Social Learning: Students can learn from each other’s submissions when they provide feedback on their classmate’s work.
Empowered Learner: Using Floop, students can demonstrate their learning and seek feedback from their teacher and peers.
Global Collaborator: Students can use Floop to provide feedback to one another.
The Floop website features articles to help you learn how to use the tool:
While resources are provided to learn how to use the tool, new users may need to take some time to figure out the interface as it can be tricky to navigate at first.
Floop does not have an accessibility statement or policy.
Dr. Ruben Puentedura’s SAMR model offers a lens for examining how technology is adopted in a classroom. As you strive to incorporate online tools into your classroom, we encourage you to use this model as an analytic tool.
Here is an example of how Floop might fit within the SAMR model:
Far too often, technology is used as a direct substitute for other low-tech tools (e.g., pencil and paper). While substitution has some benefits (e.g., students develop their technical skills and knowledge), we encourage you to think about how you might use Floop to modify or redefine learning.
Students can submit math worksheets, sketchnotes related to a math topic, or even paper-based infographics featuring data about a topic of interest, and provide feedback on their peers’ submissions.
Students can submit diagrams or images of science experiments or pages from their science journals. Students can also leave certain aspects of their diagram blank and have their classmates fill in the blank through the comments feature.
Students can submit hand-drawn movie posters for a book, annotated maps that visualize the movement of a character in a story, or a photos of a hand-made art project representing a scene from a book.
Students can submit drawings that represent an important historic event/figure, maps that visualize a series of events of a historical point in time, and sketches of scenes from certain a historical figure’s life.
Teachers can post a study guide as an assignment to the whole class. Students can print out and annotate the study guide, snap a photo, and send it back to the teacher to provide clarification and feedback.
Duijvenvoorde, A. C. K. V., Zanolie, K., Rombouts, S. A. R. B., Raijmakers, M. E. J., & Crone, E. A. (2008). Evaluating the Negative or Valuing the Positive? Neural Mechanisms Supporting Feedback-Based Learning across Development. Journal of Neuroscience, 28(38), 9495–9503. DOI: 10.1523/jneurosci.1485-08.2008.
Witcher, C. (2019). Floop: Designing holistic feedback systems in secondary classrooms: Whitepaper. Retrieved from https://drive.google.com/file/d/1faCuK-mmgvu-4EMArXieO2CyMKzzFdMU/view
Laud, L. (2011). Using formative assessment to differentiate mathematics instruction: Seven practices to maximize learning, Grades 4–10. Corwin Press; National Council of Teachers of Mathematics. https://doi.org/10.4135/9781506335537
This page was created by Elisabeth Ng, Isabelle Wang, and Tyler Volpe-Knock.