BrainPOP is a great way to introduce a new topic or concept and get kids engaged. To set students up for active viewing, remember to pause the movies and engage kids when a new vocabulary word is introduced, paraphrase what just happened, or make a prediction.



Allow the students to occasionally take the quiz before watching the movie. This will call attention to main ideas and important details that are covered.



Stop the movie after the student letter is read by Tim and have students share what they already know about the topic. You can also pause the movie later if a question is raised, or if an issue excites interest.




Bookmark links of BrainPOP movies or GameUp games for students to watch and explore independently when they finish their assignments.




In addition to integrating BrainPOP into lesson plans, remember that it only takes a few minutes to show a BrainPOP movie and take advantage of those in-between times by transforming them into teachable moments. It is also a great way to introduce a new topic or cover a current event.




With BrainPOP, movies are just the beginning. Try a few of the GameUp games, concept map, challenges, FYI readings, or any of our other activities, and help bring learning to life.




Have tablets or other mobile devices? BrainPOP is mobile-friendly! Visit through your device’s browser to explore our features on the go. To see which features are supported on different kinds of devices, visit our App Support FAQ.




BrainPOP is a great review tool! All BrainPOP topics and activities meet individual state and Common Core standards. Our movies and quizzes can take some of the stress out of test prep.




Create and remix your own custom BrainPOP quizzes with the Mixer. Choose from our collection of BrainPOP and user-generated quiz questions, or create your own! Create the perfect quiz to meet the needs of all learners in your class. You’ll need a My BrainPOP account that’s linked to your school’s BrainPOP subscription to access this exciting tool.




BrainPOP’s movies are just the right length to use for note-taking practice. Don’t forget that the movies can always be paused if extra time is necessary, and the closed-captioning feature can provide students with additional support.




Take those BrainPOP quiz questions and answer them in the style of your favorite game show to increase energy and enthusiasm! “Contestants” can press a buzzer or ring a bell as they race to share answers.




Teach your students the letters for A, B, C and D in American Sign Language and have them raise their hands with the sign for the answer they choose during the quizzes. One student can easily tally votes to identify the most popular choice.




Limited technology in your classroom? Make BrainPOP work for all of your students! Choose a movie each week that you’d like each student to watch and introduce it on a Monday. Set up a computer rotation schedule so that each student has a chance throughout the week to complete the movie and related quiz or activities.




Purchase inexpensive headphone splitters to allow two partners to watch a BrainPOP movie together. Foster collaboration by encouraging them to discuss or write about what they learned together.


 For a printable list of these tips and tricks, download the Classroom Ideas for BrainPOP (PDF) version!


  • brainpopandrew

    Taking the quiz before watching the video is a terrific pre-assessment too!

  • brainpopandrew

    Project a “Make-A-Map” concept map with video clips only. Have students watch the clips and discuss various ways to label the connection between two nodes.

  • Barbara Knab

    For those classrooms with no computers, show the quiz at the front of the room on your whiteboard. Put the kids in teams to discuss their answers then each team gives their response and explanation either verbally or written on a whiteboard. Teams can then choose a “Chance” card where either they are awarded points (could be positive or negative). There are so many possibilities for the chance cards dependent on your classroom.

  • Thomas Keogh

    Before watching the full video, pause after the question is presented. Have students generate a list of possible answers based on prior knowledge. Then, students form triads and make a list of resources that could be used to find the answer. Students perform research, present their findings and then watch the video to compare/contrast the information that they learned.

  • Jaclyn Patino

    is known for Moby to beep throughout the videos. Most students think that he is
    just beeping for the fun of it, but they don’t realize that he is making an
    inference. I think a Moby symbol should be added onto the “Ideas for Teaching”
    list or a hand symbol created for the students to make they hear the beeps.
    This way the teacher can utilize the pause point feature to give students the opportunity
    to stop/jot their thoughts on what is being inferred and the teacher can see
    who is paying attention to the video.

  • Kim McCarthy

    I would use BrainPop in a center. You can have the students pick a movie on a certain genre, then after they watch it, they can create their own movie using the backdrops in BrainPop.

  • Donna

    Have students create a concept map, include research info, movies and games played in BrainPop.

  • Lauren Tate

    Whenever we watch a video as a class I get my Mr. Sketch markers and chart paper handy. We stop throughout the video as I model note-taking strategies and record key points in each video. After the video we use CPS Clickers to take the quiz as a class so that I can immediately clear up any misconceptions.

  • johnokeefe

    A way you can encourage competitiveness and learning in your students is post classroom “High Scores” for each Game Up, game and have students try to knock each other off! It will surprise you how some of your shy students become very competitive.

  • Krystal Weiss

    Use BrainPOP to help students start a passion time project. Have them browse the videos to find something they are interested in and use the movie as a jumping off point for their big question and research. What better way to get passionate about something than starting off with a movie they love?!

  • Krystal Weiss

    Let BrainPOP help kids prep for a Passion Project. Have them browse the videos and find one that interests them. Let them watch the video while taking notes/making a mind map and then let them use those ideas to launch their project.

  • Kim Douberley

    Create a QR Resource page with some basic thought provoking sentence stems to match specific videos ( e.g.: Famous Historical Figures) where teams of students have to help Moby track down additional interesting facts about the historical figure(s). The QR codes would be scanned by the students and taking them to several reliable resources . After reading additional information and completing the sentence stems they, as Moby’s detectives, would then have to write a short “addition” using evidence based text, say several sentences, as if to add to the video. Each group could then share the written portion to flesh out and build additional background about the historical figure.

    • brainpopandrew

      Or, considering they are likely using mobile devices for the activity, they could use the camera to create a short video of themselves as Tim/Moby adding the evidence based answers that they’ve written as a supplement to the movie. . . and you could send some of them to BrainPOP educators so we could post the videos and share this awesome idea!!

  • Shelley Nathan May

    You could create a Jeopardy type game with the questions from the quizzes or questions that you have generated. The game could be set up in the classroom and played, even having a student play the role of Alex Trebek.

  • Jesse Sosa

    I have the corners of my room labeled A,B,C and D for multiple choice questions. When taking the quizzes I have my students go stand in the corner for the answer they are choosing. The students in each answer choice are given one minute to discuss and then defend their answer choice. After each group has had a chance to defend their answers students are allowed to switch or stay with their answer choice. Whatever answer choice has the most answers is the answer we select.

    • brainpopandrew

      I love how this approach stretches out time. Answering 1 question could take up to 10 or 15 minutes! It must build such a sense of anticipation!

    • brainpopandrew

      I love how this approach stretches out time. Answering 1 question could take up to 10 or 15 minutes! It must build such a sense of anticipation!

  • brainpopandrew

    I love taking screenshots from the videos and repurposing them to retell a story, awesome idea!

  • brainpopandrew

    I love taking screenshots from the videos and repurposing them to retell a story, awesome idea!

  • brainpopandrew

    Nice, I love this, a mixed quiz challenge!

  • brainpopandrew

    Nice, I love this, a mixed quiz challenge!

  • Shelley Nathan May

    I know the tip to follow-up with the teachers is already
    included in the after a training, but I can’t stress enough how important that is and how much the
    teachers will appreciate the follow-up.
    In addition, I would take that one step further and periodically
    follow-up with an email giving a new idea or tip for using BrainPop in the

  • Erika

    Jigsaw a topic. Separate a class into 4-5 groups, and assign them a BrainPOP video. As a group they must then watch the video, and take notes in order to present what they have learned to the class. They will use the “Make a Map” function to create a web of facts and vocabulary words to present to the class.

  • brainpopandrew

    It would be awesome if plickers integrated into BrainPOP quizzes. . . perhaps we can look into it!

  • brainpopandrew

    And, moby could be the host. . . instead of “Shadow Stevens”

  • Melanie Hartman

    Right now I use BrainPOP as a warm up and pre-assessment tool. I am going to try to have my animation students make their own BrainPOP inspired videos using the characters.

  • Kathrin Interian

    If there is a way to see reports on quizzes taken at the admin/campus level, then we can announce classes and students who have been getting the highest scores on our morning announcements. We can also encourage students to watch the campus ‘video of the week,’ something from a topic that is maybe not always directly taught in classrooms, such as health, art, music, etc. This way students are exposed to more videos and will start having more common vocabulary to discuss these topics.

  • Kathy Blankenship

    I have a picture of Moby, Annie, and me at a TCEA conference. It hangs on the wall of my computer lab. It would make a good focal point for a great writing assignment for my kids. I could have them write a letter to Moby, Annie, or Tim and ask them to create a video based on a subject area they’re having trouble with. Then we could actually convert the letters to email and have them send them in to BrainPop.

  • Brian Wolfe

    My teachers and students are already pretty comfortable with Kahoot! and I could see them taking a BrainPOP quiz and turning it into a Kahoot! where students can compete (friendly, of course) for the higher score, etc. Teachers could put a screenshot of a certain spot from the movie to ask questions about, highlight vocabulary, ask about Moby’s beeps and what can be inferred from that, etc. Really excited about it!

  • Carrie Erdlen

    Tie in a book they are reading together as a class (ex. Diary of Anne Frank) and have the students watch the BrainPOP movie. After they have finished the book and the movie, they would make a Make-A-Map using information from both the book and movie. Each student would then share it with the class or the teacher would share a few with the class, depending on the class size.

  • Kharima Richards

    I was facinated by the plickers last week at TCEA15 but I already see it was mentioned below. I think maybe brainpop should try to create some cool augmented reality activities to go with the various lesson topics.

  • Barb.Bodley

    “Dear Tim and Moby” – have students create new questions that might be added to a current video.

  • Have students create their own quiz after watching the
    movie. They could gather the vocabulary
    words and key concepts, and then share that quiz with other students.

  • As a “pair & share” concept, group a set of 2-3 students with one student who clearly understands the topic and have that student lead a review of the video and map activities as a way of helping you reinforce the concept with those students who need it, while you work with the small group that needs the most help.

  • Emily E. Smith

    We love to create our very own BrainPOP videos by analyzing the different elements of already produced videos. Then, we choose topics that we’re really passionate about and produce our own BrainPOP videos.

  • Bradford Harris

    I love these ideas. After viewing the lesson and checking for understanding I would have students create their own assessments (with the correct answers) for each other. As a class we would vote on the top 4 they would like to use as an assessment . The assessment could then be used with other classes for one big test. The test would then be student driven and not teacher driven which would show ownership.

    • brainpopandrew

      Love this – one day, perhaps, the “mixer” will be available for students to create their own BrainPOP style assessments!

    • James Albrecht

      This would be great!

  • Emily Hall

    I would really like to incorporate the plickers and with the quizzes. Easy and quick grades to use for pre-assessment and post assessments! Plus it helps with practice bubbling scantrons…with all our standardized testing, bubbling practice is a must!

  • Denise Dickerson

    At the beginning of the year, I introduce my students to GameUp. Early on, a class assignment is to play a game and from then on, whenever I have early finishers, they always want to know if they can play a BrainPOP game. They think they’re “playing,” but I know they’re learning!

    • brainpopandrew

      Hi Denise – I wonder, have you used any GameUp games as an integral part of your lessons?

  • MC

    As part of their assignments in working with a BrainPOP video segment, my student need to add to a discussion thread in This allows them to expand on the topic as well as debate any issues that come up. The students are often amazed at what someone else thought about something that they may have missed.

  • Matt

    When using Brainpop quizzes, I enjoyed using them with different programs such as Plickers, Socrative, Kahoot or Schoology. This way I had the student information with their responses. Looking forward to seeing how Brainpop integrates with these other programs.

  • Julie Schremp Hampton

    BrainPOP videos are excellent tools for the flipped classroom. I think having the students watch the video for homework and then come in ready the next day to extend the lesson would be a great way to get the content covered and still keep homework fun. I also think BrainPOP video and resources would be very useful on snow days when you are falling behind and need to get a few things covered.

  • Samantha Stouber

    The Student Teacher
    Have the students work in groups, on a particular content and turn key it to the class. Make it an assignment. Encourage engaging ways to get the lesson across.

  • Li Shi


    After watching the movie, encourage students to design a quiz on their own. If possible, have their peers play this newly-designed quiz and see how many points they can get.

  • Renee Belvis

    I love the Mixer and how it has transformed how quizzes are differentiated for students. I wish we would attach a Mixer quiz to a video so that students can complete their assigned quiz after reviewing the video.

  • Judy Marshall

    Having a BrainPop scavenger hunt activity after viewing a movie is excellent for helping keep the kids engaged and to actively listen throughout the movie. They never know what they’ll be asked to “find”. so they will remain quiet and attentive.

  • Patti Elfers

    I like to use the Brainpop and BrainpopJr videos to introduce content in the reading and writing section. I then have the students use a reading program that I use to locate different concepts in their reading program such as identify as many silent e words that you can find.

  • Bobby Moy

    Another idea… CLOSER (End of Lesson-Group Activity)- Watch BrainPop video and complete quiz to
    summarize and review a lesson.

  • Charlie Conway

    Note taking skills are essential, and BrainPOP offers a perfect opportunity for learning these skills! Building on the idea posted above, showing a movie twice – once for just listening & watching, and then a second time for note taking is a quick & easy way for kids to not just collect BrainPOP facts in their minds, but to keep them for later reference in their notes! KIds can also share & compare notes with others to get new ideas for themselves. Thanks Tim, Moby, & friends!

  • Lidia Fuego

    A great interactive idea for teaching will be to assign different groups of students different videos related to one main topic to make their own map. They can later merge all their ideas together onto one interactive map using smart board

  • Juan Orozco

    In the Photosynthesis video students will use the “Make a Map” tool to
    create a concept map and answer specific questions from the video such
    What are the end products of photosynthesis?
    What is the primary light gathering pigment in plants?
    What is the function of chlorophyll?
    What is produced by the light reaction of photosynthesis?
    During respiration what is glucose used for?
    The students will capture video nodes that answer the above questions and share those with me.

  • Helen Mowers

    I could see the BrainPOP videos being used with Augmented Reality. Using something like Aurasma, students could hover over an image and then see Moby explaining a concept. Better yet, students could create their own video clip. Maybe like a “hey, Moby, did you know…” They could explain a concept like Moby or even extend what Moby said in the BrainPOP video.

  • Great tips!

  • Heather Hughes

    Design a state-test prep course by selecting standards-related videos, quizzes, and games. Allow students to work through at their own pace in a computer lab.

  • Kathleen Weil

    Is there a way to put BrainPOP videos into EdPuzzle or have those features built into BP Educators. (EdPuzzle lets you take a YouTube video and add questions and comments that pop up throughout the video. Students must answer the question in order for the video to proceed.) I’m always stopping the BP videos and asking questions and discussing the video with my students, and even though I enjoy the interactions and discussions these videos create, I don’t always hear from all the students. Having the option for students to watch the video and answer questions along the way, at their own pace, would be really great. I would put pauses in the video when Moby beeps and ask students what they think Moby is implying by the beeps he is making.

  • Sarah Thompson

    After students play a Time Zone X game, they can create a timeline and/or a general mind map using ‘Make-a-map’.

  • Suzanne Gudjonis

    Enlist the help of older grades to view a Brain Pop Jr topic and then create a quiz for a younger grade. They can give an explanation on why they chose a particular set of questions.

  • rosaliarte

    We have some iPads at classroom and we love to take every day video at BrainPop app. Students can learn everyday new things and ask me questions about the video. I love too the Glossary Activity and make a dictionary with my students with the new words that they learn.

  • Kelsey


    Students can be divided into collaborative groups and given a specific movie/ concept to explore. As a group, they can then create a Make-A-Map to present to the rest of the class.

  • Tamara Jayes

    To engage the kids in GameUp and add to their BrainPOP experience, I would have them work in small groups to search through and play a game of choice from a topic we are studying. They would then have to share that game with the class and explain how it helped them better understand the topic.

  • Mitch Wasserman

    Independent Learning- It would be great to map out certain broad topics for students to work on independently through a flipped learning model. Students could have a learning plan mapped out for them for the topic of their choice. For higher level thinkers students can map out their own learning plan using BrainPop and then navigate their plan using the movies, activities, games, and quizzes.

  • Sonya Floyd

    After watching a Brainpop movie, I would have create a Padlet using the driving question(s) from the movie. I would then have students log in to the padlet and record their answers. As a class we would read and discuss the reflection answers. This way we can discuss and clear up any misconceptions while I make sure I have “heard” from each student.

  • Justin Bledsaw

    I think a creative idea would be to allow students to teach a lesson and go through the video/activity. Put students into groups and each group is responsible for “teaching” a lesson using a BrainPop video (these would be on a variety of topics). Each group would be responsible for viewing the video and creating a set of quiz questions that go along with the video. The group would submit the questions to the teacher and the teacher, along with the group, would create the quiz. With facilitation from the teacher, each group would also decide how they would use the activities and/or games that go along with their topic, whether whole group, partners, or individual