Seesaw Refresher (2023)

I would like to start by thanking Seesaw for their continued work to develop this amazing learning platform where students can create, reflect, share, and collaborate.

Here is my thoughts after completing this year's refresher course. 

The 5 classroom needs that Seesaw provide to support my teaching and students' learning already are:

1. Instruction
2. Family Engagement
3. Digital Portfolio
4. Assessment
5. Accessible and Differentiated Learning

Seesaw is now taking it even further with a Formative Assessment Expansion where you can choose between two flexible assessment modes: practice mode and assessment mode. Real time feedback can be given in the practice mode! Teachers will be equipped with live student response data that enables responsive instruction and differentiation. 

I love that a teacher will be able to: 

• View students grouped by correct, incorrect and no response
• Check the number of attempts a student made to get the correct answer
• Uncover misconceptions by clicking into student responses

Another exciting addition is Infinite Cloning, which will allow the making of multiple copies of the object just by dragging one from the stack.

With the New Assign Flow, managing assigned activities in Seesaw will get easier! I like that due dates can now be added when scheduling activities. Another plus is that you can enable an Automatically archive activity option after due date.

Using the Present to Class button, whole class instruction will come to life on Seesaw. Present multimodal inputs on activities and lessons (like video, interactive texts, curated online artifacts, teacher modeling, and more). Presenting Seesaw activities to the whole class will be my new go-to tool for high-quality instruction!

I love and have already been using the new Scheduled Messages option. It is a real life and time saver!

Thank you Seesaw, I  am really excited about the new features!

The last 'task' to be completed in the course was to Connect with other Seesawers from around the world. This Seesaw status is to be shared on my favorite social media platforms to spark conversation.

As I would like to chat about Structured Literacy, Maths and Learner Agency, you are more than welcome to have a look at my Seesaw Activities that I created (especially for SL and Maths) and shared in the Community Library... 

https://app.seesaw.me/activities/profile/lhrlzz/marnel-van-der-spuy

~ Tama tu tama ora, tama noho tama mate - An active person will remain healthy while a lazy one will become sick. - Māori whakatauki (proverb) ~

 

Seesaw Refresher (2022)

Just completed the Seesaw Refresh Course for 2022. So excited about all the features, especially student groups and messages!

I am [also] really excited about how my school uses Seesaw for Real Time Reporting to parents and the role that I am playing to make it happen!

~ "By doing what you LOVE, you INSPIRE and awaken the hearts of others". - Unknown ~ 

This Way... That Way

A lovely way to start the new school year... with a coffee shout by the Principal on our TOD! 

I'm very excited with our revised Curriculum and the launch of it today! Information is set out in a logical and easy to use way. Our Curriculum is the stepping stones of what we do at our school.

With the current 'situation' world wide, it is clear that a normal school day and how we know it, is gone. We have to maximise impact for our students every day. Our teaching is now adaptable, to enable us to reach all students. The main thing is that we still enjoy teaching and forge [even stronger] professional relationships with our students, whilst allowing them to have fun with their learning experiences. On top of that, we need to look after ourselves and find something that makes us smile every day.

We will also be utilising Seesaw fully this year, to strengthen our school-home relationships. As I have the key role of ICT/Digital Technology Curriculum Manager, I have already ran one PD session towards the end of last year (2021) and also on our TOD to support with implementing this. Sessions to support will continue throughout and as needed.

Here are and example of two posters I created that has been shared with our school community. 

This year will also see me implementing 'Structured Literacy' in class. A new concept for me (therefore, this will be the focus of my Professional Growth Cycle), but I am very excited about the elements of such instruction. Here's my class display...

~ "Our focus is not dwelling on the past, but focusing on the future. The influence you will have looking forward, stepping stones to success for our tamariki." - Our school 'slogan' for 2022 ~

A Year in Review and a quick Reflection

Looking back on my 'I see it..., I want it..., I dream it...' post at the start of the year, my one word was 'SEE'...

Reflecting on my 'SEE'

1. I will be open to seeing the possibilities, the problems, the solutions and the milestones that can be reached every day.
2. Focusing more on the “why”, not just the “what” and “how” when stepping back from the day-to-day planning and details of my work, will allow me to not only see the big picture, but also the immediate achievements and needs.
3. I would like to see that the link between our school, parents, whānau and community where our school's educational goals are concerned are understood and supported. This will enable us to further create and nurture relationships of trust.
4. My job will be done if I could see the simple question “What’s best for ________?” being asked and acted upon. After all, staff well-being is crucial, and it is also our responsibility to ensure that students are excited about learning and to inspire a deep love for learning.
5. I know that the insanely long hours I work, is not contributing to recuperating and focusing on myself. I achieve my goal of seeing myself take time out at least once a week, to 'de-stress' and to improve my work-life balance to avoid burnout.

Highlights for me this year
1. Some of my Professional Development included:

• Strengths-based Leadership Development - Rob Clarke, Learning Architects (2019 - Current)
• The Coaching Habit - Anne Giles, Direction Worx (2019)
• Empowering Leaders to Empower Learning - Leanne Angland (2019)
• Stress Management and WELL-being - Rotorua AP/DP Association (2019)
• Igniting your imagination in Digital Technologies and Hangarau Matihiko meetup - MOE (2019)
• Level 3 Special Learning Disabilities Course - SPELD NZ (2019)
• HiveSummit (14 day) Virtual Educational Conference (2019)
• Notice & Adjust: Supporting Students with Learning Difficulties workshop - Neil MacKay (2019)
• Story Ways Literacy: Storytelling Schools NZ (students learn to develop great oral communication skills while mastering the language and ideas they need for subsequent writing) by Liz Swanson (2019)
• Accelerated Learning in Literacy (ALL) start up workshop - Kath Jones & Colleen Wills (2019)
• Developing an effective writing programme workshop by Sheena Cameron & Louise Dempsey (2019)

These PD opportunities opened the seeing of possibilities, the problems, the solutions and the milestones that could be reached every day. It also assist in often focusing more on the “why”, not just the “what” and “how” when stepping back from the day-to-day planning and details of my work, which allowed me to not only see the big picture, but also the immediate achievements and needs.

2. Teaching as Inquiry:

After administering an Oral assessment, I analysed the data, which helped me to identify target learners who are ‘at risk’ and their specific areas of need. I then started my 'Teaching as Inquiry' by asking: "How can I use a Storytelling approach to accelerate target learners and enhance their oral language skills through retelling of stories, news, after guided reading & using Seesaw, which will then also result in authentic writing experiences?"

~ 'He mana tō te kupu' - 'Words have great power' - a whakataukītanga kōrero (proverbial saying) ~

I planned deliberate activities that meet the needs of these learners, whilst also capitalising on spontaneous authentic learning opportunities that support oral language development.

Student achievement can be seen as shown in the end of year spreadsheet below.

It should be noted that the my student whom only made 1 Stanine’s progress received Speech Language Therapy support and also has had a Language Learning Intervention plan by an outside agency. Unfortunately, funding for this was only available and in place for Term 2. However, I am pleased with the overall outcome of this inquiry.

3. My Presentations:

• Digital Technologies | Hangarau Matihiko: Build knowledge - Develop Knowledge - Follow up and teaching lessons, activities and resources provided (Staff meeting - 29 July 2019)
• Digital Technologies | Hangarau Matihiko: Build knowledge - Develop Knowledge (Staff meeting - 1 April 2019)
• Seesaw: The Learning Journal - Need to know (Staff meeting, especially for all new staff - 4 February 2019)

4. End of Year Highlights:
I received so many lovely messages and gifts... here's just a few messages... #EndOfYear #FeelingBlessed

~ "The attitude you bring to the day is what the day will bring to you. Great attitude. Great day." - Unknown ~

A Year in Review

Looking back on my 'Walking on a tightrope' post at the start of the year, my one word was 'DO'...

Reflecting on my 'DO'

1. Get-up-and-Go (be determined and full of energy) - This I have definitely achieved in all areas this year. 
2. Stop and celebrate [even little] Successes - Yes, not only did Seesaw's ePortfolio enabled me to regularly check in and comment on students' progress, which has been celebrated weekly by a 'Virtue award', but progress was recognised and celebrated almost daily in our learning environment. 
3. Look after myself (no school work after 6.00 pm) - Although I did look after myself, I was not able to do no school work after 6.00pm... in fact due to all my responsibilities, I have been working later than I have last year, even during weekends! Maybe this goal was a bit unrealistic?
4. Continue DOing [something] despite difficulties (stick-to-it-iveness) - Thankfully, I did not experience any difficulties (personally)
5. Do what I believe to be best for ALL my students as they are my number one priority - As I understand the importance of inclusive education and that for some learners to access the curriculum and realise their potential, I was able to focus effectively on curriculum adaptation and differentiation.
6. In my role as Assistant Principal and ICT Lead, I will take the 'bad days' in stride and remember that I get to start fresh tomorrow - One of my leadership strengths, I believe, is to actively support colleagues, reframe dialogue/thought processes to eliminate deficit thinking and focus on the capabilities, progress and successes. I have been able to transfer this effectively in my leadership role, enabling and fostering a positive, safe and united culture where successes are celebrated with all staff. As an effective communicator, I demonstrated exceptional communication and interpersonal skills in my current roles, supporting staff as and when needed. 
7. Blog more regularly - Not yet...

Highlights for me this year
1. Some of my Professional Development included:

• SENCo Development and Training online course/study through Raising Achievement
• Embedding Oral Language Across the Curriculum workshop by Sheena Cameron & Louise Dempsey 
• Anxiety, Learning and Behaviour workshop by Dr. Izelda Pelser, Educational Psychologist, MOE 
• ‘The Developing Brain’ workshop by Nathan Mikaere-Wallis 
• Online training to be recognised as a Seesaw Ambassador
• Digital Passport: Workshop One - Years 1 - 3 Certificate 
• Digital Passport: Workshop Two - Years 3 - 5 Certificate 
• ‘Setting your School up for Success’ seminar for SENCo / RTLB / RTLit

2. My Presentations:

• Digital Technologies & Hangarau Matihiko: Build awareness and mobilise (Staff meeting - 11 June 2018)
• Collaboration for Success: SENCo and Learning Difficulties (Staff meeting - 28 May 2018)
• Digital Citizenship & Cyber Safety (Staff meeting - 14 May 2018)

3. Teaching as Inquiry:
After administering an Oral assessment, I analysed the data, which helped me to identify target learners who are ‘at risk’ and their specific areas of need. I then started my 'Teaching as Inquiry' by asking 'How can I enhance students’ oral language skills through retelling (news & after guided reading) using Seesaw, which will then also result in authentic writing experiences?'

I planned deliberate activities that meet the needs of these learners, whilst also capitalising on spontaneous authentic learning opportunities that support oral language development.

Student achievement can be seen as shown in the end of year spreadsheet below. 

  

Although Student 4 still requires some support (student had trouble with attendance), I am pleased with the overall progress.

4. Other:

• Using Seesaw effectively
• The Need for Change
• Recognition
• Seesaw Contributing Author
• Seesaw Activity Recognition
• Seesaw Featured Contributing Author

5. End of Year Highlights:
I received so many lovely messages and gifts... here's just a few messages... #EndOfYear #FeelingBlessed

~ "Teachers should not forget how far they take their students every year" ~

Local stories - some of the history...

I spent a lovely day at Ohaaki Marae (with some colleagues), learning about the local stories of Ngāti Tahu-Ngāti Whaoa...

The Māori of the valley decended from the Arawa tribe. The Ngāti Whaoa moved inland from Maketu to Wai-O-Tapu (Māori for "sacred waters") and the Paeroa Hills.

Ngāti Tahu maintain a separate identity, but they have also been described as subtribe of Ngāti Tuwharetoa (who originally lived in the Kawerau area). His people are descended rom both Te Arawa and Mataatua (particularly Ngāti Awa ancestors). 

From the earliest times the Waikato valley near Orakei Korako was occupied by Maori of the Ngāti Tahu.

The names of the meeting houses of Ngāti Tahu Marae reflect their tribal history. Te Ohaaki is the parent marae and the meeting house is called Tahumatua, after their eponymous ancestor. Ohaaki has many claims to fame. It has unlimited supplies of hot water and steam and had one of the biggest and most beautiful thermal hot pools in the Rotorua-Taupo region. Unfortunately, the natural features at Ohaaki have been irreparably damaged by development for power generation.

The Paeroa ranges had once been occupied by the Tribe of Whaoa and at Waitawhero a meeting house was built which was named Whaoa. The south of Mangakara was once occupied by the Ngāti Tahi Tribe and north it was occupied by the Whaoa Tribe. 

Learning a Waiata...

E ngā iwi
E ngā mātā waka
E ngā hau e wha
Anei rā
Ko tāhū whaoa
E tū atu nei
Kia whakatau i a koutou
I te nei ra
Tū mai rā Paeroa
Hei whakaruru hou
Mo te
Hui aroha

Glossary of word meanings:
iwi - people / tribe
mātā waka - every 'waka'
hau - wind
anei ra - here we are
whakatau - informal greeting
I te nei ra - on this day
Paeroa - long ridge
hei - as
whakaruru hou - shelter
mo - for
te - the
hui - gathering

This day contributed in developing a deeper understanding of culturally responsive and relational pedagogy

~ He aha te mea nui o te ao, he tangata he tangata he tangata (What is the most important thing in the world, it is the people, the people, the people.) - Māori proverb ~

Seesaw... no turning back!

Although I've always aimed for my students to have a digital portfolio (trialling and using many different platforms in the past), I had not been convinced that Seesaw was the way to go.... BUT oh boy, was I wrong! Seesaw is an excellent platform for housing student work and sharing it with parents. The feedback and communication is instant.

The Ministry of Education have seven key principles (Ako, Focus and coverage, Foundations for learning, Student responsibility, Motivation, Technologies, Checking in with parents) that guide effective reporting and information sharing. After using Seesaw for almost 3 months now, I already recognise the benefits of this student-driven digital portfolio and I believe that if Seesaw is being used effectively it has all the tools to fulfill this MOE 'requirement'. Hence (after having a chat with my favourite online mentor Sonya, @vanschaijik) my decision to apply to become a Seesaw Ambassador to support teachers [further] with integrating technology effectively into their teaching and to serve as an expert resource to other teachers, by sharing how I use Seesaw in my class.

I love that I can create and assign activities for my students when planning 'lessons', but that is not all... students can post to their journal and reflect on their learning instantly! It also gives me insight into their understanding and enable me to track progress over time. Parents can also look back at all the learning that their child added to their journal and see how much has been learned. This 'tracking' can easily be done when using folders when posting.

Some examples of how I have been using Seesaw with 5 year olds:
1. Goal Setting and Reflection...

2. Reading / Phonics / Sightwords...

3. Writing...

4.  Maths...

5. Discovery / STEAM / Key Competencies

6. Some others...

The Values that Seesaw stands for speak for itself... 

Therefore, I consider myself lucky and feel proud to be part of the Seesaw family...

Tweet... 'I've done it'

Reference:

Ministry of Education Online, Principles of effective reporting and information sharing

~ "It's more important than ever that educators collaborate to continually improve and support the success of each learner." - Dr. Gene Carter, CEO and Executive Director of ASCD ~