 Hey, everyone today we are talking about five tips for shared devices thanks for coming to learn a little bit more about using seesaw in your classroom. I am Angela and I taught kindergarten for 15 years in my classroom we had five iPads with about 24 students so I know all about making seesaw work no matter what your device setup is. And I now lead the community team here at seesaw you can find me on Twitter, step by say hello let me know how you're doing in your classroom with your shared device setup. This session is really intended to support you as you use shared devices in your classroom. One of the things that we are going to be talking about my, you might feel like, hey, I already have this going on in my room and feel good about yourself, which is awesome. And some things might be new to consider so I hope that you see that as well. I'm just checking in. And here we go. The first tip that I'm going to share is pretty simple, but also very important as you are building the routine for using devices in your classroom, and that is create a home base for those devices. That is a spot where your devices will always be accessible. They're easy for your students to grab and use when they need them. Hopefully they are charged and ready to be used. You will see here that in my classroom, I had them where there was an outlet and this so happened to be in the front of my room where we also gathered for morning meeting and whatnot. So keep that in mind. You know, you want it in an accessible spot, right. And make sure everyone knows where to find them and this really comes in handy when you have shared devices, because you don't want to waste any time looking around the room for, you know, the Chromebook that's on this table or oh this one's over here. So keep that in mind, really simple, but again, pretty powerful when you have shared devices. The tip that I will share is make sure when your students get their hands on those shared devices, you have made it as easy as possible to find seesaw as quickly as possible. So if you are using iPads, a simple thing that you can do is actually add seesaw to your tray. I believe what is what it's called on an iPad. And we'll talk about Chromebooks here in a minute. But in order to do this on an iPad, you just actually press and hold the app icon, and then drag it to that tray. And what that allows your students to do is always see seesaw. So no matter, you know, if they're scrolling and you have, you know, various pages of apps if you've got a lot of apps going on on your device. It's nice to have this in the tray because they are always, it's always visual, it's always right there. So in my classroom, I always had basically our most frequently used apps were in the tray and as you can see here this is a pretty good representation of what my students were using on a consistent basis. It's about saving time because if you have shared devices, you want to make sure that they're quickly accessing seesaw when they get on them. If you are using Chromebooks, I actually have in this slide here, when you get the slides, slides that will actually walk you through how to pin seesaw to your shelf on a Chromebook. That means again, similar to an iPad, it just shows up right there. And one of the tips that I give when you follow this link down here to show me how is that your IT department can actually push seesaw out to all of your Chromebooks. So that could be an option that they can do for you so your students don't even have to try to add it there. So keep that in mind as the tip. So tip number three, we love recording spots right and I think really, really helpful in terms of building this routine because when you have shared devices, you want to make sure you have a routine in place for accessing them, using them, putting them back. So part of the routine that I used in my classroom were creating recording spots. So these were really simple. Quite honestly, I use this poster. So I created this poster and hung it up in one in each corner of my classroom, and then one additional spot because I had five devices. So five devices meant five recording spots that were spread out. And basically again, I did this to better allow my students to reflect, they're not distracted by others it helps reduce the background noise, you're never going to have a silent perfect recording so I think just, you know, push that out of your mind hopefully your class is busy and lots of conversation is happening. I also recommend if you're going to do this it's handy to have it in a location where that can actually set the device down, especially if you're working with littles and they tend to you know they're moving and grooving all the time, including that device with their, their little fingers can you know wrestle over the mic and whatnot so that's just another tip and again in when you get the slides, you will have the link to this poster it's also available via our help center. So moving right along tip number four. And this is a big one. Think about creating hands on first, and then reflecting, explaining with seesaw as a layer to that. Okay, so what that means is, you know, I would often joke that, you know, I was always one to one in my classroom with markers, crayons and pencils, right, lots of paper and all that. So I really took advantage of the fact that they can do a lot of their learning hands on without a device. And they could then bring in that layer of seesaw to capture and reflect. Okay, so I think sometimes teachers kind of get caught up on that and they think oh my gosh I've got it. There's a lot of activity with them and they're you know they're only going to respond on seesaw. There's a lot of activities that you can use on seesaw that actually allow them to bring in their creations that they've already started at started on in your classroom so on the left here you'll notice. This is my student writer's workshop. Okay my students still created with the common classroom materials, and they would add a layer of seesaw to that by taking a photo and recording their voice. In the center here you see literacy stations. So they're using the same hands on materials. They're adding seesaw to, you know, add some drawing to it and explain and reflect. So you see an example of actually a math kind of scavenger hunt that we did where they were working in the classroom identifying various pattern blocks and shapes. So think about how you can use that flow to support more students being able to create with a layer of seesaw. And the fifth thing that I would recommend tip number five is really thinking about a way that you can use seesaw at a station. So sometimes when you are trying to figure out. Okay, I only have, you know, five devices or one device and I've got 24 students how is this going to work. And this station is a great solution. So this could be as simple as, hey, we put it at the writing station. And when you're done with your writing you take a picture and record it. This could be a spelling station where they're listening to you, maybe in a video, giving the spelling test and they're writing it down. Just things like that. Think about how you again already have your classroom set up those routines that are already in place. How can you incorporate seesaw into that to make it really work really work for you and your students. The other thing that I would point you to is inside seesaw if you go to as a teacher, the green add button, and then assign activity that will bring you into the activities that you have created. But also, you have the opportunity to go into seesaw activity library the community library. And one of my favorite collections is called the getting started collection. It exists for every single grade level. So when you click on that collection, you are going to see activities that really work, no matter what your device setup is, and they are often. Again, back to my other tip they're often started with creation outside of seesaw. Okay, so when I talk about that. Again, part of that is sometimes like when I think about my classroom. When they were using seesaw and reflecting it was pretty quick. You know, the majority of instances my students could, you know, by the time they grabbed the iPad took their photo went to the recording spot, you know, expect reflected and explained. And that device was ready for another student because they brought it back to the home base. They know it's there it's ready to go. Okay, so, so I think that's something to consider as well. We also have these awesome task cards that are available that you can have at a station where students can follow these visual directions and independently be creating their posts and seesaw. So if you want to get your hands on these you can follow the link here on this bit least shared on the slide, but they're also available in our help center if you just search getting started guides. So what does this really look like. Okay, so thanks for sharing those five tips Angela but let's just like see this in real life so this is actually a screenshot from my kindergarten class. Again, I've been out of the classroom for a few years now but this is legitimately my, my screenshot of my class so this is September. So the first day of school was September 1. And you'll see I have 24 items added that very first day. And that was added by me the teacher. And that was me posting a photo of each student to their own portfolio because I wanted to initiate that conversation and communication between home and school. And some other items that I have posted here again this is just me posting, you notice though, on the second day of school, am I, am I like oh my gosh I've got to get something in for every student, absolutely not. Right I'm not putting that pressure on myself. I'm embedding it where I see it naturally occurring in my classroom. But you'll notice on here we are day seven of kindergarten. This is my students first entry. I have 19 items there. Again, not every student did that that day. It was okay. That's fine. Don't beat yourself up over that. As we get into September so this is September 21. Again, this is 2015 so this is four years ago in my classroom. This is an example of students collaborating in a small group. They have shared devices think about those opportunities as well for collaboration. So in this example and some of you know some of the things that you're seeing here. They were sorting buttons as part of our math lesson so they worked in a group of three or four took a photo drew recorded explained, it was added to those portfolios into see so. So here is a math, and I call it an everyone post. Okay, so again this is late September. And this is these are students posting on their own independently. This was a check in on creating patterns. I wanted to see what kind of pattern they were creating how they were doing with that. So they grab sees that to share that with me and if you think about this. How long does it take a student to take a photo is very fast. They're taking their photo. They're adding it to see so device goes back to the home base. So they go back to creating and building continuing their work right maybe they're creating their next pattern. Meanwhile, student be just finished so now they go grab that device and they go. So that flow just think about you know in your classroom, not every single student finishes their work at the same time. So this is a natural. So that is what happens right in your classroom, which makes thinking about how to get students posting and see so it fits in, because students are finishing their first example at various times. that I would do what I called, again, an everyone post. I wanted to make sure to get a sample from everyone. And you'll see this is near the end of October in my classroom. One of the things that I did every single month was that students looked through their writer's workshop folder and they chose their favorite piece from the month and share that into CESA, okay? So we made sure to do that at the end of every single month. And this would be an example of everyone. And again, when you're trying to balance, like, oh my gosh, I have a limited number of devices. I've got a lot of students, how does this work? Again, students will be finishing at various times. They can grab the device. It's really pretty quick and easy that they are documenting and reflecting with CESA. So then it's also ready for the next person. So in a typical, when I think about this lesson, for example, and I'm thinking, this was probably 20 to 30 minutes, potentially, probably 20 if we're talking October kindergarten, where students were looking through their folder, they were deciding what piece they were gonna fancy up, what piece they were going to use as their favorite piece of writing from that month. And again, the timing of that works because not everyone is done at the same time, but yet they can go and continue their work as well. So I threw out a lot of ideas to you there. We are going to stick around and answer some questions, but I'm also going to give a code to those of you that are watching the recording. And that code is eight, three, seven, two, six, eight. You will need that in order to get the certificate for viewing the recording. You'll find that in the description on YouTube or in the email with this follow-up. So I'm gonna go into some live questions here today.