file, but not edit it.
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• This option is only available before you post an assignment.

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• Create an assignment (details above). Tip : You can only schedule assignments for a single class.

• At Schedule for date , tap the date, select a date, and tap OK .
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• Tap Schedule . The assignment will automatically post at the scheduled date and time.
• To schedule the assignment in another class, schedule it first for one class and then reuse the post for the other class .

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• Enter your changes and tap Save .

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• Enter your changes and tap Schedule .

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10 Best Planner Apps for Students (Free & Intuitive)

Student life can be a wild ride, right?

Homework, assignments, class schedules, upcoming exams – it’s like a never-ending rollercoaster. But guess what? We have solutions for you.

Here are the 10 best planner apps for students, tested and approved, to help you conquer the chaos and ride that rollercoaster like a pro.

Say goodbye to missed deadlines and hello to seamless planning and efficient time management. Let’s dive right in!

I. How to choose the best student planner app for your needs

Here are 4 key factors to consider:

1. Free Version. Money matters, especially for us students. Look for free planner apps with generous feature offerings.

2. User-Friendly Interface. A good student planner app should help you get stuff done, not get lost in itself. Look for apps with clear navigation menus and well-designed icons.

3. Feature Set. Think about what’s essential for your study style, and check if the app has what you need – calendars, to-do lists, collaboration, compatibility with other productivity apps! And hey, the ability to personalize it with categories and labels is a plus.

4. Cross-Platform Compatibility . Make sure your app plays well with the devices you’re frequently using.

We noticed most students are glued to their mobile devices these days, so most planner apps we recommend below are available on both the Apple App Store and Google Play Store.

II. 10 Best Planner Apps for Students for 2024

Below are the 10 highest-rated planner apps for students we found for you.

Availability : iOS | Android | web

Imagine having a personal assistant who can keep your class schedules in check, handle your to-do lists like a pro, and make group assignments feel like a walk in the park.

Well, meet Upbase !

It ticks all the boxes: a great free version, a user interface that’s easier to navigate than your campus, and privacy controls.

Whether you’re in high school or college, this trusty sidekick will make your study life a whole lot easier. Here’s why it’s the coolest:

A. Generous Free Version

Upbase’s free version is like finding money in your old jeans – unexpected and awesome. Here’s the good stuff it packs:

• Unlimited users, tasks, lists, and storage.
• Daily, monthly, and weekly schedule , with a time-blocking feature.
• Task priorities, start and due times, durations, etc.
• Shared/private projects.
• Real-time chat tool and discussions
• Collaborative docs, files, calendars, and links.

B. Comprehensive feature set

Upbase is not just a school planner app; it’s a toolkit for academic success that you can easily access from the left-side menu.

i) Schedule

Centralize all your schedules in one place. Easily make plans for the upcoming week, day, and month. That’s what the Schedule page can do for you!

It has four views: Daily Planner, Weekly Planner, Week Calendar, and Monthly Calendar, each integrated with a drag-and-drop feature, making scheduling 2x faster.

And hey, don’t skip these secret weapons if you want to skyrocket productivity:

• Pomodoro timer.
• Notepad for taking quick notes.
• Daily Notes for daily journaling.

Perfect for managing homework, assignments, and group projects. Each list is like a project hub where all information is organized within reach.

For group assignments, you can delegate tasks, add priorities, set deadlines, and attach files. You can also create knowledge bases, organize files, post announcements, communicate with your team, and more.

The cool thing is: you get control of who can access each list .

This is crucial for college students who often work on multiple group projects simultaneously. They can ensure that only the relevant team members have access to a particular list, maintaining privacy and security.

Want to use lists as a solo? Easy-peasy! Just hide the collaborative tools with a few simple clicks.

This tool lets you access Slack-style channels, so you can keep the entire conversation within Upbase.

It also supports direct messages, so you can chat 1-on-1 with anyone on your team.

This feature allows you to categorize, search, and filter tasks in your workspace. You can filter tasks by one or multiple tags – a capability that other planner apps lack.

Take your task management experience to the next level with filters.

The feature lets you create a custom filter of multiple criteria such as lists, assignees, due dates, tags, priorities, etc.

vi) My Tasks

A private place where you can easily keep track of all assigned tasks and tasks you create. You can show tasks on a list or on a Kanban board and choose how to group them.

C. Great customizability

Make Upbase yours. Tailor it to your preferences and style:

• Personalize list icons and colors for a tailored look.
• Group similar lists into folders for intuitive navigation.
• Choose between List and Board views for tasks.
• Show/hide tools based on your needs for a clutter-free experience.

This study planning app offers one of the most generous free plans on the market. With the Free Forever plan, you get unlimited tasks, lists, members, and storage . If you’re a student looking for a free planner app, give it a try !

Availability : iOS | Mac | iPad | Apple Watch | Android | Windows | Web

Todoist is one of the few student planner apps that utilize natural language processing for task creation.

For example, when you jot down “Math assignment due Friday at 5 PM”, Todoist transforms your words into an actionable task named “Math assignment” with a due date at 5 PM on Friday.

Pretty cool, right? But that’s not all!

You can add notes, create a reminder, or add labels to this task.

Read Full Review : Todoist Review .

Furthermore, this school planner allows you to create projects, share tasks with your group, and delegate work.

Key Features

• Due dates & reminders
• Labels and filters
• Recurring tasks
• Natural language processing
• Available on multiple devices
• Never miss any important deadlines
• Easy to sort and filter tasks by your needs
• Lack of start dates
• Unable to assign a task to multiple members
• Only support 5 collaborators per free project

3. Google Calendar

Availability : Web | Android | iOS | Desktop

Google Calendar is a user-friendly student planner app, thanks to its clean calendar interface with various color-coding options.

For example, you can assign blue for classes, green for homework, and red for exams. So, when you spot blue in your calendar, you’ll immediately recognize it as a class.

But what truly sets Google Calendar apart from other student calendar apps is its seamless integration with other Google services. This makes it the best planner app for students who are either already part of the Google ecosystem or considering joining.

• Rich color-coding options
• Seamless integration with Google apps
• Day, week, month, and year calendar views
• Simple to use
• Manage your to-do list schedules, emails, etc. in one place
• Easy to distinguish different activities
• Weak task management capability
• Not sync well with non-Google apps

This student calendar app is typically included for free as part of Google’s suite of apps.

Availability : Web browsers | Windows | macOS | Android | iOS

Notion is like the cool kid on the block when it comes to study planning apps.

Unlike other apps, it gives you the freedom to design your own school planner, notes, and task lists.

You can also link related information, keeping your subjects, courses, and projects cohesive.

Working on group projects? Notion allows you to share pages with your classmates, delegate tasks, and more.

In short, Notion is the best planner app for students who value customization, seek an all-in-one solution, and are comfortable with a slight learning curve.

• Slash command & rich text format options
• Databases, tables, and pages
• Rich template inventory (such as project planner, homework planner, school planner, etc.)
• Able to create custom workflows, planners, and databases
• Easy to link related information together
• Accessible across devices
• Steep learning curve
• No real-time chat tool
• Time-taking for initial setup

Availability : Web | iOS devices | Android devices | macOS | Windows

Trello is the best planner app for students, and here’s why it rocks.

First off, Trello’s intuitive Kanban-style interface is a breeze to navigate. It’s like digital sticky notes that actually keep you on track of upcoming tasks.

Read Full Review : Trello Review .

Secondly, it’s got all the features most students might need like due dates, labels, priorities, and reminders.

And if you’re teaming up on a group project, Trello enables you to invite friends, assign tasks, and share files.

• Kanban-style interface
• Easy to track a project’s progress
• Save time on repetitive tasks
• Suit different preferences and styles
• Too basic subtasks (no due dates or assignees)
• The calendar view is available only on the Premium plan and up

6. Power Planner

Availability : iOS | Android | Windows

Power Planner is a good college student planner app for both iOS and Android users.

What makes Power Planner special? It’s got your back for all things school-related, such as grade and GPA calculation, homework management with automatic reminders, and schedule tracking.

Plus, Power Planner offers nifty features like widgets for quick task check-ins and offline mode.

But note that while Power Planner is free to download, it includes an in-app purchase for premium features, such as the ability to add more than one semester and five grades per class.

• Grade and GPA calculation
• Automatic reminders
• Quick task check-ins
• Offline mode
• Easy to track grades
• Keep your class schedule in check
• Able to use when Wi-Fi is unavailable
• It takes time and effort for the initial setup
• Occasional synchronization issues
• Lack of collaboration features

Free with an in-app purchase of $1.99.

7. myHomework – Student Planner App

Availability :

What’s the deal with the myHomework Student Planner App?

Well, it’s super easy to use, with no confusing stuff here. It’s like having a friendly assistant to keep your academic life on track without any tech headaches.

Unlike many student planner apps, myHomework is accessible whether Wi-Fi is available or not. It’s also compatible with multiple devices, including phones, tablets, and computers.

So, whether you’re online or offline, your schedule is right at your fingertips – upcoming events, homework, exams, it’s got you covered.

And it won’t let you forget with those handy reminders.

In short, if you want a friendly, no-fuss solution for tracking assignments and organizing subjects, myHomework is the best planner app you can think of.

• Reminders & notifications
• Due date reminders
• Assignment tracking
• Upcoming homework widgets
• Offline access
• Little to no learning curve
• Able to access your schedule and assignments offline
• Simple to keep track of lectures, labs, and assignments.
• In-app ads in the free version
• Collaboration features are only available on the paid version

8. iStudiez

Availability : iOS | macOS | Android | Windows 10

Alright, imagine iStudiez as your digital planner buddy! Why’s it cool?

Well, iStudiez is not just a study planner app, it’s like your academic superhero. You can track your grades, manage assignments, and nail your class schedule. Plus, it sends you handy reminders so you’re always on top of things.

You can access iStudiez offline no matter what device you’re on.

So, if you’re all about keeping your school life organized and stress-free, iStudiez is the study planner app you’ve been looking for.

• Grade tracking
• Customizable subjects
• Tailored specifically for students
• Easy to keep tabs on your grades and GPA
• Access your schedule even without an internet connection
• Learning curve
• Occasional syncing issues between devices

iStudiez Pro is initially free with no ads. The paid version costs $2.99 USD on mobile and $9.99 USD on desktop, offering full features and synchronization.

Availability : iOS | Android

What makes Egenda stand out from other school planners is its simplicity.

No complex menus or tech mysteries. This planner app for students offers a straightforward and user-friendly interface that even non-experienced students can start using with ease.

And guess what? Egenda is accessible offline – only a few study planner apps offer this functionality for free.

So, if you’re seeking the best planner app for students that’s mobile-dedicated and straightforward to use, Egenda is right up your alley.

Note: Unlike other apps, Egenda has no web or desktop versions.

• Daily reminders
• Sort by class, completion, and due date
• Easy to sort tasks by specific needs
• Accessible in areas with limited or no internet connectivity
• Unable to use across devices
• Lack of advanced features available in some other daily planner apps.

This planner app for students is free to download, with in-app purchases ($2.99 per item).

10. My Study Life

Availability : iOS | Android | Windows | Web

My Study Life is like the Swiss Army knife of student planner apps.

It’s got everything a student needs, all wrapped up in one neat package and synced seamlessly across devices, so your schedule and assignments are always up-to-date, no matter where you are.

Homework, exams, class schedules – this study planner app handles it all. It’s like having a personal academic assistant that fits right in your pocket.

If you’re in search of an all-in-one planner app for students, My Study Life is the way to go.

• Customizable school planner
• 3 Different types of tasks: Revision, Reminder, & Assignment
• Class, task, and exam reminders
• Offer comprehensive academic-focus features
• Easy to track tasks, exams, and revision progress
• Accessible even without an internet connection
• Unable to rearrange tasks
• No calendar feature for task due dates

III. Which Study Planner App is Best For You?

Alongside smart planning practices, having a good planner app in your arsenal is essential. We’ve introduced you to the 10 best study planner apps for students out there; now, it’s your turn to make an informed decision.

Need our suggestion? Sure, give Upbase a try!

It offers seamless synchronization across devices, intuitive assignment tracking, and a user-friendly interface that simplifies academic organization. With Upbase, you can stay on top of your assignments, never miss a deadline, and make the most of your study time.

So, why wait? Sign up for a free Upbase account and embark on a successful study path. Your future self will thank you!

1. What is a student planner app?

Student planner apps are digital tools designed to help students stay organized, manage their to-do list, view upcoming classes, and improve time management skills.

2. Are student planners worth it?

Student planners are real game-changers to make study life easier. They help with organization and keeping track of homework assignments and upcoming deadlines.

3. What is the best planner for a student?

The best planner apps for students depend on individual needs, but some good choices include apps like Todoist, Upbase, and Google Calendar, which offer user-friendly interfaces and versatile features tailored for students’ organization.

4. What is the best online planner for school?

Here are some of the best online planners for school: Todoist, Upbase, and Google Calendar. They are all free to start, simple to set up, and easy to use, offering a wide array of features to streamline your school life.

5. What is a good free planner app?

One great free school planner app is Upbase. Its free version offers:

• Built-in calendars for hours, days, weeks, and months.
• Private and shared to-do lists with unlimited users for group projects.
• Real-time chat and rich collaboration features for seamless teamwork.
• Additional features like note-taking, bookmarks, and Pomodoro timers.

Furthermore, Upbase is user-friendly and accessible on web browsers, the Google App Store, and the Apple App Store.

One place for all your work

Tasks, messages, docs, files, chats – all in one place.

• Help center
• Terms of service
• Privacy policy
• iOS mobile app
• Android mobile app

Not-so-great expectations: Students are reading fewer books in English class

In many English classrooms across America, assignments to read full-length novels are becoming less common

Chris Stanislawski didn’t read much in his middle school English classes, but it never felt necessary. Students were given detailed chapter summaries for every novel they discussed, and teachers played audio of the books during class.

Much of the reading material at Garden City Middle School in Long Island was either abridged books, or online texts and printouts, he said.

“When you’re given a summary of the book telling you what you’re about to read in baby form, it kind of just ruins the whole story for you,” said Chris, 14. “Like, what’s the point of actually reading?”

In many English classrooms across America, assignments to read full-length novels are becoming less common. Some teachers focus instead on selected passages — a concession to perceptions of shorter attention spans , pressure to prepare for standardized tests and a sense that short-form content will prepare students for the modern, digital world.

The National Council of Teachers of English acknowledged the shift in a 2022 statement on media education, saying: “The time has come to decenter book reading and essay-writing as the pinnacles of English language arts education.”

The idea is not to remove books but to teach media literacy and add other texts that feel relevant to students, said Seth French, one of the statement's co-authors. In the English class he taught before becoming a dean last year at Bentonville High School in Arkansas, students engaged with plays, poetry and articles but read just one book together as a class.

“At the end of the day, a lot of our students are not interested in some of these texts that they didn’t have a choice in,” he said.

The emphasis on shorter, digital texts does not sit well with everyone.

Deep reading is essential to strengthen circuits in the brain tied to critical thinking skills, background knowledge — and, most of all, empathy, said Maryanne Wolf, a cognitive neuroscientist at UCLA specializing in dyslexia research.

“We must give our young an opportunity to understand who others are, not through little snapshots, but through immersion into the lives and thoughts and feelings of others,” Wolf said.

At Garden City Middle School, students are required to read several books in their entirety each year, including “Of Mice and Men” and “Romeo and Juliet,” Principal Matthew Samuelson said. Audio versions and summaries are provided as extra resources, he said.

For Chris, who has dyslexia, the audio didn't make the reading feel more accessible. He just felt bored. He switched this fall to a Catholic school, which his mother feels will prepare him better for college.

There's little data on how many books are assigned by schools. But in general, students are reading less. Federal data from last year shows only 14% of young teens say they read for fun daily, compared with 27% in 2012.

Teachers say the slide has its roots in the COVID-19 crisis.

“There was a trend, it happened when COVID hit, to stop reading full-length novels because students were in trauma; we were in a pandemic. The problem is we haven’t quite come back from that,” said Kristy Acevedo, who teaches English at a vocational high school in New Bedford, Massachusetts.

This year, she said she won't accept that students are too distracted to read. She plans to teach time-management strategies and to use only paper and pencils for most of class time.

Other teachers say the trend stems from standardized testing and the influence of education technology . Digital platforms can deliver a complete English curriculum, with thousands of short passages aligned to state standards — all without having to assign an actual book.

“If admins and school districts are judged by their test scores, how are they going to improve their test scores? They’re going to mirror the test as much as possible,” said Karl Ubelhoer, a middle school special education teacher in Tabernacle, New Jersey.

For some students, it's a struggle to read at all . Only around a third of fourth and eighth graders reached reading proficiency in the 2022 National Assessment of Educational Progress, down significantly from 2019.

Leah van Belle, executive director of the Detroit literacy coalition 313Reads, said when her son read “Peter Pan” in late elementary school, it was too hard for most kids in the class. She laments that Detroit feels like “a book desert." Her son's school doesn't even have a library.

Still, she said it makes sense for English classes to focus on shorter texts.

“As an adult, if I want to learn about a topic and research it, be it personal or professional, I’m using interactive digital text to do that,” she said.

Even in well-resourced schools, one thing is always in short supply: time.

Terri White, a teacher at South Windsor High School in Connecticut, no longer makes her honors ninth-grade English class read all of “To Kill a Mockingbird.” She assigns about a third of the book and a synopsis of the rest. They have to move on quickly because of pressure for teachers to cram more into the curriculum, she said.

“It’s like spinning plates, you know what I mean? Like it's a circus,” she said.

She also assigns less homework because kids' schedules are so packed with sports, clubs and other activities.

“I maintain rigor. But I’m more about helping students become stronger and more critical readers, writers and thinkers, while taking their social-emotional well-being into account,” she said.

In the long run, the synopsis approach harms students' critical thinking skills, said Alden Jones, a literature professor at Emerson College in Boston. She assigns fewer books than she once did and gives more quizzes to make sure students do the reading.

“We don’t value the thinking time that we used to have. It’s all time we could be on our phone accomplishing tasks,” she said.

Will Higgins, an English teacher at Dartmouth High School in Massachusetts, said he still believes in teaching the classics, but demands on students' time have made it necessary to cut back.

“We haven’t given up on 'Jane Eyre' and 'Pride and Prejudice.' We haven’t given up on ‘Hamlet’ or ‘The Great Gatsby,’″ Higgins said. But he said they have given up assigning others like “A Tale of Two Cities.”

His school has had success encouraging reading through student-directed book clubs, where small groups pick a book and discuss it together. Contemporary authors like John Green and Jason Reynolds have been a big hit.

“It's funny," he said. "Many students are saying that it’s the first time in a long time they’ve read a full book .”

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

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Master of Business Administration (MBA)

The Reinhardt MBA program develops in each graduate the skills necessary to analyze and interpret complex business situations, to seek and employ innovative methods for solving business problems, and to lead diverse groups of individuals effectively and ethically .  Furthermore, the Reinhardt MBA teaches students to recognize strategic and   operational advantages and to use analytical and critical thinking skills necessary for effective   strategic and tactical decision-making. Reinhardt MBA students learn to utilize interpersonal skills to foster team consensus ,  leadership, business ethics,   and individual as well as social responsibility.

Program Coordinator

Tony   Daniel,   Ph.D.,   SHRM-SCP  Professor of Business 770-720-5638 [email protected]

Accreditation

Reinhardt University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award associate, baccalaureate, and masters. Questions about the accreditation of Reinhardt University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling(404) 679-4500, or by using information available on SACSCOC’s website ( www.sacscoc.org).

Reinhardt University's overall educational program emphasizes the study of liberal arts, sciences and professional studies within the University's historic commitment to the United Methodist faith and tradition. The University affirms that learning is best facilitated through a partnership between faculty members and students where the integration of faith and   learning   is   essential.   The   University   is   committed to students who desire a small, caring community dedicated to personalized attention.

The MBA program shares the same commitments of the University's overall mission, but with a focus on the graduate student community. The MBA program challenges students academically and “puts them in the chair” of the decision maker in actual business situations. This is done by personal interaction and case   study   assignments with   other   students   and   with   a unique faculty that is academically qualified and seasoned with of business experience.

MBA   Student   Learning Outcomes

MBA students demonstrate the following qualities, abilities, and skills upon completion of the program:

M1 Critical Thinking, Analytical and Problem- Solving Skills -  analyze business situations using information and logic to make recommendations for problem solving and decision making.

M2 Interpersonal, Teamwork, Leadership, and Communications Skills -  use team building and collaborative behaviors in the accomplishment of group tasks and will communicate effectively the problem alternatives considered, a recommended solution, and an implementation strategy in oral, written and electronic form.

M3 Ethical Issues and Responsibilities -  recognize and analyze ethical dilemmas and propose resolutions for practical business solutions.

M4 Business Skills and Knowledge -  apply best practices, established theories, and managerial skills to business situations and problems.

M5 Awareness of Global and Multicultural Issues -  demonstrate awareness of, and analyze, global and multicultural issues as they relate to  business.

M6 Knowledge of Research Methodologies  - derive business decision-making applications based upon sound research practices and procedures.

Admission  Requirements

All admission documents should be sent to the following address:

Office of Admissions  Reinhardt University  7300 Reinhardt Circle Waleska, GA 30183 PHONE: 770-720-5526 e-mail:   [email protected]

General admission to Reinhardt University graduate studies:

• The Graduate Admission Application form—complete and submit the Online Application for Admission
• Submit official transcripts from all institutions attended; proof of a baccalaureate degree from a regionally accredited institution should be on one transcript. If a transcript includes any graduate classes, the applicant should have left the graduate program in good standing.

Official transcripts must be mailed from the granting institution, or delivered in   a   sealed envelope from   the institution, or sent via a professional electronic transcript sending service.

Additional admission requirements for the Reinhardt MBA:

• A professional résumé.
• A 300-word essay on how an online MBA fits with the applicant’s career goals
• Three letters of reference addressing the applicant’s ability to carry out graduate course work, with one letter addressing the applicant’s two (2) years of full-time, post- baccalaureate career experience.

And, either

A Bachelor’s Degree in Business from a regionally accredited university with a minimum 2.75 GPA (alternate discretion criteria: a greater than 3.0 GPA in the last 60 credits)

• An online interview with the MBA Program Coordinator or his/her designee may be required.

Note:  If the applicant’s undergraduate degree is not in Business, then, the candidate must have a Bachelor's Degree from a regionally accredited university with at least a 2.75 GPA.

Admission for Current Reinhardt  University Undergraduate Students

Applicants   who   complete   an   a   bachelor’s   degree   at Reinhardt University with a 3.0 GPA or higher-

• Submit the graduate school application
• Students in this category can automatically be accepted without references, interviews, and/or essays by the admissions department

Applicants   who   complete   a   bachelor’s   degree   at   Reinhardt University with less than a 3.0 GPA-

• Submit graduate application
• Students in this category can be accepted without references, interviews, and/or essays but must be approved by the program coordinator
• Other documents may be required at the discretion of the program coordinator

Transfer  Credit

No transfer courses are accepted for credit.

Credit   hour   policy  (Online)

Over seven (7) weeks, students will spend a variable number of minutes per week in online lectures, class discussions, and in preparation of class projects and research papers. Instructional time includes a 3-hour final exam. Out-of-class work includes homework and preparation for exams and quizzes and is a variable number of minutes per week (6750 minutes for the semester).

Graduate Students are expected to participate each week in required assignments as scheduled by the instructor. This may require collaboration among classmates and outside research .

Academic Performance

MBA students are expected to earn grades of “A” or “B” in their course work. Only one (1) course grade of   “C”   may   be   included   in   the   computation   for   degree completion.   A   second   course grade   of   “C”   will   result in   Academic   Probation. The   course   must   be retaken to count toward degree completion.   A third course   grade   of   “C”   or   a   first   course   grade   of “F” will result in Academic Dismissal.

A student may appeal a dismissal by submitting a letter to the vice President for Academic Affairs describing the condition and identifying the reasons for seeking a positive decision of the appeal.

See also Grade Appeals  and Enrollment Related Appeals  under Appeals and Petitions .

Graduation Requirements:

• A cumulative GPA of at least 3.0, and
• No more than (1) one “C” in the program, counted toward degree completion, regardless of the GPA.
• A maximum of 5 years for completion

See Academic Performance and Degree Completion Requirements .

Degrees and Certificates

Master of Business Administration (MBA), Master of Business Administration (MBA)

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UW’s WWAMI Program Welcomes New Class of Medical Students

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Institutional Communications Bureau of Mines Building, Room 137 Laramie, WY 82071 Phone: (307) 766-2929 Email:   [email protected]

Published September 18, 2024

The WWAMI Medical Education Program at the University of Wyoming recently welcomed its 28th entering class, with 20 new medical students from across Wyoming.

A stethoscope ceremony, in which students were presented with stethoscopes and white coats, recently marked their start in WWAMI (Washington, Wyoming, Alaska, Montana and Idaho) at the University of Wyoming through the University of Washington School of Medicine. The event was sponsored and hosted by Ivinson Memorial Hospital in Laramie.

Dr. Todd Guth, director of the WWAMI program at the University of Wyoming, opened with remarks pointing to the strong network of support the medical students can expect from faculty, mentors, preceptors and real-life training provided through facilities, such as Ivinson Memorial Hospital. Guth emphasized upholding excellence and patient centeredness as key attributes in the practice of medicine.

Terry Moss, chief operations officer at Ivinson Memorial Hospital, spoke to the medical students and emphasized that the hospital will be an educational partner from start to finish as the students begin their medical journey and return to Wyoming to practice as physicians.

Michelle Hilaire, interim dean of the College of Health Sciences, speaking about the experiences that await the future medical professionals, noted that there will be highs and lows that all caregivers face. But the strengths and values learned through WWAMI will prepare students to become the future of health care in Wyoming.

“The ceremony is a symbolic moment where science meets compassion as students obtain the necessary tools to move between the classroom to the clinical immersion experiences,” Hilaire says.

WWAMI clinical faculty members also spoke during the ceremony. Dr. Dan Radosevich emphasized the importance of connecting with medical school mentors. Dr. Dana Govaerts explained how the stethoscope is not only used to listen to patients physically, but also represents the learned skill of hearing and responding to what patients have to say.

Dr. Julie Carlson commented on the symbolism of the short white coats presented to students at the stethoscope ceremony, as the coats represent the beginning of the medical students’ journey to becoming highly skilled physicians. At the time of their graduation, students will receive full-length white coats, representing having gained the knowledge and experience of a trusted physician.

The new class of medical students, listed by hometown and name, is:

Afton -- Shay Nelson.

Banner -- Noah Gustafson.

Big Horn -- Jill Mayer.

Casper -- Avery Potter, Benjamin Radosevich, Sarah Retherford and Lulu Rochelle.

Cheyenne -- Cassidy Dellos.

Cody -- Caden Crooks.

Douglas -- Makena Engelker and Audrey Peasley.

Green River -- Timothy Radosevich and Hannah Thomas.

Jackson -- Kyler Arriola and Cassidy Sebastian.

Laramie -- Aedian O’Connor.

Powell -- Carson Asher.

Rock Springs -- Celestre Keelin and Annika Syvrud.

Sheridan -- Jack Syring.

About the Wyoming-WWAMI Medical Education Program

The WWAMI Medical Education Program -- Wyoming’s medical school -- is a partnership between the University of Wyoming and the University of Washington School of Medicine. WWAMI is an acronym for the five states that participate in the program: Washington, Wyoming, Alaska, Montana and Idaho.

WWAMI reserves 20 seats each year for qualified Wyoming residents. Students accepted to the program spend 18 months on the University of Wyoming campus. The third and fourth years are spent at selected clinical sites throughout the WWAMI region.

To learn more about Wyoming-WWAMI, go here .

About the University of Wyoming College of Health Sciences

UW’s College of Health Sciences trains health and wellness professionals and researchers in a wide variety of disciplines, including medicine, nursing, pharmacy, speech-language pathology, social work, kinesiology, public health, health administration and disability studies. The college also oversees residency and fellowship programs in Casper and Cheyenne, as well as operating a speech/hearing clinic in Laramie and primary care clinics in Laramie, Casper and Cheyenne.

With more than 1,600 undergraduate, graduate and professional students, the college is dedicated to training the health and wellness workforce of Wyoming and conducting high-quality research and community engagement, with a particular focus on rural and frontier populations.

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Not-so-great expectations: Students are reading fewer books in English class

Chris Stanislawski, 14, poses for a portrait outside of his home in Garden City, N.Y., on Friday, Sept. 13, 2024. Chris didn’t finish any books in his 8th grade English class, in part because their google classroom had detailed summaries of each chapter of every book. (AP Photo/Brittainy Newman)

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Chris Stanislawski didn’t read much in his middle school English classes, but it never felt necessary. Students were given detailed chapter summaries for every novel they discussed, and teachers played audio of the books during class.

Much of the reading material at Garden City Middle School in Long Island was either abridged books, or online texts and printouts, he said.

“When you’re given a summary of the book telling you what you’re about to read in baby form, it kind of just ruins the whole story for you,” said Chris, 14. “Like, what’s the point of actually reading?”

In many English classrooms across America, assignments to read full-length novels are becoming less common. Some teachers focus instead on selected passages — a concession to perceptions of shorter attention spans , pressure to prepare for standardized tests and a sense that short-form content will prepare students for the modern, digital world.

The National Council of Teachers of English acknowledged the shift in a 2022 statement on media education, saying: “The time has come to decenter book reading and essay-writing as the pinnacles of English language arts education.”

The idea is not to remove books but to teach media literacy and add other texts that feel relevant to students, said Seth French, one of the statement’s co-authors. In the English class he taught before becoming a dean last year at Bentonville High School in Arkansas, students engaged with plays, poetry and articles but read just one book together as a class.

“At the end of the day, a lot of our students are not interested in some of these texts that they didn’t have a choice in,” he said.

The emphasis on shorter, digital texts does not sit well with everyone.

Deep reading is essential to strengthen circuits in the brain tied to critical thinking skills, background knowledge — and, most of all, empathy, said Maryanne Wolf, a cognitive neuroscientist at UCLA specializing in dyslexia research.

“We must give our young an opportunity to understand who others are, not through little snapshots, but through immersion into the lives and thoughts and feelings of others,” Wolf said.

At Garden City Middle School, students are required to read several books in their entirety each year, including “Of Mice and Men” and “Romeo and Juliet,” Principal Matthew Samuelson said. Audio versions and summaries are provided as extra resources, he said.

For Chris, who has dyslexia, the audio didn’t make the reading feel more accessible. He just felt bored. He switched this fall to a Catholic school, which his mother feels will prepare him better for college.

Even outside school, students are reading less

There’s little data on how many books are assigned by schools. But in general, students are reading less. Federal data from last year shows only 14% of young teens say they read for fun daily, compared with 27% in 2012.

Teachers say the slide has its roots in the COVID-19 crisis.

“There was a trend, it happened when COVID hit, to stop reading full-length novels because students were in trauma; we were in a pandemic. The problem is we haven’t quite come back from that,” said Kristy Acevedo, who teaches English at a vocational high school in New Bedford, Massachusetts.

This year, she said she won’t accept that students are too distracted to read. She plans to teach time-management strategies and to use only paper and pencils for most of class time.

Other teachers say the trend stems from standardized testing and the influence of education technology . Digital platforms can deliver a complete English curriculum, with thousands of short passages aligned to state standards — all without having to assign an actual book.

“If admins and school districts are judged by their test scores, how are they going to improve their test scores? They’re going to mirror the test as much as possible,” said Karl Ubelhoer, a middle school special education teacher in Tabernacle, New Jersey.

For some students, it’s a struggle to read at all . Only around a third of fourth and eighth graders reached reading proficiency in the 2022 National Assessment of Educational Progress, down significantly from 2019.

Leah van Belle, executive director of the Detroit literacy coalition 313Reads, said when her son read “Peter Pan” in late elementary school, it was too hard for most kids in the class. She laments that Detroit feels like “a book desert.” Her son’s school doesn’t even have a library.

Still, she said it makes sense for English classes to focus on shorter texts.

“As an adult, if I want to learn about a topic and research it, be it personal or professional, I’m using interactive digital text to do that,” she said.

Teachers fit books in with other ‘spinning plates’

Even in well-resourced schools, one thing is always in short supply: time.

Terri White, a teacher at South Windsor High School in Connecticut, no longer makes her honors ninth-grade English class read all of “To Kill a Mockingbird.” She assigns about a third of the book and a synopsis of the rest. They have to move on quickly because of pressure for teachers to cram more into the curriculum, she said.

“It’s like spinning plates, you know what I mean? Like it’s a circus,” she said.

She also assigns less homework because kids’ schedules are so packed with sports, clubs and other activities.

“I maintain rigor. But I’m more about helping students become stronger and more critical readers, writers and thinkers, while taking their social-emotional well-being into account,” she said.

In the long run, the synopsis approach harms students’ critical thinking skills, said Alden Jones, a literature professor at Emerson College in Boston. She assigns fewer books than she once did and gives more quizzes to make sure students do the reading.

“We don’t value the thinking time that we used to have. It’s all time we could be on our phone accomplishing tasks,” she said.

Will Higgins, an English teacher at Dartmouth High School in Massachusetts, said he still believes in teaching the classics, but demands on students’ time have made it necessary to cut back.

“We haven’t given up on ‘Jane Eyre’ and ‘Pride and Prejudice.’ We haven’t given up on ‘Hamlet’ or ‘The Great Gatsby,’″ Higgins said. But he said they have given up assigning others like “A Tale of Two Cities.”

His school has had success encouraging reading through student-directed book clubs, where small groups pick a book and discuss it together. Contemporary authors like John Green and Jason Reynolds have been a big hit.

“It’s funny,” he said. “Many students are saying that it’s the first time in a long time they’ve read a full book .”

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org.

Class 12 Student Dies By Suicide In Kota, Cops Say She Was Depressed

The student was identified as Jitya Khandelwal and her body was handed over to her family after postmortem.

People rushed her to the hospital and informed the police (Representational)

A class 12 student, who was reportedly depressed, allegedly died by suicide by jumping off the 12th floor in Rajasthan's Kota district, said police officials on Wednesday.

The incident occurred on Tuesday when Jitya was at her aunt's place in the Tripolis Building in Rajiv Gandhi Nagar.

Jawahar Nagar police station SHO Harinarayan Sharma said Jitya (19), a resident of Cantonment, Kota, was the eldest of two sisters and her father Nitin Khandelwal has a nursing home in the city.

"On Tuesday evening around 7 p.m, Nitin dropped Jiya under the multi-storeyed building of her aunt's house. Her aunt resides on the third floor of the building. However, Jitya, instead of going to her aunt's house, took the extreme step," the SHO said.

People rushed her to the hospital and informed the police.

The cause of the extreme step is yet to be identified, the police said.

"As per preliminary investigation, the girl jumped off the 12th floor. She died by suicide due to depression. Her family members are also in shock after the death of their daughter. The reason for the suicide will be known only after talking to the family members and a post-mortem report is received. At present, the investigation is being carried out keeping all aspects in mind," DSP Rajesh Taylor said.

Further investigation is in progress.

The Kota administration has been struggling to contain the rising number of deaths due to suicide in the city.

The city, known to be the coaching hub for competitive exams, recorded 26 deaths due to suicide in 2023. It is the record number of such deaths Kota has ever witnessed.  

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