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How to add a sticker book to Seesaw

Digital stickers are so much fun – but how do you keep them?

The old fashioned way, with a digital twist – in a digital STICKER BOOK!

How to use in Seesaw:

  1. Create a folder named ‘STICKER BOOK’

digital sticker book seesaw

2. Upload a sticker book PNG image to your library (click on the big GREEN + sign and Assign Activity)

3. Assign to your class and put into the ‘STICKER BOOK’ folder, with instructions for your students to personalise their sticker book by adding their name.


4. It will show in your students’ ACTIVITIES when they log in.

5. Important: Once students have opened and SAVED their sticker book it will appear for you to approve.

6. Now, as other work is approved, you can add a sticker to individual student’s sticker books. edit by clicking on the three dots, add a digital sticker, and save.

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What is the difference between Bump It Up Walls and Learning Walls?

what is the difference between bump it up walls and learning walls?

Bump It Up Walls and Learning Walls are similar, so they are easily confused. Many people ask me, ‘What IS the difference between Learning Walls and Bump It Up Walls?”. I get it – they are very similar!

To start with, both are examples of the Visible Learning approach – a way for teachers to evaluate their own teaching by ‘making student learning visible. They also ensure students are taught what they need to know, given guidance on how to learn it, and that students are taught how to evaluate their own learning.

Each display aims to give teachers and students clarity over learning outcomes, and each display includes aspirational examples and success criteria. That said, they are not the same thing.

SO what is the difference between a BUMP IT UP WALL and a LEARNING WALL?

A BUMP IT UP WALL shows a linear progression with different exemplars of work. It has a specific purpose. A LEARNING WALL has a broader purpose, with many different elements and it is not linear

You can use both separately,  and you can use a BIUW within a LEARNING WALL. However, a BIUW is NOT a Learning Wall by itself, even if it includes a LEARNING INTENTION AND SUCCESS CRITERIA.

What is a Bump It Up Wall?

A Bump It Up Wall is a visual display, that helps learners know how to improve, or ‘bump up’ to the next level of achievement. Bump It Up Walls can also be known as visual rubrics and are simply that – a visual rubric of achievement that makes outcomes ‘visible’!

This teacher has created a Bump It Up Wall that displays five levels, with space for students to grow. Each example includes annotations (underneath( that detail why that sample is at that level. Students at the lower examples can look to the upper examples, read the annotations and try to implement some of those criteria into their own work. You can see the display is linear, moving from left-to-right, and is focussed on the production of a work sample.

A Bump It Up Display includes levelled exemplars of work. The levels could be as simple as ‘good, better, best’, or be benchmarked to your assessment /curriculum criteria, for example ‘C, B, A’ or ‘Sound, High, Very High’. Displays are linear/hierarchical – either moving from left to right, or from bottom to top.

You can have BIUW (Bump It Up Walls) for anything that you want students to improve: narrative writing, handwriting, mathematics, or even how to clean an area of the classroom. They work for students of all levels. In the early years, displays should be more pictorial.

Each levelled exemplar is accompanied by co-constructed success criteria, or annotations that deconstruct the elements that make the exemplar an example of that particular level. It should be clear to the student, HOW they can move from one level to the next, for example by achieving a certain success criteria. In the early years, you may use icons for the annotations, such as a finger image to show finger spaces.

Throughout an assessment cycle, students may sit at different levels on the BIUW, and through class discussions and feedback with their teacher may progress to higher levels. 

Feedback is a very important, unseen element of the Bump It Up Wall. Each iteration of student work, evaluated with feedback and the use of the BIUW, will help students to ‘bump up’ their learning.

Your Bump It Up Wall Should Include:

  • Levelled examples of a completed piece of assessment (eg a procedure). These can be as simple as three levels (eg C-A) or you can include a level for each level of abiliity in your classroom. Lyn Sharrat (Clarity) suggests the latter is best practice – I argue it is not always practical or best use of a teacher’s time.
  • Annotations (success criteria) for each level. These can be co-constructed with your students, but you should know what they will be prior to the commencement of learning – they will come from your marking rubric. In fact everything on your marking rubric should be included on your annotations.
  • A heading

Could include: labels to represent students – these can be anonymous.

You can find out HOW I use bump it up walls within a feedback cycle HERE

What is a Learning Wall?

Learning Walls are also a visual display, however, they centre around a LEARNING INTENTION and include elements such as text scaffolds, word walls, and bump it up walls.

They are intended to support students on their learning journey, becoming a reference point for them as they work towards knowledge, understanding and application of skills. Anything that builds on your students’ knowledge as they work towards their LEARNING INTENTION can be included. You should aim to make your Learning Walls interactive.

The wall is not linear like a BIUW – it grows in any direction, depending on your students’ needs.

what is a learning wall
A Learning Wall has the Learning Intention, Success Criteria, and the assessment rubric as central to its purpose. It is not linear – instead, the wall sprawls from these central ideas and spreads as ideas, examples, student samples and more are added. It becomes a working archive of student learning. Each element within the assessment rubric should be represented on the wall – for example, if student editing is part of the assessment, then effective editing should be explicitly taught and featured on this wall.

Learning Walls are driven by the LEARNING INTENTION of the summative assessment, for example, “To write a persuasive argument to convince an audience”. This is normally displayed in large text across the top of the LEARNING WALL, clear for all learners to see.

The marking guide or rubric sits at the centre of the wall. Elements of the marking guide are deconstructed and co-constructed into SUCCESS CRITERIA statements. Think of these as items on a checklist that students need to check off to be successful in achieving the LEARNING INTENTION. For example, the LANGUAGE FEATURES section of the marking guide will lead to SUCCESS CRITERIA such as “I can use high modality words”.

Next to these SUCCESS CRITERIA, you might include examples of these elements, whether it’s an example that you have shown the class, or that a student has demonstrated. You can include posters, post-it notes, or even clear plastic pockets for removable learning resources.

You may also include student examples of work annotated to show what they have done well and how they could ‘bump up’, student goal statements, any reference points for students including definitions, punctuation and grammar, diagrams, photos and drawings. 

Anything that builds on your students’ knowledge as they work towards their LEARNING INTENTION can be included. The wall is not linear like a BIUW – it grows in any direction, depending on your students’ needs. Each element is added when it is explicitly taught, rather than displayed as a whole at the beginning of a learning unit of work.

Many teachers like to use paper strips or string to link each element back to the marking guide.

And from there your wall grows, depending on your learners and their collective and individual needs. No two LEARNING WALLS will look the same.

How can Learning Walls and Bump It Up Walls be Used Together?

Bump It Up Walls can be used as stand-alone displays OR incorporated in a learning wall. When included in your learning wall, make clear connections between the annotations of your Bump It Up Wall and the rubric criteria on your marking rubric. You can do this by colour-coding, using string, or some other creative means!

SO there you have it. Used alone or in conjunction with one another, BIUW and LEARNING WALLS are hugely transformative teaching tools.

I hope that this post has helped clear any confusion between these two, and possibly motivated you to try implementing them in your classroom.

To get you started, I have a range of displays and writing exemplars (visual writing rubrics) that will save you a massive amount of time!

More questions? Feel free to email me at and I will do my best to help out!

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Digital Stickers – the rewards that keep on giving!

digital stickers

Digital stickers are in my Top 5 cool things to come out of distance learning!

Not only are digital stickers a way of staying connected and building relationship with our students, but they are also a huge money saver for teachers! You can use them again, and again, and again.

Another awesome thing about digital stickers is if there is a particular sticker that is a favourite (there is always one!), then you don’t have to skimp on handing it out! Nobody wants disappointed faces! Hooray!

So how do you use DIGITAL STICKERS? Well, they can be added to any piece of digital work that can be edited! So if you use Google Classroom, you simply edit the student’s submitted work and add a sticker!

I use digital stickers in my Seesaw classroom. You can see below some work that a student has completed.

To add a digital sticker to Seesaw:

  1. Click on the three dots at the bottom-right of the student work screen.

adding digital stickers to seesaw

add digital stickers to Seesaw2. Select EDIT ITEM

3. Select the CAMERA icon

add digital stickers to Seesaw

4. Find your purchased digital stickers in your computer files. Digital stickers come as .PNG files, so they have a transparent background – select the .PNG file/sticker that you want to use and click OPEN.adding digital stickers to student work

5. You digital sticker will then be inserted to the student’s work file. You may need to resize the sticker.

how do you add a digital sticker

6. You can also add a text box so that you can add a comment about the student’s work!

add digital stickers to student work

7. Finally click on the green tick icon at the top right of the screen. Now your student can see your comment and their new digital sticker! Some students like to ‘collect’ stickers and put them in a digital ‘sticker book’. 

So that’s how you add DIGITAL stickers to student work. It’s as easy as inserting an image into a PowerPoint, but goes a long way towards student engagement and excitement when learning online.

You can find DIGITAL STICKERS here in my website SHOP, or in my TPT shop.



digital stickers

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Bump It Up Walls – Relax! Just Watch Your Students Grow

bump it up wall display

Bump It Up Walls are exploding in classrooms around the world, and if you aren’t already using them, you are probably stressed to the max, researching the best way to implement one in your classroom. You are probably researching online, peeking into colleagues’ classrooms, and making notes on what you are going to include.

My advice? Relax. Start small.

Start with one thing: work samples for the levels that you want to display.

You can add in annotations, ‘I Can’ statements, highlighting, student goal and name-tags (if you choose to use them) and anything that comes to mind, later. But for now, just begin with your work samples. Find some online (shameless plug here); use student work samples from last year, co-construct some with your class, or simply write them yourself.


After using Bump It Up Walls for a while, I have noticed one thing that happens when I use a BIUW, whether I think it’s complete, accurate enough, or enticing enough. There is always  an ‘A-ha’ moment where you know that something on the wall has had an impact on your students’ learning. Even just one thing, that’s better than an empty wall, or a wall filled with beautiful but ignored posters, right?

Normally, this ‘A-ha’ moment is because students have seen a great work sample and adapted something from it into their own work.

So that’s why work samples are where I suggest you begin. Once you have that part of the Wall mastered, move onto adding ‘I Can’ statements, colour-coded highlighting and annotations, and student goals.

Do one thing at a time and do it well. 

After all, that’s what we ask our students to do. We scaffold their learning, one thing at a time. Why would we ask anything different of ourselves?

Take care, 

Ana – Teachie Tings x

bump it up walls little sprouts