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I have almost all activities submitting as 'live' docs on Google Classroom. Seesaw submissions then become a pdf, a 'static' file or an image. Parents aren't shared into this unless students (and I) change all share settings to 'anyone with the link', which is less secure and not recommended. 

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I have almost all activities submitting as 'live' docs on Google Classroom. Seesaw submissions then become a pdf, a 'static' file or an image. Parents aren't shared into this unless students (and I) change all share settings to 'anyone with the link', which is less secure and not recommended. 

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Part 2 (wrote too much): This reduces functionality and from everything I have read makes marking more laborious across 450+ students and hard to export on a class or cohort level, only individual student report. Suggestions please on what the expectations are, and how that could / should / would work.

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Part 2 (wrote too much): This reduces functionality and from everything I have read makes marking more laborious across 450+ students and hard to export on a class or cohort level, only individual student report. Suggestions please on what the expectations are, and how that could / should / would work.

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Ipads in the classrooms for Language teachers (if children dont have their own to bring to class)

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limited physical learning spaces for breakout to enable simultaneous group performances/peer-reflections

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Quality iPads that reliably connect to the network.

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Expectations for posts to ensure quality learning. When is Seesaw adding to their learning and not just duplicating what is in their books.

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... will they bring iPads to Specialist lessons? Will Specialists be expected to post things for all year groups? How often?

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We often describe our library as purposefully low-tech. We have a great reading culture which we want to retain and promote this - putting screens back into the library may distract some students who are inclined towards 'any screen'. Would See-Saw be beneficial in this environment?

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Super clear guidelines as to how often to post. We agreed in year 5 once a month for a learning post plus posts for each cerebration eg hari raya dress up. Don't turn on parent commenting for at least the first 6 months - a year until the parents received training on how and what to comment.

Teams to agree in planning meetings the sorts of things they want the learning post to be about and then purposefully plan it in so it's of good quality.

No posting after a certain time of day eg 5pm.

Make sure everyone is clear on how to post internally and then a different folder for posts parents can access.

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Providing feedback in a constructive and timely way. Watching 24 videos can be very time consuming. We also need to build in time for children to respond to the feedback we give them.

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Chromebooks - move to iPads will help this.

Training on new tech (iPads) - is this confirmed for term 3?

Having opportunity to watch/work with experts.

Clear agreement as a school how many posts per week, etc.

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Some parents are not engaging, despite much encouragement and reminders. How could we help parents engage with this.

Parents often ask about specialist lessons, could specialists add observations termly/half termly to highlight learning in their subject?

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Training TA's to use this platform as well. In Reception, all adults help to support and move learning forward. If the ownership is only on teachers, some learning can missed from Seesaw. This would also help to show parents the importance of all the adults in the Reception team and the impact they have on their child's learning

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all posts will have to be carefully vetted before being approved and possibly shared with parents - possible scenario: a child is recording their learning and you can hear the teacher in the background having a restorative conversation with another child

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Secondary connection on this would help parent and student experiences. Also, useful to have guidelines that will support a consistent parent experience but allow for individuals.

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Educating students on the positives of Seesaw and getting their buy-in. Everyone being ok with things going wrong. Time to feedback to students and reflect on their learning/ giving them time to reflect on their learning.

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In MLL, we post resource packs as a flipped classroom. Are the children going to use two different platforms moving forward?

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Educating students on how to respond/ comment/share feedback on their and others' learning.

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We (Year 1 and year 2) have been using Seesaw to show children's work - writing and speaking mainly. We usually plan speaking lessons, children will practice first then we will start the recording. We don't have a lot of iPads - it's either borrowed from Y2 or our own assigned iPads so children need to wait for their turn.

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Is there a way that some of the children's posts can be shared with parents but not all? I wouldn't want to discourage the children from recording all their learning independently as they currently do.

Also linked to this some children post much more than others which I believe is fine but some parents would be getting many more than others.

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Is the school internet good enough for students to upload longer videos of conversations?

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Evidencing meaningful learning can be rather time consuming- What ways could we mitigate this? I sometimes find I can't post enough as it is, or feel the need to post anything so the child has something in their journal

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Need a very robust parent agreement

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I think Seesaw can be a good tool for students to engage in reflection stage (e.g. record a video on what and how they have learned at the end of unit.)

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For process driven subjects i.e Art, Drama videos/ photos of the process involved in learning (e.g a lesson focusing on experimental mark making that would otherwise be unrecorded/ would not make it home) would be nice to capture for parents and for students to look back on. Key questions include- who captures those moments? Students (potentially taking them out of the moment), Teachers (taking them away from facilitating the moment)? Also, vetting posts for the number of classes specialists teach can become burdensome if they happen too regularly - perhaps one glimpse into process per unit?

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It says on the Planning Mat that all students should post once a week (about their classwork). Could we have an agreement on how often work should be posted by Specialists, and could this be clearly communicated to parents (who might not understand the context and who might wonder why there are less posts by Specialists)?

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Expectations will have to be clearly communicated to educators and parents regarding replies to messages. It might be challenging for certain Specialist teachers who teach a high volume of students to reply to all messages sent by parents.