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Out of the 13 teachers that participated, 8 teachers felt more comfortable with Google Classroom, but all 13 saw increased engagement and participation with Flipgrid.

Teachers liked the way the two programs worked together and felt that each could be used for different purposes. 10 of the 13 teachers would like a PD on how to integrate the two programs together.

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Which one do students find more engaging?

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Which one do students find more engaging?

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Which one did Students think was easier to use?

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Which one did Students think was easier to use?

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Percentage of students that were in each grade.

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In Fifth grade, students explored circuits even further using linked videos, text, and a virtual circuit builder. Then students responded to similar questions that they had answered on Flipgrid, using Google Forms. Students were provided a multiple choice, fill in the blank, and a short answer question about circuits and conductors and insulators

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Google Classroom was used for most of the Reduce, Reuse, Recycle project. Students had several assignments assigned to them within the classroom. I liked videos, websites, interactive websites, and digital text. Each one had a formative assessment made using a Google Form that consisted of 1-4 questions over what they learned. Some of the questions were short answer, one was an essay question, and a few of them were multiple choice. Students were also assigned a template for their presentations so that they would have a guide as to what to include.
Engagement:
Google Classroom does not measure by hours, but I did have several students that did not complete some of their formative assessments and 7 students did not complete their presentations until they found out we were going to record them on Flipgrid.

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Third grade students used Flipgrid to respond to a question posted about their favorite way to use light, sound, thermal, mechanical, or electrical energy.  Flipgrid shows that 76 students engaged with this topic for a total of approx. 6 hours. This includes watching other student's videos.
In this particular case,  Flipgrid was used to help students make personal connections to the energy unit and to provide teachers information about what students know about energy uses.

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For third grade classes, I linked in several video and text resources about Energy for students to explore and respond to at their own pace. They visited an electrical circuit virtual lab, they labeled components of a circuit, and then they used their choice of the Google Classroom discussion area or Google Jamboard to post evidence of what they learned about Energy. Students could respond with pictures, words, videos, and diagrams.
Students also responded to a 5 question Google Quiz in forms as a check in. If students missed more than 2 questions, they were redirected to a review page to visit new videos and text, and then to try again.
The lesson was designed with CBE in mind, with self pacing, the ability to try until they are successful, and the and differentiation built in.

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What Does the Research say about Flipgrid and Google Classroom?

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What Does the Research say about Flipgrid and Google Classroom?

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Google Classroom
Google Classroom is an interactive platform that allows teachers to flip the classroom by linking information and videos in the classroom for students to view before or after class. The program promotes social digital interaction between students and can increase student engagement (Johns, K., Troncale, J., Trucks, C., Calhoun, C., & Alvidrez, M., 2017).
Google Classroom and the G Suite apps it contains addresses many of the student goals promoted by ISTE, by allowing students to create, collaborate, and share information with each other (Johns, K., Troncale, J., Trucks, C., Calhoun, C., & Alvidrez, M., 2017).

Flipgrid
Technology that provides a way for teachers to meet the needs of all students by personalizing their education, allows students to more actively participate in the classroom, thus providing higher levels of engagement. Using video, social- media like platforms such as Flipgrid allow students to share their learning in an alternative, more accessible way (Green, T., & Green, J., 2018). Providing students with multiple technology options will allow them to determine which tools work best for them. Mahoney, J. and Hall, C. (2017) wrote an article that provides ample information about how to use technology to differentiate curriculum for students with disabilities. Allowing students to choose how they represent what they know or have learned by using tools like video or voice response allows students who struggle with spelling, writing, language difficulties, or dyslexia to have better access and more opportunities to share.

Both
Providing an online learning experience to younger students helps tailor the learning to their needs (Borup, J., Archambault, L. (2019). Utilizing tools like Google Classroom and Flipgrid support the three Universal Design for Learning Principles, Recognition learning, Strategic Learning, and Affective Learning (Hall, T., Strangman, N. & Meyer, A., n.d.). These apps provide information to students in multiple ways using text, videos, links, and interactive activities. These tools also provide differentiation with tools such as Google translate, voice to text, and differentiated responses so that students have multiple options for demonstrating mastery of each competency. These digital tools also allow teachers to provide scaffolding, guidance, and support to struggling students without it being known among other students.

Both Flipgrid and Google Classroom are excellent tools for supporting Competency Based Education. Both tools allow teachers to post multiple task as well as teach pieces for students to work through at their own pace. Students have many options for demonstrating their mastery of the competency. They can create a video, respond using text, pictures, and they can even link in products created in other apps.

Borup, J., Archambault, L. (2019) Designing for young learners. Library Technology Reports, 55(4), 17-21.

Green, T., & Green, J. (2018). Flipgrid: Adding voice and video to online discussions. TechTrends, 62(1), 128-130.

Hall, T., Strangman, N. & Meyer, A. (n.d.).  Differentiated instruction and  implications for UDL implementation (PDF). National Center for Assessing General Curriculum. Retrieved from: https://sde.ok.gov/sites/ok.gov.sde/files/DI_UDL.pdf

Johns, K., Troncale, J., Trucks, C., Calhoun, C., & Alvidrez, M. (2017). Cool tools for school: Twenty-first-century tools for student engagement. Delta Kappa Gamma Bulletin, 84(1), 53-58.

Mahoney, J., Hall, C. (2017). Using technology to differentiate and accommodate students with disabilities. E-Learning and Digital Media, 14(5), 291–303.

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Flipgrid is a learning Platform in which the teacher can post questions and prompts, and students can reply to those prompts with a video response Iona, J. (2017). Students and teachers can leave feedback for one another and respond to each other's post with another video, which could also be used to conduct interviews
Links, pictures, Google Forms, Google Slides, and YouTube videos can can be included in this online virtual classroom as well.

Iona, J. (2017). Flipgrid. The School Librarian, 65(4), 211.

Kompar, F. (2018). Mile deep digital tools. Teacher Librarian, 45(3), 66-69, 71.

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Students scored higher on formative assessments when responding with Flipgrid Vs. Google Classroom or Forms.

Third Grade had 22% more students reach "Meets" and "Masters" status with Flipgrid as opposed to Google.

4th Grade had 15% more students reach Meets and higher on their formative assessment using Flipgrid.

5th Grade had 21% more students score Meets and higher using Flipgrid to respond. Students shared that they thought it was "fun!"

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Fifth graders used Flipgrid to record their circuit how-to videos. for a CBE learning activity. They had to build a circuit from common household items, and then record their how-to video explaining to others how to create their own circuit at home. Students must demonstrate how to select materials for a circuit, and also how the circuit can be a used as a useful form of energy.
Flipgrid results demonstrated that 82 students, most of which were working in pairs, were engaged for a total of over 9 hours! This is almost every 5th grade student.
They also conducted another Flipgrid activity in which they identified conductors and insulators as a formative assessment. I was able to see that 95.12% of students understand the difference between insulators and conductors.

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In Fourth grade, students researched ways to reduce, reuse, and recycle for their PTA presentation. They used Flipgrid to present a practice run of their Google Slide presentations to get feeedback from their peers. It also helped the teachers and students see all of the presentations, including the students who wouldn't be at PTA that night. We shared the videos of students who couldn't attend with their parents so they could still leave their child feedback. For this topic, we had over 12 hours of interaction because we students shared them with their parents and the community at PTA night.