Use Flipgrid in the classroom

What is Flipgrid

Flipgrid is an app for video discussions. Pose questions, and let students respond with video instead of text. It provides a different medium for classroom discussions.

Flipgrid follows a Freemium model. You can have one grid with unlimited topics for free, or pay for a subscription to Flipgrid Classroom.

Features of Flipgrid

  • Threaded video discussion
  • Teachers post topics, videos, or links for discussion
  • Students can respond to the prompt or to their peers (premium)
  • Grids are private by default and can be password protected
  • Choice of video length
  • Each Flipgrid has a unique code
  • Share your grid or topic with others with a link
  • Privacy and moderation settings
  • Each grid can hold an unlimited number of questions/topics
  • Each question/topic can hold an unlimited number of responses
  • Questions can include links to websites or documents
  • Students do not need to log in to post

10 Ideas to use Flipgrid

  • Have a conversation with a pen pal or an expert.
  • Explore a concept with students.
  • Collaborate on a topic with a class in another room or school
  • Take on a persona of a character/historical figure to create a video
  • Explain the solution to a Math problem
  • Showcase a performance/presentation with a reflection
  • Share examples of Math in the real world
  • Post an opinion on a topic/question from the teacher or a classmate
  • Post a book review
  • Share a headline or memorable quote from a story or book

Differentiation using Flipgrid

  • Instead of recording their voice, a child could hold up posters with words to the screen.
  • If you can’t show a student’s face, use a static image for the recording
  • Record a student’s answer after you ask him/her a question (for example, with younger students)
  • Have students work in groups, with one of the jobs being that of the narrator. You can rotate roles.


  • Have students practice what they are going to say. For older students, they can write out a short script as well.
  • Although the videos are not very long, you may want students to storyboard them, depending on the situation.
  • Students can post performance videos for reflection/feedback/comment



One word for the year example topic

If you have another example that you’d like to share, please post it in the comments.

Try out Flipgrid

Flipgrid task sheet

Discerning Tech Episode 1

Show: Discerning Tech Episode 1

Host: Damianne President, president_dr(at)yahoo(dot)ca

Summary: This podcast has two segments. The first segment presents five steps that K-12 teachers can use for evaluating web2.0 tools for adoption in their classroom. The second segment presents three educational web2.0 tools for teachers to use in their classrooms.

Links Used:

For More Information

Podcast links:

Click to listen to the podcast online (right click to download the podcast)

Blended Learning in K-12

“Blended Learning is an approach to course design that brings together the best of both face-to-face and online strategies. This combination aims to build from each approach to create an innovative and effective learning experience for students.” (Ragan, 2007)

Why Blended Learning?

Blended learning allows…

  • Differentiation of participation and pacing of learning
  • Enhanced and greater depth of learning in the face-to-face component due to front loading asynchronously
  • Interaction with resources and collaboration outside the physical classroom
  • Community building which may be absent in solely online courses
  • Increased student empowerment in the learning process
  • Flexibility for learning: any-time, anywhere
  • Preparation for future alternative instructional delivery modes
  • Opportunities to practice technology skills in authentic ways
  • Possibility for instruction to continue in the event of school closings (natural disaster, epidemics, etc)

Essential Considerations in Designing a Blended Course

  • Allow adequate time to prepare the course – six month minimum suggested to set in place tools plus instructional design team
  • Determine the teams to design course (subject matter expert, instructional designer, web/media designer, IT staff)
  • Determine the best platform and tools to be used for course delivery and assessment based on school context
  • Determine who will manage the platform: full-time administrator, existing department head or IB/AP coordinator, curriculum coordinator, tech integration staff member
  • Establish standards for developing, designing, and implementing courses
  • Determine the course content and organise content into “chunks”
  • Determine how the knowledge/skills of the course will be assessed
  • Ensure appropriate infrastructure is available to provide reliable access and student experience
  • Decide how to best select course instructors/facilitators
  • Select or develop the design template to standardise online course delivery (navigation etc)
  • Ensure sufficient professional development is provided for teachers in designing and facilitating the course

Essential Considerations for a Blended Course Template

  • Create a calendar/schedule of assignments/lessons
  • Align course with school determined curricular framework (standards and benchmarks)
  • Clearly post a course description including goal and outcomes with unit objectives heading each section
  • Determine course objectives with online learning activities and assessments
  • Ensure uniform methods for posting resources and handing in assignments
  • Allows for easy development by design team  and easy navigation by all users
  • Course template has a recognisable “brand” or visual school identity

Questions to consider….

  • How will the development of differentiated student learning be implemented within the online portion of the course?

Time Management

  • Will a blended course substantially change current thought of teacher and student scheduling/room assignments?

Instructional Design

  • How will on-line learning transform the “face-to-face”concept of education by more  incorporation of “doing, collaboration, and interaction” among the class community?

Making the Most of a Blended Course


  • Utilize a variety of tools to effectively communicate with learners and engage them online
  • Employ instructional strategies that allow for all learners (regardless of learning preferences) to be successful.
  • Grow as a professional in your curriculum area to more effectively present your material online (scholar/practitioner)
  • Frequently assess the learning process and the effectiveness of instructional strategies and tools
  • Integrate online with face-to-face so that there is continuity in the course
  • Become proficient in the use of course technology/tools


  • Interact with instructors and other students in online forums and other discussions
  • Are prepared for face-to-face interactions by completing required online activities
  • Develop time management skills and self discipline to meet course goals
  • Become proficient in the use of technology tools


Dziuban, C. D., Hartman, J. L., Moskal, P.D., “Blended Learning,”  EDUCAUSE Research Bulletin, Volume 2004, Issue 7, March 30, 2004, <>.

Irlbeck, S. (2008). Implementation of best practices for online teaching and learning in an online institution. Performance Improvement, 47(10), 25-29. doi:10.1002/pfi.20036.

Ragan, L. (2007, August 28). Best Practices in Online Teaching – Pulling It All Together – Teaching Blended Learning Courses. Retrieved from the Connexions Web site:

Tremblay, R. “Best Practices” and Collaborative Software In Online Teaching. International Review of Research in Open and Distance Learning v. 7 no. 1 (2006) p. 1-5.

Cavanagh, S.,. (2008). MIT orients course materials online to K-12. Education Week, 27(22), 1,.

Gorsky, P.,. (2009). Online teaching effectiveness: A tale of two instructors. International Review of Research in Open and Distance Learning, 10(3).

Gorsky, P.,. (2009). Online teaching effectiveness: A tale of two instructors. International Review of Research in Open and Distance Learning, 10(3), 1-27.

Ronsisvalle, T.,. (2005). Student success in online K-12 education. Quarterly Review of Distance Education, 6(2), 117-124.