FlipGrid

The new tool that I tried this year with online education is called FlipGrid and it is an application
that is free to use for students and educators alike. This application provides a video discussion
experience that is both accessible and engaging. Keeping it in the perspective of an ELA
classroom, generally after a lesson or unit there is some sort of writing assessment. The writing
styles can vary from argumentative to narrative to expository writing. Each particular writing
style has certain objectives that should be met in order to assess the students understanding of the
material. FlipGrid’s multimedia capabilities of creating, responding to, and posting videos can be
assessed through the SAMR model of integration.

The SAMR Model

The SAMR model boils down to substitution, augmentation, modification, and redefinition. As
seen below, the model reviews the technological tool based on its ability to enhance and
transform student learning.
 Enhancement

FlipGrid can be used to enhance student learning depending on its use. FlipGrid can be used as a
direct tool substitute with no functional change if it is used to replace a discussion board online.
In a discussion board, students discuss a topic and reply to their classmates. FlipGrid can be used
for that exact purpose. Let’s say a Socratic seminar were to be done in class. FlipGrid could be
used as an alternative. If the video function of FlipGrid is utilized, then the discussion can be
functionally improved through the ability to replay the major points repeatedly until understood.

Transformation

FlipGrid can be used to transform student learning depending on its use. With modification,
technology allows for significant task redesign. FlipGrid offers students a chance to practice their
speaking skills in a way that is more intense than just a polished writing product. Students are
thinking about their delivery and tone in a manner that simulates conversation. Through
redefinition, things that were once thought to be impossible are suddenly within the grasp of the
educator. FlipGrid, for example, makes it possible to collaborate with different classess in
different counties. This provides students with the opportunity to engage in authentic discussions
with those with opposing worldviews and perspectives. The same conversations that an ELA
teacher hopes to engage in through the literature that I teach, can be instead done in real time
with authentic connections to the students’ lives.

Pros

I have used this tool in order to complete, what was once a speech project. I used it for my Story
Strong Unit which is an English unit developed by Howard County. Currently, Howard County
students lack a forum for sharing their experiences on issues that impact teaching and learning
and the world they perceive day in and day out. Furthermore, students and staff members alike
lack genuine opportunities to connect with peers and other adults in their school communities.
Student opportunities for amplifying voice are currently limited to ineffective social platforms or
controlled initiatives that are limited in scope, opportunities, and participants. The story strong
unit gives students the opportunity to speak in a public forum about a platform that they hold
dear to their heart. Given that we cannot have the event in person, FlipGrid was an amazing
alternative to the actual speech giving in public.

Shortcomings

FlipGrid is a great tool but it is by no means perfect. Take for instance, the previous unit that I
referenced. While FlipGrid ensures that their product is far reaching and everlasting, it still
misses some great experience opportunities. Common Core has speaking and listening objectives
that can be met through the application, but not fully to the extent that the standards ask. One
standard states that students should “propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.” I would make the
argument that in order to “propel conversation” authentically, that it must be done in real time.