The Research-Backed Impact of Family Engagement

As any educator knows, engaged families lead to more growth. Research shows that students thrive academically and emotionally when families are authentically engaged in their children’s education.

• Students with involved families are 40% more likely to earn A grades and score higher on standardized tests (Henderson & Mapp, 2002)
• Family engagement reduces absenteeism by up to 24% (Epstein & Sheldon, 2002)
• Family involvement correlates with higher levels of student motivation and self-efficacy (Fan & Williams, 2010)

Family engagement should not be overlooked as a nice addition to have. It needs to be thought of as an essential tool for improving student growth and academic success.

Overcoming Common Engagement Barriers

Barriers in the way of strong engagement are ever present, but there are some solutions that will help overcome them.

• Language Differences: Families with limited English proficiency may feel uncomfortable or unable to participate fully.
  • Solution: Translate materials thoughtfully, use visual supports, change the reading level with AI tools, or if possible provide professional interpreters (not relying on children).
• Negative School Experiences: Many parents carry their own negative school memories with them.
  • Solution: Create positive, low-pressure initial interactions focused on relationship-building rather than academics. Grow your relationships with families just like you do in your classroom.
• Technology Access: Digital divides continue to impact many communities.
  • Solution: Provide multiple communication channels, and conduct technology access surveys. Make these low-pressure and proactive in identifying the best communication plan.
• Time Constraints: Working families, especially those with multiple jobs or non-traditional hours, may struggle to attend in-person events.
  • Solution: Offer flexible scheduling, recorded sessions or messages, and asynchronous participation options.
• Cultural Misunderstandings: Different expectations about the parent-teacher relationship can create unintended friction
  • Solution: Understand the cultural and family expectations present in your classroom and adapt approaches accordingly.

Metrics That Reflect Connected Families

Moving beyond success metrics like “newsletter open rates” or “event attendance” will pave the way to a better connection. Establishing meaningful family engagement can be measured through:

1. Frequency of Quality Two-Direction Communication
   • Frequency of family-initiated conversations
   • Depth of information exchange about student learning
   • Family comfort level in sharing concerns or asking questions
2. Willingness to Support a Home Learning Environment
   • Increased family awareness of current learning topics
   • Development of home routines that support learning
   • Family confidence in supporting learning at home
3. A Partnership for Decision-Making
   • Family participation in educational growth
   • Influence of family input on classroom practices
   • Shared goal-setting between teachers and families
4. The Sense of Community
   • Cross-family connections and support networks
   • Family-to-family mentorship opportunities
   • Collective problem-solving among school community members

Moving Beyond the Newsletter

As we challenge ourselves to explore why educators should move to deeper and more meaningful connections, consider these starting points:

• Host in person, or virtual “coffee chats” where families can connect informally with teachers and each other
• Create interactive learning experiences where students can easily share their work with families
• Develop personalized communication plans based on family’s preferences and needs
• Establish regular feedback loops to continuously improve engagement systems
• Build authentic relationships before focusing on academic content or expectations

Remember that effective family engagement isn’t about adding more to educators’ already full plates. It’s about transforming how we approach our communication and partnership with families to create more meaningful, impactful connections.

Next week: “The Psychology of Student Engagement and What Really Works”

The post Going Beyond the Class Newsletter for Stronger, Connected Family Experiences appeared first on Seesaw | Elementary Learning Experience Platform.

How Families Can Impact Reading Motivation

Lets start by doing some quick visioning: a student who not only reads at school but comes home to a family that’s excited to dive into books together. This atmosphere is primed for this student to flourish while reading, right? When families get involved in reading, amazing things happen. Students don’t just read more, they learn to love reading. And let’s be honest, that’s what we are really all aiming for. When students come home to a supportive reading environment, they benefit from many things:

• They become more confident readers when they practice both at school and home
• They pick up new words naturally through conversations about stories
• Reading together creates precious bonding moments between children and parents
• Students start seeing themselves as readers, not just students who have to read

Making It Work (Without Adding Stress!)

It is common knowledge that not every student has the privilege of coming home to environments like these. The home lives of students are often very different from the environments they experience at school. So how do we build partnerships with all families? Here we will outline some practical ideas and next steps for you to launch your family partnerships to boost students’ growth.

1. 
   Meet Families Where They Are – Every family is unique, and that’s what makes your learning communities so special. Some families might read bedtime stories every night, while others might share audiobooks during their daily commute. There is no one size fits all. The key is finding what works for your families and supporting it.
2. Keep Support Ideas Simple – The best reading partnerships don’t need complicated plans or countless materials, start with what is around you. Encourage families to share reading moments while eating breakfast (cereal boxes count too!). Listen to a book together on YouTube while in the car. Make your ideas fun, approachable, and no pressure.
3. Share Wins with Families – A large portion of the motivation to try these ideas is to see that they are actually working.  Being transparent about what is happening in the classroom (both good and bad) will paint an accurate picture for families. This picture is the blueprint for the support needed at home.
4. Equip your Families – Your at home partners are not teachers, so help them know what to do. Give them suggestions for what types of books motivate their child. Sharing simple strategies and tips to make reading more exciting, fun voices are always a hit. Celebrate ALL types of reading from comics to classics. Build these lines of communication open and judgement-free.
5. Share What Success Really Looks Like – Success isn’t just about test scores and reading levels (even though these are important). It’s about students reading unprompted. It’s about families enjoying reading together. It’s about kids recommending books to their friends to read. It’s about reading being an enjoyable thing in their life.

A Bright Future of Readers

Creating strong family reading partnerships isn’t just about improving reading skills. It’s about building lifelong readers while strengthening family bonds. Every time a family member sits down to read with a child, they’re not just helping with literacy; they’re creating memories and habits that will last a lifetime.

Remember, there’s no one-size-fits-all approach. The best partnerships grow naturally when we support each other and keep our focus on what matters most, helping our students become confident, successful readers.

The post Family Reading Partnerships for Consistent Student Growth appeared first on Seesaw | Elementary Learning Experience Platform.

Gina’s Story

Gina began her career as a classroom teacher. Her delight in being around children drew her to this student-centered career. The joy and happiness that comes with witnessing student lightbulb moments reinvigorate a spark in her that fuels her desire to help each and every child become their best selves through personalized learning.

Gina always enjoyed using technology in her classroom and knew the power that purposeful use of tech can have for student achievement. “I’ve always been kind of an ed tech addict,” Gina shares. This knowledge prompted her to become a technology coach and help to spread this impact into other classrooms across her district through collaborative learning.

While leaving the classroom wasn’t an easy decision, Gina’s transition to coaching opened unexpected doors for educational leadership. “I used to call my classroom the wolf pack,” she reflects, “and I just feel like I have a bigger wolf pack now.” This expansion allows her to impact more students, teachers, and families than ever before through meaningful family engagement and set her on a mission to help teachers connect schools and parents.

The Family Engagement Catalyst

Gina first discovered Seesaw in 2017 as a digital learning platform focused on parent-school communication. The app was new to her and was interesting because of how student friendly it was. After giving it a quick try at home, she realized the immense power this tool will have in her district for family-school partnerships. Her priority was to ensure that tools used not only made an impact on the evidence-based instruction happening in schools, but encouraged deeper family engagement and parental involvement. Seesaw does that and much more!

Gina strives to make daily connections in her classrooms through two-way communication. Moments like this build a strong home-school connection. Gina reflects on Seesaw’s real power in its ability to strengthen family-teacher relationships. “My favorite thing is building relationships daily,” she explains. “It was just so powerful to see how kids’ eyes would light up when they would get a message from somebody at home,” demonstrating true family engagement in learning.

The platform has revolutionized her district’s parent communication plan. It has made a shift from reactive communication to proactive family outreach and prevention. “Parents really trusted us,” Gina reflects. “The school-family communication that we have with our parents is so meaningful. Best of all, it doesn’t take away from my teaching, it actually adds to our instructional effectiveness.”

Unlocked Engagement Strategies

1. Real-time Progress Sharing
2. Proactive Communication
3. Multi-Channel Engagement
4. Comprehensive School Communication
5. Enhanced Parent-Teacher Conferences
6. Student-Led Learning Documentation

This impact is clearly evident during parent-teacher partnerships, which Gina describes as “a joy.” Since parents can see their child’s academic progress in real-time through Seesaw, conferences have now become opportunities for deeper conversations about student growth and developmental milestones rather than just academic updates.

One of Gina’s proudest coaching moments showcases how Seesaw can enhance project-based learning with ease. She worked with second-grade teachers to create interactive inventor cards using Seesaw. Students researched inventors and became teachers, presenting their work to fifth-grade buddies with the help of QR codes. This project empowered students to own the entire learning process and deepen their understanding by becoming the teacher, while engaging families in the learning journey.

Looking Forward

Gina’s district continues to expand its use of educational technology, focusing on increasing family participation and community engagement. They’ve adopted a comprehensive approach to school-community partnerships, ensuring everyone from nurses to art teachers can easily share updates and celebrate student achievements through Seesaw. This wrap-around communication strategy ensures no moment of student success goes unnoticed or unshared with their extended learning community.

“It’s all about that authentic audience,” Gina concludes, “knowing that their work matters and that they have the power to teach others.” From simplifying parent-school collaboration to facilitating district-wide communication, Seesaw has become an integral part of Gina’s educational ecosystem. It’s not just a platform – it’s a partner in growth, innovation, and family-school community building. If you are interested in hearing more, the Learning Loop podcast episode from Gina gives you the full story. Tune in below!

The post Growing Student Success Through Digital Family Engagement appeared first on Seesaw | Elementary Learning Experience Platform.

At Seesaw we believe the student’s experience matters, offering diverse multimodal tools that cater to different learning styles. The platform engages students by giving them voice and choice in their learning journey, allowing them to interact with content in ways that resonate with them. They can easily share their progress with peers, teachers, and family members, building a strong support network that celebrates their achievements and fosters their growth. Even students who may not yet be able to read, write, or speak can communicate and express their needs through our accessible tools. Additionally, Multilingual Learners benefit from visual and audio aids, as well as support from family members, with translation capabilities in over 100 languages to help them master English.

Here’s how Seesaw enables students to experience learning:

I can get into Seesaw quickly with a QR code so I don’t have to remember a passcode.

I feel like I know our classroom routines because it’s easy to find what I need to work on.

I have lots of fun with my assignments because I get to choose from different tools to show what I know, like a camera, microphone, or pencil.

I like showing off my digital portfolio with my friends.

The post The Experience Matters appeared first on Seesaw | Elementary Learning Experience Platform.

Supporting Military Families Across Distances

Military families often face the challenge of parents being deployed far from home. Seesaw keeps these families connected by allowing them to engage with their child’s learning in real-time. Jessica Neal, a Pre-K teacher at a military school, shares, “We are a military school, so parents are often away but can still feel connected to their student.” Whether overseas or stationed in another part of the country, military parents stay up-to-date with their child’s progress, photos, and activities.

Elaine Shindelar, a reading teacher, recalls how Seesaw brightened the life of a student whose father was deployed. “The fact that the dad could leave a voice comment on the student’s work brought the BIGGEST smiles each time,” she shares. It’s moments like these that showcase how Seesaw isn’t just a learning tool—it’s a lifeline that strengthens family bonds during challenging times.

Wioletta Chwal, an ESL teacher, echoes this sentiment. “Seesaw made it possible for her dad to see all the activities and photos of her learning. The family was so grateful that he was able to share the student’s learning experiences, even oceans away.” Seesaw helps bridge the gap for families separated by military service, offering a sense of normalcy and connection in uncertain times.

Out-of-State and International Family Connections

For children with parents living out of state or grandparents living internationally, staying connected to their education can feel impossible. But with Seesaw, distance is no longer a barrier. Melissa Montgomery, a first-grade teacher, describes how Seesaw acted as the glue for a child with divorced parents living in different locations. “Seesaw was the glue for all parties to see, check, and know how their child was doing at school regardless of which home they were with during the school week,” she explains. Both parents can actively engage in their child’s learning with Seesaw. Even those unable to attend conferences in person can give feedback and encouragement.

Seesaw also connects students with family members abroad. “Family members from out of state or out of the country could see their child or grandchild’s work,” says Montgomery. This global connection allows families to share in their child’s accomplishments. Regardless of where they are, Seesaw creates a supportive learning environment.

Inclusive Communication for Families with Limited English Proficiency

For many families, language can be a significant barrier to staying involved in their child’s education. Seesaw’s translation feature breaks down this barrier by instantly translating messages, making communication seamless between teachers and non-English-speaking families. Kelly Benne, a third-grade teacher, experienced this first hand with refugee families from Russia and Ukraine. “It was wonderful being able to send communication to their parents in their native language. This took one of the stressors off of the table,” she explains.

Similarly, Pamela Hinton, a special education teacher, highlights how Seesaw transformed communicati

on with families who speak little to no English. “When I found out that Seesaw messaging was instantly translated for parents, it was a game changer,” she says. Parents who previously felt disconnected from their child’s school were suddenly able to participate, respond, and stay engaged.

Equitable Support for Divorced Parents

Seesaw offers a way to keep both parents involved in their child’s education, no matter where they live. Melissa Sheffer, a fifth-grade teacher, recalls how Seesaw’s digital portfolios became a source of support and connection for these families. “Seesaw has become more than just a tool; it is a source of support and inclusivity for these families,” she says.

Kelsey Moore, a fourth-grade teacher, shares a similar story. “Seesaw allowed the dad to stay connected to his son by not only being involved in his learning by ‘seeing’ his learning, but also by staying connected through daily comments,” she says. For divorced parents, Seesaw provides a platform that ensures they both can engage in their child’s learning, no matter the physical distance.

Seesaw: Connecting Families, Fostering Success

Seesaw goes beyond being just a digital portfolio or a classroom tool. It’s a bridge that connects families to their child’s learning, regardless of the circumstances. From military families and those with limited English proficiency to out-of-state relatives and blended households, Seesaw makes it possible for everyone to stay involved. Families who use Seesaw not only see their child’s progress but also actively contribute to their educational journey.

This unique connection creates a powerful support system, ensuring every student feels encouraged and valued. Families are true partners in their child’s learning journey, and staying in the loop is something every family deserves to experience.

Title I, Part A: Parent & Family Engagement

In addition to these personal stories, Seesaw helps schools meet federal Title I, Part A: Parent & Family Engagement requirements. Title I programs provide funding and emphasize outreach, involvement, and communication with families in schools with high numbers of low-income students. Seesaw’s features empower schools to foster strong partnerships between families and educators through visibility into student learning, two-way communication, and family access. Schools that actively engage families through tools like Seesaw often see improved student outcomes. Benefits include higher attendance, better grades, and a more positive school climate and so much more.

To learn more about how Seesaw supports Title I parent and family engagement, visit this resource.

The post How Seesaw Keeps All Families in the Learning Loop appeared first on Seesaw | Elementary Learning Experience Platform.

In order to build strong  two-way communication and collaboration between families and schools, educators must take a proactive approach. Some impactful and proactive strategies include:

• Establish relationships that go beyond the classroom
• Shift from one-way announcements to two-way, empathetic discussions
• Equip families with tools and knowledge to reinforce learning at home

As educators, our role extends beyond the classroom. We need to invest time cultivating personal connections, actively listening to parents, and equipping families with curricular knowledge.  This empowers families to become active participants in their child’s education. In this blog, we outline a three-step process for building effective partnerships between families and teachers.

Step 1: Meet With Your Families

Start with personal connections with students and families. One proven way to build a positive relationship is to initiate it during a face-to-face event. This can be done in person or through a video platform like Zoom, Google Meet. This ensures you are also growing connections with working families. Devalin Jackson, a SFUSD admin, shared how they purposefully partner with after school programs and government services, such as the boys and girls club or the public library, to ensure that families and students are connected. “We are all serving the same folks, let’s ensure that resources are getting back to our students and families”. Meeting your families where they are is an opportunity to provide parents with information about the curriculum and classroom expectations and set up critical technology connections.

A productive year between teachers, students, and families begins with these initial face-to-face interactions. In order to facilitate open communication channels, teachers, students, and parents need to be able to put a name to a face as soon as possible. It demonstrates a teacher’s commitment to knowing their students beyond just names on a roster when they try to connect in person first.

GOING DEEPER- It is important that you make the best use of your opportunities to connect with families. Do you have other departments in your district that benefit from stronger family engagement, and how can you work with them? Are there agencies outside your schools that you can work with to enhance your relationships with families? 

Step 2: Move from One Way to Two Way Conversations

Teachers’ one-way communication with families provides important information to families. When teachers desire to engage families in deeper and more meaningful ways, two-way dialogue is the key. When teachers open these conversations, they demonstrate care and promote collaboration with families. Teachers may not be aware of their students’ strengths, challenges, or interests but parents are. Families can provide helpful insights to the teacher in how to best educate their child as an individual. 

Open communication allows parents to benefit beyond simply sharing their perspective and insight into their child. They gain a deeper understanding of the curriculum, classroom dynamics, and how they can reinforce lessons at home through regular communication with teachers. Students can be supported better and in a more expansive way. It is important for teachers, students, and parents to have the opportunity to discuss learning often and easily. Starting with this foundation allows families and teachers to work together as a team to ensure each child has what they need in order to succeed academically and emotionally.

GOING DEEPER- Make sure you keep a close eye on the conversations you are having with your families. Do you have families who are not engaged? Have you set clear expectations and norms around communication? Can families easily ask you questions or provide input?

Step 3: Engage Families in the Learning Process

Parental support of learning at home is undoubtedly beneficial for improving student achievement. A teacher’s insight and ability to inform parents about what their child is working on in school is an important step. Many classrooms go a step further and share how families can practice needed skills outside of school. 

Reinforcing skills at home can have a huge impact on a child’s growth. Teachers empower families to become active partners in their child’s education creating a bond focused on the students academic growth. Teachers can shift to this focus by providing families with a transparent look into how each student is progressing and clearly communicating ways that families can use to support in-home learning aligned with the curriculum. Parents learn concrete ways to work with the teacher to assist their students in mastering academic milestones and developmental milestones by receiving this information.

Families are always seeking transparency when it comes to learning. It is important for families to be aware of where their child is academically and how they can support that growth. All too often academic performance is distilled into a test score or grade.  A visual portfolio provides families with a deeper understanding of what is happening in the classroom, as well as the opportunity for the teacher to tell families how to support their child’s learning at home with Seesaw.

GOING DEEPER- How will you engage your families in the learning process? What is your plan to inform families of their child’s progress? What support do you need from families to ensure that students are learning at their highest ability?

In Conclusion

A positive relationship between home and school plays a tremendous role in improving student achievement. Establishing an in-person connection, opening lines of communication, and giving families insight into what takes place during the school day are great strategies to proactively build a partnership. Remember, every interaction is an opportunity to strengthen these critical relationships. 

As you launch on your family connection journey, consider leveraging a tool like Seesaw that can seamlessly facilitate communication and provide visibility into learning.

“Parents are not just notified of what’s going on or what grade their child got… they are able to see the learning taking place,” said Josh Ehret, Instructional Technology Specialist at Wichita Public Schools.

The investment you make into building these relationships will provide you rewards in student achievement, family engagement, and overall educational satisfaction. Start building trusting relationships today and watch your classroom transform. 

> Did you love these ideas and want to learn more ways to engage families? Read the next blog here!

The post 3-Steps to Building Trusting Relationships with All Families appeared first on Seesaw | Elementary Learning Experience Platform.

Instructional Strategies for Gradual Release and Active Learning

The gradual release of responsibility¹ is an instructional framework where teachers slowly release responsibility of learning to students over time. Teachers begin by describing learning objectives, modeling and thinking aloud to demonstrate key vocabulary and skills, and highlighting the relevance of the lesson. Students observe, make connections, and discuss initial learning with classmates. In this stage, teachers should explicitly teach² routines to support cognition and comprehension. Seesaw Lessons aid teachers with this crucial explicit instruction. Every lesson begins by introducing important new vocabulary and modeling skills through visuals, audio, video, and more.

@mshoofs_kinders #seesawlearning #seesawpartner @seesawlearning ♬ original sound – Lauren

The gradual release of learning continues through opportunities for students to respond to teacher’s questions and practice new skills with teacher and peer support. Magic happens when students engage in active learning activities with partners and independently. Through investigation, creative activities, discussion, and reflection³, students are able to connect new learning to prior knowledge and transfer learning into longer-term memory.

The Seesaw Library has thousands of activities to help teachers and students engage in investigation and capture creating learning in the real world on a digital platform. Built in prompts spark engaging discussions and questions. Multimodal tools empower students to engage in hands-on learning experiences and select their preferred method for showcasing it.

Seesaw’s elementary Computer Science curriculum empowers both teachers and students to observe, learn, and apply computer science skills to their everyday lives. Teachers can leverage the instructional videos and example coding programs to explicitly model coding skills and vocabulary. Students collaboratively and independently reflect on their interests and create coding projects such as an animated story, game, dance, and more to share with their learning community. Seesaw Lessons help teachers transfer the responsibility of learning to students over time while engaging students in rich active learning experiences.

Some coding with @bishopkinder today using @ScratchJr! Introduced coding using Code Crew lesson from @Seesaw Library. Then we used to create ourselves as a character and coded ourselves to move across the background. Great job, coders! pic.twitter.com/jkAqSOB9oF

— Traci Piltz  (@TraciPiltz) September 18, 2023

Multimodal and Interdisciplinary Instruction

Multimodal instruction is the practice of using multiple formats–such as text, visuals, video, audio, hands-on experiments, and movement–to activate students’ thinking in multiple ways, leading to deeper connections and skill mastery. Students often receive multimodal instruction (inputs), but only text-based opportunities to show their understanding (outputs). This presents teachers with a conundrum: how might they tap into what’s going on in their students’ heads?

Teachers often have a narrow window into students’ understanding. Worksheets and assessments offer written insights. Small group and 1:1 oral assessments provide additional insights, but are often time-consuming to implement routinely. 

Alternatively, these eight thinking moves⁴ can help teachers tap into their students’ heads to get a fuller picture of student understanding while empowering students to build new ideas and connections:

1. Observe closely and describe what is there
2. Share explanations
3. Reason with evidence
4. Make connections
5. Consider different points of view and perspectives
6. Understand deeply and draw conclusions
7. Wonder and ask questions
8. Investigate

Students often engage in many of these thinking moves, but are not given opportunities to capture or share their learning with others. Seesaw’s portfolio with multimodal tools makes it easy for teachers to leverage these eight thinking moves. Learners can capture their wonderings, observations, evidence, and reasoning using their choice of tools: drawing, text, audio, video, and more.

Learning new knowledge also requires different cognitive pathways. Quick checks for understanding reveal short-term memory cognition, but how might teachers tap into students’ longer-term memory and mastery of learning? The key is interdisciplinary, project- or inquiry-based learning.

With Seesaw Lessons, students engage in a variety of activities to activate these pathways that focus on attention, memory, reasoning, communication, and visualization. When students are able to engage in digital inquiry⁵ and apply learning across subjects or to the real-world⁶, they develop a more complex, transferrable understanding. These practices empower them to use rather than simply acquire knowledge.

Incorporating Formative Assessment and Providing Immediate Feedback

Formative assessments provide insights to teachers and students about their learning to inform instruction. Immediate feedback⁷ empowers students to self-correct and redirect their learning. This type of feedback also boosts students’ self-esteem and identities as students⁸. Researchers Carol Dweck, David Yeager, and Jo Boaler refer to this boost of self-esteem and identities as a growth mindset⁹. When students have a growth mindset and reflect on their learning, they realize they can learn almost anything when they persevere and try new things.

Formative assessment helps teachers encourage their students’ growth mindsets. Teachers can better differentiate and support their students with timely, actionable feedback. Their can create small groups or engage students in collaborative activities¹⁰ to reinforce skills and their growth mindsets.

AMAZED by the new formative assessment tools in @Seesaw! It took me less than 3 minutes to make an exit ticket using the AI BOT! Instant Ss feedback, self-grading & data by class or broken down by individual Ss! The possibilities are ENDLESS! #cbgroveland #seesawlearning pic.twitter.com/IY822rq9nK

— Lindsay Toub (@miss_toub) September 18, 2023

Seesaw’s Formative Assessment feature provides students with immediate feedback¹¹ on multiple-choice, drag and drop, and poll assessments. These quick checks provide students with immediate feedback and the teacher with insights to scaffold or extend learning. When these formative assessments are paired with more open-ended multimodal tools, teachers can get a more holistic picture of students’ understanding. Additionally, teachers can create their own activities with formative assessment or grab standards-aligned, ready-to-go lessons with this tool in the Seesaw Library.

INSERT LESSON PREVIEW IFRAME OR IMAGE AND DELETE THIS TEXT

Culturally Responsive Teaching

Culturally responsive teaching honors and encourages students to connect their cultures, languages, interests, and life experiences to what they’re learning at school. Student strengths are celebrated and nurtured, leading to an increased sense of belonging¹².

 

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A post shared by Marisa | 5th grade teacher (@teachwellandsel)

Seesaw Lessons help students see themselves in their learning through diverse characters, stories, and experiences¹³. Activities help them build empathy, see diverse learners like themselves, and make connections to everyday life¹⁴. Extra care has been given to diverse representation in our computer science collections, as a historically homogeneous field. Students learn digital leadership, coding, and computational thinking skills alongside diverse characters. Lessons collections like Careers in Computer Science, Story Pirates: Story Sparks, and What’s My Job highlight real-life individuals working in a variety of professions, helping students better imagine themselves as digital innovators¹⁵, with intersectional, complex identities.

 

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Students also draw from funds of knowledge¹⁶, a wealth of diverse experiences and skills, in which they can share to enrich the diversity of their classroom. Seesaw’s portfolio with multimodal tools empower learners to showcase their learning in their preferred way. Every lesson in the Seesaw Library is equipped with audio directions in English and Spanish to increase access and support learners. Spanish lessons include fully translated text, audio, video, and visuals to support multilingual learners practicing and sharing their learning. These learners have access to screen, video, and audio recording tools to orally rehearse before sharing.

 

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A post shared by Ms. Mendoza (@craftymsmendoza)

Fostering Family Engagement

Family engagement research¹⁷ shows the impact of engaging families as co-owners of student outcomes. Families are the experts on their child’s interests and cultural experiences. When there are natural ways to bring that expertise to and from the classroom, students are able to connect new information with their experiences and background knowledge, leading to deeper learning. There are high gains in student achievement when parents are informed of what their child is learning and how to support them at home. Consistent outreach to parents (messaging and sending resources to support the child at home) result in high student achievement. Teachers want to engage with their families to support their students, but reaching every family is complex and time-intensive.

Seesaw helps teachers save that time. Once families are connected to their student, they can participate in their child’s learning by viewing their portfolio, commenting on progress, messaging with teachers, and participating in family activities. Teachers can choose to message student work examples to families, or families can already automatically see their child’s work once it is approved and added to their journals. Teachers invest time in the initial setup so that families are automatically kept in the loop every time their child creates something new in Seesaw.

Families can tap into their funds of knowledge and contribute to classroom culture and their child’s learning by commenting on their child’s work and messaging with the teacher. Messages and comments translate into over 100 languages, increasing accessibility. Families can stay up-to-date with classroom events and follow up on student learning at home. Teachers can send reminders or share helpful resources for families to utilize to support their child at home.

Seesaw Lessons also include activities designed to be completed with partners at home or school. These activities explain the importance of this activity or domain to their child’s development. Videos and instructions model for parents how to support and engage in the activities with their child. At Seesaw, families are essential partners to students’ growth. Teachers can easily engage with families with ready-to-go resources, student portfolio work, and messaging tools.

 

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Conclusion

Seesaw is the one learning platform all teachers need to spark engaging, personalized learning for every student and family in meaningful ways. Check out our free Quick Start Guides for teachers and Messages guides for teachers and families to bring multimodal tools, culturally responsive lessons, active learning opportunities; formative assessments; and family engagement practices into your classroom today. Rest assured that you are integrating research-based best practices into your pedagogy by integrating Seesaw into your daily instruction.

References

1. Fisher, Douglas, and Nancy Frey. Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility. ASCD, 2008. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/Better-Learning-Through-Structured-Teaching-3ed-sample-chapters.pdf
2. Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344. https://doi.org/10.1016/0361-476X(83)90019-X
3. Resnick, Mitchel, and Ken Robinson. Lifelong Kindergarten : Cultivating Creativity through Projects, Passion, Peers, and Play. Cambridge, Massachusetts, The Mit Press, 2018. https://mitpress.mit.edu/9780262536134/lifelong-kindergarten/
4. Ritchhart, Ron, et al. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, Ca, Jossey-Bass, 2011. https://pz.harvard.edu/sites/default/files/Chapter%201%20MTV%20Ritchhart%20Sample.pdf
5. Coiro, Julie, et al. From Curiosity to Deep Learning: Personal Digital Inquiry in Grades K-5. Portsmouth, New Hampshire, Stenhouse Publishers, 2019. https://eric.ed.gov/?id=ED596069
6. Repko, Allen F. “Assessing Interdisciplinary Learning Outcomes.” Academic Exchange Quarterly, Fall 2008, p.171-178. https://interdisciplinarystudies.org/docs/syllabi/Assessing_Interdisiplinary_Learning_Outcomes_(Allen_F._Repko).pdf
7. Fyfe, E. R., & Rittle-Johnson, B. (2016). The benefits of computer-generated feedback for mathematics problem solving. Journal of Experimental Child Psychology, 147, 140–151. https://doi.org/10.1016/j.jecp.2016.03.009
8. Black, Paul, and Dylan Wiliam. “Inside the Black Box: Raising Standards through Classroom Assessment.” Phi Delta Kappan, vol. 92, no. 1, Sept. 2010, pp. 81–90, https://doi.org/10.1177/003172171009200119.
9. Dweck, Carol S., and David S. Yeager. “Mindsets: A View from Two Eras.” Perspectives on Psychological Science, vol. 14, no. 3, Feb. 2019, p. 174569161880416, www.ncbi.nlm.nih.gov/pmc/articles/PMC6594552/, https://doi.org/10.1177/1745691618804166.
10. Boaler, J. (2000) (Ed) Multiple Perspectives on Mathematics Teaching and Learning. Ablex Publishing: Westport, CT. (pp 171-200). https://www.youcubed.org/wp-content/uploads/2022/04/Chapter-7-of-Multiple-Perspectives-on-Mathematics-Teaching-and-Learning.pdf
11. Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604–616. https://doi.org/10.3758/mc.36.3.604
12. Cohn-Vargas, Becki, et al. Belonging and Inclusion in Identity Safe Schools. Corwin Press, 17 Aug. 2021. https://eric.ed.gov/?id=ED614224
13. Morris, T. T., Dorling, D., Davies, N. M., & Davey Smith, G. (2021). Associations between school enjoyment at age 6 and later educational achievement: Evidence from a UK cohort study. Npj Science of Learning, 6(1). https://doi.org/10.1038/s41539-021-00092-w
14. Ryoo, Jean J. “Pedagogy That Supports Computer Science for All.” ACM Transactions on Computing Education, vol. 19, no. 4, 16 July 2019, pp. 1–23, https://doi.org/10.1145/3322210.
15. Kimberly A. Scott, Kimberly M. Sheridan & Kevin Clark (2015) Culturally responsive computing: a theory revisited, Learning, Media and Technology, 40:4, 412-436, DOI: 10.1080/17439884.2014.924966. https://www.tandfonline.com/doi/abs/10.1080/17439884.2014.924966?journalCode=cjem20
16. González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum Associates Publishers. https://psycnet.apa.org/record/2005-06807-000
17. Henderson, Anne T, et al. A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Austin, Tex., National Center For Family & Community Connections With Schools, 2002. https://sedl.org/connections/resources/evidence.pdf

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Pick one word that is your focus or intention this school year.

Lindsay: Embrace

What are some traditions or superstitions you have for the first day of school?

Lindsay: I love reading students the book “Don’t Eat Your Classmates” on the first day of school. It’s fun and silly and gets everyone laughing.

How does Seesaw bring learning to life in your classroom?

Lindsay: It gives students an authentic reason to do their work. Students are so excited to share their writing, reading, creations, etc. with others.

What is the best advice someone ever gave you?

Lindsay: A wonderful mentor of mine taught me to have high expectations for all students. It’s made such a difference in my teaching.

How do you use Seesaw to connect with families?

Lindsay: I love that parents can see first-hand what we are doing in the classroom. It’s like being a fly on the wall. I love it and so do they!

If you were able to have an unlimited amount of something for your classroom, what would it be and why?

Lindsay: Fine point dry-erase markers. My students use these every day and we can never have enough.

Share one Seesaw goosebumps moment. Was there a time learning was captured on Seesaw that gave you goosebumps?

Lindsay: I love when students hear a recording of their reading from the beginning of the year and compare it with one at the end. It’s so fun to hear their excitement and surprise.

What is the best compliment you could get from a student or a parent?

Lindsay: “When they tell me how impressed they are with the amount of growth they’ve seen from their child.”

What would your students be surprised to find out about you?

Lindsay: That I have written a book for teachers about teaching reading! I’m so excited to share my new book with my students this coming year. I’ll tell them about how I wanted to be a writer when I was a kid and now I finally am one. I hope this inspires them to reach for their goals and dreams.

Share a notable teaching moment that you still think about today.

Lindsay: The moment one of my students excitedly exclaimed, “Mrs. Kemeny! I am ACTUALLY READING THE WORDS!” I can still hear his voice and see the look on his face. Best moment ever.

What/who inspired you to become an educator?

Lindsay: I was a serious dancer when I was younger and would often perform in school assemblies. It was being in those schools that made me realize I wanted to be a teacher.

If you could take your students on a field trip to anywhere in the world, where would you take them? And why?

Lindsay: I’d say an educational tour of Disneyland, but to be honest…I’d be way too stressed about losing a student there! Haha. Since I love teaching reading, maybe Powell’s Bookstore in Portland which is the largest independent bookstore in the world. And then I’d pair that trip with something fun like an aquarium or the coast.

Join Lindsay Kemeny at Connect 2023!

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Pick one word that is your focus or intention this school year.

Loretta: Curiosity

What is your favorite activity to build classroom community during the first week of school?

Loretta: Storytelling! Last year I invited children to bring something from home that held a story. They shared their story with the class and as they shared their story it woke up stories inside all of us. We get to know and connect with others and ourselves through the stories we shared.

What is your favorite “teacher hack” or “tip”?

Loretta: Stay curious! You are the teacher but you can also be a learner. Children have so much to teach us.

How does Seesaw bring learning to life in your classroom?

Loretta: Seesaw, how do I love thee? Let me count the ways . . . documenting growth, sharing the classroom with families, inviting families near and far into our learning, as a tool for student reflection, for extending the classroom walls . . . Seesaw provides so many possibilities to transform our learning . . . it’s all about how we view it and use it.

If you were able to have an unlimited amount of something for your classroom, what would it be and why?

Loretta: Art supplies . . . pastel watercolors, clay, beads, wire, chalk, sparkling gemstones, yarn, tape . . . because they bring joy, they can help us think through ideas, communicate our thoughts, nurture our creativity, research and motor skills . . . and because replenishing them can be expensive.

What are some traditions or superstitions you have for the first day of school?

Loretta: After over 20 years of teaching, I still get nervous about the first day of school, especially the night before! I pick a ‘first-day’ outfit and lay it out before I go to sleep.

How do you use Seesaw to connect with families?

Loretta: Come to my session at Connect! That’s what it’s all about – Building Belonging in the Classroom through Seesaw.

If participants take away one thing from your #Connect2023 session, what would you want it to be?

Loretta: Think about the way that you use Seesaw right now. Does it embody what you believe about education?

Share one Seesaw goosebumps moment. Was there a time learning was captured on Seesaw that gave you goosebumps?

Loretta: “This is a parent story. I currently live in Germany where my children also go to school. Their school uses Seesaw. I feel such gratitude and joy when I see their grandparents in Canada and their aunt in England engaging with posts from their classroom! I love how Seesaw can connect us even when we are physically so far apart.”

If you could take your students on a field trip to anywhere in the world, where would you take them? And why?

Loretta: Anywhere?! I feel very lucky to live and work right beside a forest. We spend every Thursday morning in the forest. It’s such a magical space. It has become our second classroom and teacher. There is such joy in jumping into a muddy puddle! Especially as an adult.

What would your students be surprised to find out about you?

Loretta: Sometimes, I don’t want to be at school either!

Share a notable teaching moment that you still think about today.

Loretta: There are a few. I think those moments happen for me when kids really push me out of my comfort zone, when they offend my adult sensibilities or challenge norms. It’s those moments that cause me to reflect and continue to nudge me to do better as an educator and as a human being.

What/who inspired you to become an educator?

Loretta: My grandpa, who was a Kindergarten teacher and loved stories. I am a fourth generation teacher.

What are your tips to build relationships with families at the start of the school year?

Loretta: I always try and remember that families are entrusting me with their most precious possession. Sometimes families can feel challenging, I try and remember that their demands may come from a place of anxiety: ‘is my child going to be ok?’ Especially in the early years, parents as well as children experience separation anxiety. Listen. Be empathetic. The relationships you build now will help you later. After all, we all want what’s best for the child and we all need to work together.

What is your favorite quote of all time?

Loretta: “The best and most beautiful things in the world cannot be seen or even touched – they must be felt with the heart.” -Helen Keller

What is your favorite children’s book?

Loretta: Do I have to pick one?! I love Kate DiCamillo and the Mercy Watson series.

Join Loretta Fernando-Smith at Connect 2023!

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Pick one word that is your focus or intention this school year.

Caitlin: “Connection”

What is your favorite activity to build classroom community during the first week of school?

Caitlin: “I love having students create their own Google Slides quiz about their favorite things. Students answer a question and give three possible answers on the slide. Each answer is linked to either a “Woohoo you got it right!” slide or to a “Whoops, try again” slide. They have fun playing each other’s games and getting to know each other while also learning some Google Slides skills.”

How do you use Seesaw to connect with families?

Caitlin: “Families LOVE seeing and commenting on their child’s work. They are constantly in the loop about what their child is learning in the classroom. They can see my feedback and know exactly the areas they can support their child in.”

Share one Seesaw goosebumps moment. Was there a time learning was captured on Seesaw that gave you goosebumps?

Caitlin: “Open-ended assignments can sometimes seem daunting but they are oftentimes the most rewarding. My class did a Lego WeDo build that related to one of our science lessons. Students built the lego model and coded the motor and sensor on the build. I felt like I needed a way to ensure my students were making the connections to the science lesson so I asked them to document their learning in Seesaw. All they had to do was explain how their build worked, what it represented, and add some visuals. I gave them 5 vocabulary words they needed to incorporate in their reflection. WOW! Their reflections were so creative and so different. I saw videos and audio recordings, I saw pictures with labels, I saw pictures they had uploaded from the internet that supported the science lesson. I really felt like they took ownership of this semi-open ended assignment and hit it out of the park. It was better than anything I would have assigned them.”

What song do you know all the lyrics to?

Caitlin: “A Thousand Miles by Vanessa Carlton. I’m pretty good at doing the air piano too!”

If you were able to have an unlimited amount of something for your classroom, what would it be and why?

Caitlin: “Chart paper! I use it for everything and hang them around the classroom for students to refer to!”

Share a notable teaching moment that you still think about today.

Caitlin: “I will never forget during distance learning, I would have my Kindergarteners record themselves reading their decodable books in Seesaw. They started to incorporate all of the things I do while reading! They would ask open-ended questions and pause for answers even though it was a recording! SO CUTE!”

How does Seesaw bring learning to life in your classroom?

Caitlin: “Seesaw best captures my students’ learning process in so many different ways. I can see my students’ depth of understanding or misunderstandings so quickly and there are many ways for me to give feedback so that I can get them headed in the right direction. And best of all, families are right there every step of the way. My conferences are much more enriching and families take an active role.”

What are your tips to build relationships with families at the start of the school year?

Caitlin: “The first day of school comes with a lot of different emotions for students and for families. To try to create positivity and excitement, I always send a welcome postcard to students and their families with a Seesaw QR code that leads to a welcome video of me introducing myself and then reading the book “A Letter From your Teacher on the First Day of School” by Shannon Olsen. This postcard helps to put students at ease before meeting their teacher on the first day of school.”

If you could take your students on a field trip to anywhere in the world, where would you take them? And why?

Caitlin: “It’s hard to choose just one! Wouldn’t it be exciting to be like Ms. Frizzle and take students to places you’re learning about or locations in books?”

What is the best compliment you could get from a student or a parent?

Caitlin: “My teacher heart explodes when I talk to families of former students and they share a memory from that school year. Sometimes it’s the smallest things that make a lasting impression and something that I would not have even expected. Those small memories are a reminder that every day is another amazing opportunity to make a lasting impression on these students.”

If participants take away one thing from your #Connect2023 session, what would you want it to be?

Caitlin: “I hope that participants will leave with some creative ways to use Seesaw to document and give feedback for each step of the writing process. Honestly, this idea of documenting each step could be used in other curricular subjects as well including documenting the Engineering Design process or Science experiments.”

What is your favorite children’s book?

Caitlin: “Anything that I can create a STEAM project or STEM challenge out of! Especially ones that highlight diverse voices! There are so many great ones out there!”

What is the best advice someone ever gave you?

Caitlin: “Connecting with your students matters most!”

What would your students be surprised to find out about you?

Caitlin: “Sometimes I google how to spell something on my phone before writing it on the board. Everyone does that though, right? ”

Join Caitlin Arakawa at Connect 2023 in her session “Cultivating Confident Writers: Techniques for Upper Elementary”

The post An Interview with 3rd Grade Teacher Caitlin Arakawa appeared first on Seesaw | Elementary Learning Experience Platform.

What is one word that describes your intention or goal for this school year?

Carolina: Joy

What are some traditions or superstitions you have for the first day of school?

Carolina: Traditionally I like to get to school really early so that I can greet all the kids as they come in. Since I teach first grade and I’m also a mom, I think of what parents would like to have as a way to remember their kids’ first day, just like I remember my girl’s first day of first grade. For the last couple of years, we’ve had kids hold a sign that said “My First Day of 1st Grade,” and took photos of them. Then we uploaded them to Seesaw. We also had kids draw a picture of themselves on their first day, which we saved and gave back to them on the last day. On the back of that one, we had kids draw a picture of their last day of first grade.

How do you use Seesaw to connect with families?

Carolina: I love taking photos and videos of kids, and then posting them on Seesaw for all parents to see and be involved in our classroom activities. It’s a great tool to keep everyone in the loop in a safe way!

Share a notable teaching moment that you still think about today.

Carolina: We focused a lot on mindfulness and self-regulation last year. We learned strategies for understanding what one is feeling and then calming down. We talked about how sometimes we need other people’s help to realize we need to use a strategy to self-regulate. One day, one of the students in my class who has a lot of problems managing his emotions was having a fit. One of his classmates moved close to him, put his hand on the child’s heart, and said, “Breathe with me. Let’s do it together. Snake breath. You can do it.” The other child calmed down. I felt so proud of both of them!

How does Seesaw bring learning to life in your classroom?

Carolina: I especially love Seesaw when kids use their creativity to show their learning! For example, last year we had kids come up with their own version of one of three fairy tales we studied. They had to make their own characters, backdrops, props, scripts, sound effects and light effects, and then use Seesaw to show their fairy tales. Most of them filmed themselves. It was amazing to see how much they learned and how creative they can be!

What are your tips to build relationships with families at the start of the school year?

Carolina: I think that the best way to build relationships with families is to treat them with familiarity. When I talk to families eye-to-eye and help them realize that we both want the same things, it’s a lot easier to build relationships. There’s a spark when caretakers acknowledge that you’re there to help their child grow and learn, and to support them as caretakers along the way as well. Even though it’s a lot of work, sending a friendly email with one positive comment about each kid is a great way to get started!

If you could take your students on a field trip to anywhere in the world, where would you take them? And why?

Carolina: In first grade we study the Aztec and Maya, so it would be wonderful to take them to Tenochtitlan and Tikal so that they can see what they are learning about first-hand. We also read about a dinosaur fossil, so I would also love to take them to the Museum of Natural History in NYC and have them see a T-Rex.

What is the best compliment you could get from a student or a parent?

Carolina: You made me believe everything is possible.

If participants take away one thing from your #Connect2023 session, what would you want it to be?

Carolina: I want teachers to see that everyone can think deeply and show their thinking, including little kids. All it takes to incorporate higher level thinking skills into their teaching is to start! The more teachers use Visible Thinking Routines, the clearer it becomes and the easier it is to incorporate them into everyday teaching and learning.

What would your students be surprised to find out about you?

Carolina: I think it always surprises them to know that I am a regular person with life outside of school, who enjoys doing many of the things they also love to do! For example, I like to surf and ski.

Join Carolina Castro at Connect 2023!

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Pick one word that is your focus or intention this school year.

Tonya: Leadership

What is your favorite activity to build classroom community during the first week of school?

Tonya: My favorite literacy activity to engage, empower, and encourage my students is to read, discuss, and complete a self-empowerment activity using “The Best Part of Me book “. The book helps build a creative class as we all discuss how we see our image (uniqueness), build self-esteem in ourselves in others, and share the diversity of culture in our classroom.

What is your favorite “teacher hack” or “tip”?

Tonya: Let students know what’s going on. I used to just hand out the books and start teaching, but it’s a lot easier to get where you want to go if everyone’s onboard. Students should know what they’re going to learn, why they’re learning it, and how it’ll be evaluated. I also learned to use a rubric so that kids know right from the beginning how their work will be evaluated and, therefore, what they should strive for.

What/who inspired you to become an educator?

Tonya: My star 6. As a Paraprofessional, I learned from 6 African American Women Educators who shared three key points with me.

1. Positive classroom management is key to your class success.
2. Always believe in the Impossible in your classroom and you will see the possibility soar!
3. Never give up on a student.

What are your tips to build relationships with families at the start of the school year?

Tonya: I build family engagement by completing these three main goals every year.

1. I invite my parents to write two power words that describe their student.
2. I gain 100% family involvement on Seesaw.
3. My families receive a book bag filled with non-perishable food, school resources, school supplies and a book to read with their child nightly.

If you could take your students on a field trip to anywhere in the world, where would you take them? And why?

Tonya: My students love learning about landforms. The field trip I would take my students on would be to Hawaii. Hawaii has the most different types of landforms from volcanoes to misty plateaus, craggy ocean cliffs, tropical coastal areas, lava deserts, and fern and bamboo forests. Students love learning these geographical features because they make up one-fourth of our world, but they also regulate the ecosystem, climate, and weather, making it possible for humans like us to live.

What is the best compliment you could get from a student or a parent?

Tonya: My parents always thank me for believing in their child emotionally, socially, and physically. They learned because I gave their child purpose.

If participants take away one thing from your #Connect2023 session, what would you want it to be?

Tonya: Seesaw gives you WINGS to WIN in the classroom!

What is your favorite children’s book?

Tonya: “Where the Wild Things Are” by Maurice Sendak.

What is the best advice someone ever gave you?

Tonya: Believe in the impossible because that’s where the possibility lies!

Join Tonya Kelly M.Ed. at Connect 2023!

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