Tracking Students On BrainPOP

I recently received a question about how to track what movies students watch and what they learn.  I wanted to share my suggestion, and put it out there to brainstorm other ideas as well. Please share comments below with other ideas or suggestions to improve this model.

Create a notebook to keep by the computer(s) with a few simple headings that students can replicate on each page. Something like this:

Name | Date | BrainPOP Movie | Quiz Score | 3 Cool Facts I Learned

Obviously, you’ll want to modify this to make it work for you and your students. What other questions would you add or alternate the last one with? Let’s share ideas!

Filed as:  General
  • Allisyn

    Ha! I just thought of another idea. Students can create (or you can photocopy) this type of log in their own notebooks and add to it each time they use BrainPOP or BrainPOP Jr. It can become their BrainPOP Notebook, and you can collect and assess a few each week to keep up with how your students are doing.

    More ideas?

  • Robert Miller

    With any movie we watch in class, I allow my students to review it later or at home. They then decide which of the graphic organizers they would use to summarize or detail what they have learned… deciding which organizer fits their need is a higher level thinking skill itself! (Organizers are offered as .pdfs under “Classroom Tools”– I keep a stash of each in easy student reach).

    My grading is done as accumulated points over the term so students turn their organizers in for an extra point or two (depending on quality). I encourage them to also have their parents join in on any home viewing, adding comments or signing just for fun. <— This is a great way to get parents in-the-know of what a great resource BrainPOP is when it comes time for renewing a subscription and hitting up the PTA for funding.

    Every Friday I input their points in our online grade book, allowing them 10-20 additional points over the quarter. They like to watch their totals grow (like RC or AR points) and often will continue to submit even if they have topped out the max.

    With limited time and computers in class, I usually offer the extra points to those movies directly related to what we watch in class or of our studies. Students many venture and watch other movies listed in the “Related Movies” column but with this “one degree of separation,” it keeps a focus.

  • Michele Velthuizen

    For the first time this year our library created information literacy tracking folders for the 5th and 6th graders (I’m a middle school librarian). Each time students come in (whether it be for a language arts, social studies, or a science project), they add the skills they learn during the lesson to their folder. This includes the type of resources they use. At the end of class students assess how well they did using a smiley face (happy, average or sad); the column next to it is for the teacher to fill out (myself or the subject teacher). This not only helps us track each student’s progress but also helps students skills they acquire in the library. You can find the checklist for the 5th and 6th graders by going to this link: <

    Michele Velthuizen
    Middle School Librarian, American School of The Hague

  • allisyn

    Thanks so much for sharing your great ideas, Michele and Robert! I love the self-assessment component. Great thinking!