I LOVED this! I had no idea that you could create a Google form to create a playlist or an assessment that can also double as a feedback and reteaching system. When I think about the common mistakes in math, we can now direct students to targeted videos where they are error-correct their own mistakes by the type of mistake they make. Even if you don’t go that deep into it, you can still gauge whether the student needs reteaching versus review or extension. I think this could be a really powerful tool to help students play a more active role in setting and reflecting on goals.
Because I presented with Sergio during the first 2 sessions I was only able to see one presentation this morning. As I walked the halls towards the room I was told by a colleague that the room I was headed to was only taking secondary attendees. I made an audible and chose to attend the last Seesaw it Up! presentation.
Although we as a school use Seesaw already, I have only ever logged in created some fake students and sent a fake assignment. This PD showed us how to connect with parents, which I think is brilliant as Seesaw does a great job allowing the teacher to control communication. I like that students have the ability to populate content for the world, through a blog, but also create content for the teacher’s private viewing. I also think it’s great that when a parent goes to view the history of student work, they are only seeing their child. Simple things like these make this tool a great feedback system.
My biggest takeaway was how they used Seesaw in language arts. Showing examples of how 3rd grade students could annotate over a picture of what they read really allows teachers a quicker opportunity for feedback. Students can highlight details from the text while also using skills taught during their mini-lesson. They also suggested having students record themselves reading. This could be a great tool for students who may be feeling anxious when asked to read to a teacher. It’s also a good opportunity for students to go back and listen to their reading as a means of helping the student build fluency.
I feel as though we’ve worked on going from “Set-Product Track” to “Problem Track” where the problem the teacher provides leads the students through thier PBL. Where I think we really need to get to now is the “Open-Ended Track” where you, as a teacher have your HIT and the students demonstrate what they know HOWEVER they choose.