Moby's head with a lightbulb above it

Follow these “before, during and after” training tips to prepare for a successful “My BrainPOP” training in your community.  From a list of questions to help you identify who is in your audience, to 4 technical “must dos,”  this checklist will assure that you’re best prepared to lead a successful workshop.

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  • Erika

    An additional tip, if time permits, would be to let the educators create something they can take back to their classroom to use. It says to let them explore, which I agree with…but why not create as well?

  • Did you know that BrainPop is working on using Google student logins to allow students to use those logins as their BrainPop login? One less log in for you and your students to keep up with for online learning resources! The feature should be added soon! Keep checking back for availability!

  • James Albrecht

    Make sure you know how much time you have for your presentation so that you get everything that you hope shared with your audience. Some training events have very limited time so you may have to just touch on the more important topics as they apply to your audience.

  • Melanie Hartman

    Make sure everything is updated on the laptop you are using for training and request admin access if you have not already.

  • Cathie Gillner

    Show the Resources Page onBrainPop Educators page. Work through one lesson and show a connection between the movie, make-a-map, and gameup. Discuss standards and lesson adaptation for all learners.

  • Kathrin Interian

    You may want to train one grade level at a time so you can be more content-oriented during the training. We usually get about 40 minutes to train teachers, and a smaller group would be much more effective! They will appreciate it more when they know “what’s in it for me…?”

  • Kathy Blankenship

    I plan on printing several copies of the PDF documents. There are many of us who prefer to have a printed set of directions. Some of the teachers who are more fearful of technology will be more at ease if they have a step-by-step printed resource to work from. Anything we can do to make it more user-friendly for those who are more tentative will make the training more useful, and more likely to be utilized!

  • Brian Wolfe

    I will definitely mix a quiz for the beginning of my training instead of just taking an informal poll of the audience. This will show how easy it is to use the tool and see its benefits instead of me saying, “Oh, it’s so easy and wonderful” to a room full of teachers that are thinking of everything else they have to do day-to-day.

  • Carrie Erdlen

    I will put together “BrainPOP Wednesday” where the teachers
    can visit me in the library to go over any help they need in putting together a
    lesson for their class. Plus, then the
    teachers can collaborate with each other for help with lesson planning.

  • bbodley

    We have some training materials on a Moodle course for teachers. I will try to make available the pdf’s and links to information they may find useful after our initial training. I will assist teachers individually as they may set up their initial use of the advanced BrainPOP features with their classes.

  • bbodley

    I would make pdf documents available to teachers in our Moodle teacher training course. Also providing individual assistance to teachers as they set up their classes may ease the reluctance of teachers not as comfortable with technology as others. Do a follow up short training after several weeks to answer questions that have come up as they work on planning and setting up activities.

  • Barb.Bodley

    Download and make pdf files available in an easy to access area on the school network or on (in our case) a faculty training course in Moodle.

  • Leslie Long

    Definite focus for BrainPOP vs. BrainPOP Jr. for the various grade levels. That will give each level more information regarding the type of program they will use most often and the resources available to them.

  • jeniferwells

    Allow teachers time to set up their own accounts during the training. They are more likely to use it if the account is set up and ready to go.

  • Create a folder in our shared Google Drive so that the key documents you plan on using are readily accessible to you and practice opening and closing them to make sure it will work as planned during the workshop.

  • Make sure that you have the School Code for creating My BrainPOP accounts. Prepare for this ahead of time by emailing the school BrainPOP administrator. Otherwise you are limited in what you can do with training.

  • Crystal McMullen

    I believe the key to having a good presentation is to be prepared (write out a plan) and then to be ready for lots of questions and be flexible with that plan to accommodate your audience.

  • Emily E. Smith

    I always love giving little prizes to people who are willing to talk about ideas from their classroom, concerns about certain features, etc. It helps me as a presenter, but ultimately helps the entire group.

  • Lisa Basile

    Keep your audience engaged! Show a new tool and let them play, then bring the focus back to you! (and Moby of course!)

  • Lashunda

    I like the idea of making a set of guides for people to use and access easily.

  • Barbara

    Be prepared for teacher resistance to change. Some teachers take time to buy into any new technology ideas.

  • Emily Hall

    I fully believe in letting the “students” play! After you’ve shown them a feature of BrainPOP, be sure to give plenty of time for them to explore on their own. Also, I was able to present with a partner and it made it so much easier for when I forgot to mention something or we were walking around helping people out. We could cover double the area!

  • Jessica Bamberger

    I think it is a great idea to have the PDFs downloads, printed and maybe on a shared drive to easily be used by the trainees!

  • Denise Dickerson

    When doing a training after school hours, I always like to have some chocolate and mints available. Teachers are tired by then and need that afternoon pick-me-up!

  • Jessica Mobley

    Be very hands on. Allow for everyone to practice what you are showing them. I have seen that if they don’t get a chance to practice with you in a room, they may never explore it on their own.

  • Matt

    Love the idea of printing the pdf or sharing online it with participants and letting them play right there. I am sure an engaged participant in the training will do the same in their class.

  • Ayleen Pearce

    Engage your audience with relevant content. Highlight features that are particularly useful for your school or grade levels focus.

  • Kevin Larkin

    Make sure everyone understands that these features are designed for use on laptops, not on mobile devices. Have laptops fully charged before beginning.

  • I think I will have my students create their own resource page for sortify.

  • Julie Schremp Hampton

    The Circulatory System video is a great video to use during training to show the various features. I would also break the training up into smaller sessions. Create a class and quizzes as on Game UP as one, and then Make a Map as one. I also would not hold my training on the Monday afternoon after Daylight Savings time begins.

  • Susan F. Reeves

    I like many of the suggestions already given, like having a local link to the PDFs, limited copies available for our paper-dependent teachers, etc. I think having time to create their student accounts, make a Make-A-Map, play the games and do the activities personally are critical.

    If I only have a planning time to train, then definitely chunking into different sessions and having an accountability piece next time we meet (bring a printout of a student map to share, etc.).

    For treats – I always try to provide a non-sugar option also – cheese sticks are great for that!

  • cavallj

    Maybe have the training in two day increments-teaching is tiring and having a long workshop after school is sometimes not productive. I think a two day training would be ideal so teachers can explore on their own and come back with questions and or cool things they found.

  • Andrea Alvarez

    It is best to make two different groups for PDs. Lower Grades and Upper Grades. Once that is done it helps that we set up series to learn teachers learn, process the information and practice in class. Two or Three days later have another PD where another Brainpop feature will be implemented. 1st PD can be an overview of all the features so all the teachers can get excited and motivated to work on it.

  • Leslie Pearlman

    Bring chocolate! This will be done during a busy faculty meeting right before STAAR tests.

  • Li Shi

    I really like this training tips for teachers to offer professional development opportunity in the school setting. The procedures listed are really specific and easy to do. It makes a profession development quite feasible.

  • Renee Belvis

    I would give an overview of the feature of BrainPOP first so that participants are not overwhelmed. I would then schedule a follow up to those who want to delve deeper into the features.

  • Jennifer Velt

    Always have a little snack to eat and prizes for games. If I could have BrainPOP items to give away, that would make it that much more special for the winner.

  • Steven Muniz

    I think it is important for the students to get a short brain break while learning. I really feel that a short game in GameUp or maybe just a video for fun could solve the issue of teaching to much. Getting your students to explore something that is of interest to them could also help!

  • Lauren Tate

    So many teachers are reluctant to actually give things a try since they aren’t used to workshops being hands-on. Be sure to establish a working environment where you are the facilitator!

  • Elizabeth Dunlap Henry

    Do not handout all materials or guides at the beginning; pass out on an as needed basis. People will not be distracted with what’s in their hands and not be overwhelmed with information.

  • Judy Marshall

    I would suggest familiarizing yourself with the games and other components you’d like the learners to explore. Have a little food and lots of water. Prizes for participation will certainly help keep people engaged and involved.

  • Jackie Patanio

    It would be great to have differentiate groups for those who are lower and upper grades or even those who are out of the classroom working with teachers not students!

  • Jean

    In my public elementary special needs school, it is all about STEAM/STEM. It would be great to have a training session just for these subject area coverage teachers! Using the quiz feature would be an easy way to create data for student portfolios.

  • Charlie Conway

    Whenever I’ve presented ANYTHING, it’s always critical to know how much time you have and know how much time you need, and make sure they match up as close as possible! Doing a “practice” presentation with a few colleagues beforehand is a great idea…if there’s time, of course!

  • Bobby Moy

    Create BrainPop trainings for different proficiency levels of users (beginner, intermediate, advanced). Be sure to include “teasers” so teachers want to return for the next level.

  • Juan Orozco

    I would add a getting to know you ice breaker to get people comfortable with me and each other.

  • Helen Mowers

    I think it would help teachers make connections if the examples given/used were directly connected to curriculum topics that are coming up in the next few weeks. That way they see exactly how this could be integrated in their classroom.

  • Heather Hughes

    Create an electronic copy of the step guide (google doc or similar) and allow participants to fill in the information as they go on their mobile devices. Saves paper and promotes engagement!

  • Janice Hauver

    Print out/ distribute Avery Label Stickers with school credentials for teachers to place in their planners (so they don’t come running to me every day!)

  • Andrea

    I think one of the biggest tips is when you are giving a BrainPOP training to stress the importance of bringing a device (preferably one that you will be using in class) I would also advise to have any passwords or information to get started readily available. Creating a quiz to get the session started is a great way to introduce all of the great tools and resources in BrainPOP Educators.

  • Jamila Ashmeade-Brown

    I found that it was very important to have the teacher log into their accounts, bring their class roster with them to allow for them to set-up their class into the system. This will save them time when they return to the classroom and want to start using the tools with students.

  • Jennifer Velt

    Always have a little snack to eat and prizes for games. If I could have BrainPOP items to give away, that would make it that much more special for the winner.

  • Randy Palmer

    Be sure to ask participants to bring a computer… and if possible, have extras available!

  • Barbara De Santis

    I would encourage teachers to work as partners- perhaps as grade level teams or those teaching the same content. I think this would eliminate the feelings of being overwhelmed!

  • chriscarter

    When I gave my training, I left off the code and wrote it on the board… this kept the teachers from “working ahead”. I also posted parts of the agenda up so they could follow & for those who got lost in the fun of BrainPOP

  • chriscarter

    When I gave my training, I left off the code and wrote it on the board… this kept the teachers from “working ahead”. I also posted parts of the agenda up so they could follow & for those who got lost in the fun of BrainPOP

  • Tracy Flanagan

    When giving a training, I found that showing the teachers how I used the site in my classroom helped them tremendously. I went through a quick lesson on how I incorporate BrainPop into my curriculum from beginning to end by showing them the features I used and the quizzes I made up.

  • Tracy Flanagan

    When giving a training, I found that showing the teachers how I used the site in my classroom helped them tremendously. I went through a quick lesson on how I incorporate BrainPop into my curriculum from beginning to end by showing them the features I used and the quizzes I made up.

  • Matthew D. Farber

    When giving a training, hands-on works best. Be sure to allot time for this.

  • Heather Hopkins

    Be flexible. Sometimes teachers connect to a tool, like Make-A-Map and want more time to try out all of the features and add it to their classroom immediately.

  • Lou Anne Miller

    Better to do a little at a time than all at once. Teachers tend to lose focus when you are trying to show everything and they have no time to try even one aspect before moving to the next.

  • Deb Buchholz

    Teachers are tired at the end of the day, try to train on a plan day, or set up multiple training dates so you can take everything in small chunks. Make the teachers being trained go back and try something and share it with you to keep them involved in Brain Pop and not just amazed by Brain Pop.

  • Lisa Olson

    When training it is important to allow enough time for the teachers to “play” with the feature they are learning. For example, if you introduced Make-A-Map the teachers need to have to to create their own maps and include as many features as possible. Don’t teach up until the end of your time!

  • Amy Sterckx

    Energize your group of learners with door prizes and music. I find if I start a training session with music play as staff walk in the room, they seem to perk up! Door prizes via a ticket system through out the training is a great way to break things up and keep a positive vibe flowing in the room!

  • Barbara Rogers

    A printed visual overview of what will be covered in the intial presentation is a good idea because participants can follow this as you present the information and make mental/written notes to follow through on after the presentation.

  • Food. Teachers love food. I bring healthy (and some not so healthy) snacks for my classes. This way no one has t leave the room to go to vending machines or even leave the building! People are grateful and gracious. If the class is for more than one session, people start bringing stuff to share with others!

  • MrsMagyar

    When giving a training is is important to be flexible to the learners and actively engage all of them. Candy on tables adds excitement for the learners and makes it look like it will be the best PD they have ever taken.

  • Cindy Wong

    Some training can be differentiated for teachers based on grades such as K-3 training for BrainPOPJr and a 4-5 training for BrainPOP. Teachers should bring a device, or it should take place in a media lab so they can actively follow along and check out the different tools and resources. The training should focus on what your teachers need and can easily take away and apply to their classroom the following day.

  • weieecheng

    During Training: Allow attendees to work in content area or grade level groups to explore topics and make any notes regarding videos and lesson ideas they can use and the standards that are aligned to them.

  • Sparkle Peters

    Carve out time to make sure all teachers are signed up and time to walk through class creation as a group.

  • This is totally my tip, too! So important.

  • I agree with a lot of other people here – Follow up after the training is KEY! I may have teachers create a goal or integration plan for using BrainPop in their classroom. And share that goal with me.
    I think I may also send them a quick survey about what features they already know or have used with their students (we have had BrainPop in our district for a long time, so teachers may have dabbled in things.)

  • KYP! Know your personnel. You may already have a wide variety of users, so create multiple training sessions. BP101, 201, 301…..

  • Therese Green

    Let them play! There are a lot of new videos, so I would like to give them time to explore and look at the content areas they might be teaching in the near future.

  • schafferr

    Video yourself so those who couldn’t make it have the benefit of the training, and those who were there can go back and review when necessary.

  • Heather Schubauer

    In my school, it is important that the teachers don’t feel like My BrainPOP is one more thing they HAVE to do. If it is presented correctly, they will be fired up to use all of the new features. I think as a presenter and a teacher, I need to show them right away how it fits in our classrooms.

  • Kristen Zaccari

    I think during any training, especially with a new tech tool, it’s very important to give people TIME to play with it and get familiar with it before sending them off on their own. Too many times new things are introduced to teachers and then they are sent on their way to figure it out on their own. Not every teacher is comfortable with figuring things out on their own so TIME to play and learn is very important when conducting a training.

  • Christine

    I think there are 2 important things to remember when giving a training. 1. All of the people in attendance are at different levels, so to ask a quick question either using Google Forms, Socrative, or another form of on the fly assessment, would be helpful as the instructor. 2. To allow the attendees the time to play and use the website. Sometimes just having the TIME to play is so important to teachers.

  • Naushin Tamboo

    One tip is to engage your audience during the training. Make your topic relevant to those in the audience by having the teachers let you know what topics they are teaching right now. Giving a teacher a tool that he/she can use the very next day in class is extremely useful. Instead of going through a pre-made routine for explaining aspects of the site, reach out to your audience and ask one or two what he/she is teaching right now in his/her elementary class or middle school class, etc. Making the individual 3rd grade Math teacher, or 7th grade Social Studies teacher excited about teaching in a whole different engaging manner will make them more likely to use this resource in class. Walk these individuals through a Make-a-Map or Game Up and others will also follow. Soon you will have everyone on board.

  • Staci Gelbaum

    As you do, or should do, in class with students, it is important to give the adults that you train time to explore and play in a safe and guided environment. Allow the teachers to explore and learn at their pace as well. Guide the teacher through their learning and help out when necessary.

  • Aimee Bloom

    My suggestion would be to have some hand-outs printed. My experience has taught me that some educators appreciate having the step-by-step guides printed in front of them to read as you demonstrate or give them time to play. Remember adults have different learning styles as well!

  • Peggy Harvey

    I like the idea of asking trainees to share how what they learned is implemented in the classroom. After training I would ask them to submit their comments to a shared Google document, “include one BrainPop lesson and activity that you implemented in your classroom, with details on which BrainPop features were used, a reflection on the lesson and learning outcome, and, optionally, a few photos of the lesson in action. This feedback will be shared with all workshop trainees.,

  • Danielle Maclin

    I am a big supporter of learning by doing. It is incredibly important to give trainees a lot of time to explore the features on their own. I also like the idea of a shared document in which teachers could post their lesson ideas, trouble shooting, and best practices on ways BrainPop is being used in their individual classroom.

  • Sharon Mitchell

    Having students as part of the presentation has always been a key for me to buy into any training. I would “train” a few students on the various features of Brainpop, and have them “teach the teachers”. This creates buy in from all parties involved.

  • Julie Hodo

    Participants need time to explore the features on their own. This provides the opportunity for the participants to learn on their own and creates more buy in. Have participants to share a feature they explored with others can create great dialogue. I think have an online community where the participants can ask questions and have them answered so everyone is aware of the questions and answers from the group.

  • BrainPOPEducators


  • Katelyn Knopke

    My tip would be to have teachers complete a quiz on brainPOP before the workshop so that you get a better idea of where teachers are at and how to tailor your workshop to their needs.

  • Marcia Porter

    Send an email reminding everyone to bring a fully charged laptop and their BrainPop login information. Check on the internet connection for the room where you will present to ascertain that you will have connectivity for all of your participants. Be sure to build in time at the end of your presentation for teachers to explore BrainPop to locate, interact with and create plans for the features they will use.

  • Janine McGrath

    Tip: Ask teachers to explain their experiences with Brainpop – what has worked and what has not worked for them in the past? What would their wish list be? This would be done before the training and some of the items on their wish list may be addressed during training.

  • Amy Trujillo

    I suggest finding out their knowledge of Brainpop as well as technology in general. Many of them know of the movie but not the other features. I would also find out if they are in the testing grades and how they wish to use Brainpop to prepare for state testing.

  • Daniel Craft

    I would recommend sending an email with the BrainPop log on details to teachers before the workshop and have them bring along there mobile devices charged. Also I think its important to give participates time at the end of the workshop to ask questions.

  • Wendy J Sanders

    Before teaching any class, I think it is important to plan ahead! That’s my number one tip. Plan the specific details. Think about questions teachers may have. You may not be able to answer all of them, but it is so much easier if you have planned well for any sort of PD class.

  • Denyse Holloway

    It is important to have the teachers use the features. Send an email giving the direction to find a favorite video to use during training. This will kill birds with one stone. They will become more familiar with the site and come to you WS with content 🙂

  • Nancy Hermes

    I would plan on asking teachers ahead of time to bring a lesson idea with them to training so they can use that during training to explore all of Brainpops features and be able to walk away with content they can use for their class.

  • Melissa Simecek

    I would also suggest teachers come with a topic of study that pertains to their current assignment. Allowing the teachers time to practice both as a teacher and a student gives them familiarity with the features. Follow up is so important. I would also develop a google form that allows them to show understanding of the material presented.

  • Erik Vasquez

    It’s also a good idea to incorporate cooperative learning and group learning strategies that teachers can use in the classroom in addition to BrainPOP.

  • Gustav Erikson

    Have teachers explore what they know about BrainPop and how they use it in the classroom. Sometimes, teachers may have a different use that will even benefit trained professionals.

  • Kristin Hagan

    Allowing time for teachers to manipulate the BrainPop features is key. A lot of the time something looks easy, but then when you try to go back to it again you feel lost and confused.

  • Karen Wells

    Create a google form to have the teachers fill out before the workshop to help provide you with the different levels the teachers might be at with Brainpop. Offer trainings that meet them where they are.

  • Melissa Simecek

    Testing the technology during the school day is very important. I would make sure that you have a plan for teachers that are not as tech savvy as others. Time for practice is very important when conducting a professional development session.

  • Diana Truesdale

    BrainPop has so much to offer. So it is best to tailor the training to just a few of the key features you know your audience will use the most (and based on what your district expects). Also, offer ways that it can be integrated seamlessly into their content and why it will be a benefit or added bonus to what they currently do in the classroom. If they don’t see the connection with their classroom, many won’t go back and use it. So as a presenter, not only know the participants, but the content as well.

  • Jennfer

    I feel it is so important for teachers to actually go back to their classroom and make a lesson plan using BrainPOP. I have found that when a teacher actually creates their own using the resources and information they have learned about BrainPOP, they retain the information better and are more likely to see the positive effects it has on students and when planning. It might even be beneficial to have a second day of training where everyone brings in the lesson they created and ideas they found, using BrainPOP, that helped enhance their lesson and the learning of their students.

  • Ruby Sheets

    For Know your Audience, I would want to know more about the student population that teachers are working with. Does it include language learners and/or Special Education settings? What is the range of learners in any one classroom? Are there Spanish speakers? Then I will know how much to talk about all of the different websites.

    Also, I would want to know, in general, what equipment teachers have access to on a regular basis, so I can start brainstorming ways of bringing BrainPOP into the fold. If no one ever has access to a class set of computers, I don’t want to frustrate them with constantly talking about what can be done with a class set of computers.

  • Maria Frangella

    For know your audience, it is essential that you know about the student populations teachers are dealing with so suggestions can be made throughout the training to accommodate those students needs. In the IPPD training, we had a ELL specialist present, who was able to offer suggestions throughout the training on ELL accommodations and resources available and approaches/techniques that can be used. It was very helpful, as these techniques went beyond assisting ELL students, but can also be used for other subgroups.

  • Marianna Moore

    Something that I run into frequently with workshops at my school is teachers being concerned with how they would use a certain resource when they have only two computers in their classroom. So being prepared with some creative ideas on using BrainPop with just the smart board or for small groups, without having each student on their own device, would be useful. And may be not just for me.

  • Jill Hammes

    At the end, have each teacher write themselves a little note about at least one new thing they will try because of the training. Collect the notes. A week or so later, return the notes to the teachers.

  • Kara Thorstenson

    A suggestion for another training tip would be for a local trainer within his or her own district create a system of badges for teachers who have achieved certain BrainPOP milestones. She can distribute these on paper or digitally at the beginning of the training as part of the assessment to gauge the ability levels of trainees, and then can continue to award them in the future as teachers achieve more!

  • Richard Jones

    As we are a MAC school most of the teachers have an APPLE something to work with which is convenient as we can conduct training almost anywhere with a projector.
    As to adding a TIP – maybe something about using BrainPOP with a Smartboard would be a beneficial use to add. I will have to get the kids working on a Movie so they can show the teachers how to use our Smartboards in conjunction with BrainPOP.

  • Lena Flagel

    I know how overwhelming implementing new technology can be for many teachers. I think it is important to keep the learning fresh and to acknowledge that there is support out there. What about either quick e-mail to participants 1-2 days post training with a few of the brief reminders about what was learned, a new idea to try, and a list of resources, people, and links that teachers could use to get support. You could even make flyers with that same info to post in the staff room, work rooms, on the back of the bathroom stall for a few weeks post-training that included reminders, things to try, and a “tip of the week” section. You could even post pictures from the training to remind people how much fun it was and to encourage new people to be trained. You could even set up a blog for people to post their successes, questions, ideas, and concerns.

  • Jan Trojanowski

    My school is Preschool to Grade 8 and I would level my teachers in age related groups. This could also enhance cross curricular projects.

  • WayBu

    The tip of using only full-featured browsers only makes sense of students will have those as well. If students will use iOS, so should teachers for their training.

  • Sharon

    One of the ways I advertise or follow up with training is to post the simple steps that we discussed in training on the bathroom door in the staff lounge. You have a captive audience and get lots of interest and questions. This helps keep the topic fresh in the teacher’s mind as well.

  • Lakeisha O’Neal

    I would have a back up plan in a platform where I could continue without a connection.
    Losing connectivity during a training session could be disastrous if you don’t have a back up plan.

  • Kari

    I would put people together who have similar grade levels or content levels. This would allow people to learn from each other and collaborate with one another while bouncing ideas around.

  • Kristen Skolar

    Great document. I would suggest having people explore brainPop before attending the first training.

  • Mandi Joplin

    These are great tips! I always like to be prepared, especially when presenting to other educators, so I would also recommend creating an outline or preparing notes. Of course, during the presentation, leave lots of time for group discussion and questions.

  • Jennifer Weinhammer

    Great training, but this is a lot to soak up! I would make sure to include some movement, stretches, talk/ reflect time, or breaks.

    • Sue LaGrippe

      good idea!!

  • Sue LaGrippe

    What a great resource for creating a workshop. Maybe the presenter could have a follow up after the workshop. Email the group and see how they are using BrainPop.

  • Judy Giannini Yuvan

    It may be best to start training by grade level or by content. There is so much information to take in! If teachers could review/practice this information during team or department meetings it would become second nature.

  • Ali

    This is a great resource and I agree with putting people into groups with similar grade level to discuss and collaborating.

  • Dena Glynn 

    I think with so many resources, there are a lot of amazing ideas that center around knowing your audience. I think it would also be fun to train a few 4th/5th grade students that have first hand experience with “Make-a-Map,” some games, etc. and have them present during the talk. When the specific activity is taught about, students could help circulate the room and support teachers.

    Another option would be in smaller chunks and more like an EdCamp model. Students could lead the breakout groups and teachers can rotate for a bit more information and time to play or tinker. After all teachers have experienced the activities, then have them share out how they would utilize it in the classroom.

  • Renee Brown

    In addition to your checklist, we would also prepare a cart of laptops to use for new teachers and support staff that might not have a laptop at the training session.

  • Rachel Bowerman

    When using this resource to conduct PD, it might be a great chance to help teachers set a goal of what they may try first and give them a chance to come back or use a chat time to check in and share how it is going!

  • Traci Wood

    This is a great resource, so many ideas and suggesting almost overwhelming! I would suggest to remember to make your presentation as interactive as possible and allow time for teachers to make a lesson plan or idea on how to use this with a current unit they are teaching. Allow time to figure out where to use Brainpop in their classrooms.

  • Athena Meacham

    This is definitely a great resource, but a tad overwhelming–especially the part about setting up accounts. My recommendation is to just be yourself and if you don’t know the answer to something, be honest and tell the person you will get back to them–and then make sure that you do!

  • Deanne Carey

    I would give teachers time prior to the training seminar to go over some of the resources and explore on their own, then send questions along before the training seminar so I can be sure to touch on them.

  • Lisa Stroz

    I think I would put sticky notes on the tables for teachers to write questions on as they go through the different sections.

  • Sandy Bader

    It might be best to teach features over time rather than in one session if that’s possible. I would like to introduce teachers to the additional features included in My BrainPOP to get them excited about using them and convince them that it’s worth a little extra setup. By having them start out as students and participate in a short customized quiz, see and briefly try Make-a-Map and GameUp with SnapThoughts, they will understand how these features impact student learning and provide formative assessment opportunities. Once they see the advantages, then they understand it’s worth the extra effort to teach the students how to use these features. I think they’re used to BrainPOP being an independent student activity in which the students watch a video and take the quiz, but this will show them that it’s a much more active environment. I would follow up with sessions on specific tools.

    • That’s what we think, too, Sandy!

  • Megan Murphy

    I would make sure to send information to teachers prior to training to make sure they had a login (or remember their password), so I don’t have to take time setting that up as well as to bring a lesson/topic that they are going to cover soon. I feel that having teachers come away with a lesson plan they can use soon, helps them to retain the information.

    • We agree, Megan. And teachers love coming away with something they can use right away.

  • Denise Harlem

    My BrainPOP Training Tips is a great guide for trainers to follow. I would suggest that one of the first things the trainer should find out is what level of experience the group has with using BrainPOP. Finding out ahead of time would be best for grouping according to experience level.

  • Carla Jefferson

    I would send those beginner handouts (Welcome Kit, Getting Started Guide) to participants early with a link to a back channel (Today’s Meet, GoSoap Box, Padlet etc) so that they can look over the material, expectations, and post questions or comments in the back channel that would help me to guide my training.

  • Sharon “Sherry” Mitchell

    This is a great resource that will be helpful to teachers setting up trainings. I would like to end the session with a brainstorming tool such as Answer Garden, SMART’s Shout-it-Out, exit tickets, etc. that will give teachers the opportunity to share ways the BrainPop tools can be used in the classroom. This will provide other ideas for teachers as they begin using BrainPop or looking for new ways to use it.

  • Diane Roberts Stokes

    My tip would be to do a review and run through before the audience arrives for 2 reasons. One, that way any technology errors or problems can be addressed. Secondly, you are going to forget something even in a short period of time. I know I did just from ISTE in June to now middle of July.

  • Lorelle Allessio

    I would send a pre-assessment to the attendees first to get an awareness of how tech savvy they are, if any have used Brain Pop before, etc. This will help me to troubleshoot any unforeseen issues prior and also get a feel for my audience.

  • Claire Hirschhorn

    Perhaps provide teachers with a back channel where they can post comments or questions. Something like Today’s Meet. That keeps the session flowing while still providing teachers a platform for discussion.

  • Lauren Fisher

    Prior to training teachers on how to use BrainPOP in their classrooms, I would want to know how many teachers are already using BrainPop and specifically what features they are using. This would be beneficial to breaking teachers up into instructional groups (i.e. beginners, intermediate, advanced) and focus on the needs of each group.

  • Joseph Shimonov

    As Angela said below, “It is a very thorough overview.” I think one way to better assist teachers or whomever will be presenting, is to incorporate ready made video tutorials with step by step instructions. For example, kids or want to learn to code, Photoshop, video editing, etc.. all they have to do is just find a tutorial online and be able to pause it and try it out for themselves. Since everyone learns on their own pace, we can have the video be played at the presentation, and then later forward the participants the links so that they can work view it, pause it, try it, and eventually get it done!

  • Heather Burkett

    Great, In depth overview. Something I might add in the During Workshop section is “Arrive early to setup and get to know your surroundings and individuals who may be able to help you with technology issues”.

    • Ms. Williams

      I agree, as I was reading over these tips, I was thinking I might send out a Google Form survey ahead of time, to better tailor the workshop to participants and maybe even differentiate it through participant grouping.

  • Stephanie Smith

    This document is extremely helpful & seems to cover everything! It might be easier (at first) to work with a smaller group of teachers at a time to get the hang of it. Thank you SO much for providing a phone number in case of an emergency. I’ve never seen that before!!

  • Chandra Parker

    Be available to participants after the training, for questions or problems they may encounter after the training.

  • Elizabeth Rossmiller

    This is a very helpful handout! It is sometimes easy to lose interest in an adult audience. Remember to be engaging, just like you try to engage your students. I often use games, call and response, movement, etc. with adult audiences when I feel like I am losing their interest. Plan some engagement activities ahead of time, and remember to show your passion and enthusiasm for BrainPop in your presentation!

  • Lillian Rutledge

    Great resource! I think that giving your audience some time to play around and ask questions would be helpful as well!

  • Monica Roland

    Great list! Give teachers lots of time to explore and create accounts.

  • Sally Wilson

    Very helpful resource, not only for BrainPOP, but also good tips for any professional development. I think the most important part of any PD is to allow plenty of time for teachers to create, reflect, plan something – a map, learn a game, etc. – that they can use in their classroom immediately.

  • Goldenteach

    I think knowing your audience is key! Have a few already videos/games in mind to show them that you know fit into their curriculum. I know some of my upper elementary classes study immigration. I found a wonderful Game Up game, Mission US: City of Immigrants, that I will show. I think if you can connect it to what they are doing, it will give you more opportunity for them to see the practical uses of the site.

  • Jaime Chanter

    I believe adding –
    What type of subscription has the school purchased?
    to the know your audience section is important.

    Otherwise, I can’t think of anything that wasn’t covered. It is an excellent document!

  • Christina E

    This is a great list of things to do before any presentation. I think adding an element of fun (like a Moby Mask, fun music, a t-shirt with an icon on it…) makes a presentation go more smoothly and less stressful. Also having a list of all the items that need to be discussed is helpful.

  • Jenn Crill

    It might also be helpful to greet participants personally as they arrive. This establishes rapport with helps create personal connections. Oh, and freebies are always welcome at PD. Print out a color copy of the calendar for a door prize.

  • Beth Haselton

    Great resource! I think arriving early, greeting participants at the door and allowing time to practice are all great uses of time that foster success and community. Also reminding, providing information (maybe even with a sticker for the computer) the place to go and get help if you get stuck.

  • Kelly McMains

    This is a really thorough list of recommendations! It is well thought out. I like the way the steps are presented. Sometime when you are training there are so many things to remember – this gives you a kind of check list to run through. I do agree with some previous comments about arriving early and greeting people.

  • Kelli Blue

    I think using Google Forms to prepare a quick survey that can be viewed by the presenter, will help to know your audience and how much you need to focus on particular areas.

  • Alexa Mainor

    I would include some student feedback. Maybe a short video or some posters that are student created. I don’t know about your school, but we have some teachers set in their ways. Maybe some student responses on what they love about BrainPop could inspire even the most pig headed teacher to learn something new!

  • Squeaky Altman-Lewis

    I think this is a rather extensive list of PD tips that can be utilized with any type of professional development. The only suggestion I would be is on how to engage the audience during the exploration portion. Maybe have a scavenger hunt task or specific item that you want participates to explore. For example, those not familiar with BrainPop might be like, “Whoa, what’s the deal with that robot and beeping.” I would ask them to explore different functions of the website and say, “For those of you that watched a video what do you think that beeping is about?” I think that might intrigue them to check out additional videos and speculate why Moby beeps.

  • Dino Kiveric

    I think it is important to show teachers some of the ways that they can use BrainPOP in their classroom. Not all teachers are able to think on their own and come up with their own ideas and lessons.

  • Molly Kirk

    I really appreciated how the BrainPOP staff used great teaching techniques (turn and talk, 4 corners of the room) while the presented. To combine BrainPOP information in a way that is also sharing classroom management techniques was a great way to keep a room full of teachers engaged.

  • Chris Gerwitz

    I like the tip of starting a training session with “mixed quiz”. The time allotted to train my staff is very limited and this will help me know what they are really interested in. I also like the comment on creating a Google Form to prepare a quick survey prior to the training session.

  • Suzie Goodwin

    As a tech leader for my district, these guidelines are a great asset to me, not just for BrainPop PD, but any PD. I do usually add a survey at the end using Google forms and use a back channel to answer questions that may come up throughout the sessions.

    • Ms. Williams

      Hi Suzie,

      Do you have a favorite backchannel you like to use? If so, why is it your favorite. Does it have unique features. Thanks in advance!

  • AlishaOetting

    I like the tip of starting a training session with mixed quiz. We are always crunched for time, so the mixed quiz will help me know what they are really interested in. Also, giving teachers time to “explore” is so important for creating interest and by-in that will ensure the teachers will actually use the info that is being shared.

  • Jessica Jackson

    I think this document is very helpful. I would love to see a graphic invitation or a BrainPOP video to get teachers interested and excited about My BrainPOP features. This could be used to invite or hook teachers to boost attendance at a workshop.

    • Ms. Williams

      I love this idea Jessica and couldn’t agree more!

  • Heather Hurley

    Using the PD form as a guide I would run your workshop using the same format that you would implement a lesson in a classroom. This will allow participants to see how BrainPop should be implemented while learning each of the components.

  • Anita Rudd

    These are really good tips. I would add to the know your audience section, a question about if the training is for district or school usage and is the expectation that everyone IS using it. After the training, at the 2, 4 and 6 month intervals, I would send out a questionnaire about how people are using it. Did they find the training helpful? Are they still using it? If not, why did they stop? If yes, how has it changed student growth?

  • Paula

    Have the demo students logins on a card for the participants with brief directions on logging in and doing whatever initial activity, like a quiz, so they can do this individually as they come in and then explore a little until all participants are ready to move on.

    • Ms. Williams

      Love this tip as well Paula and also think I will use it.

  • Eileen Heller

    Fabulous list and very thorough. During my trainings, I like to show where the resources are available for when I’m no longer there to support. I would probably show the Brainpop Educators resources at the beginning and again at the end so they know where they can go once done or if someone comes late or leaves early.

    • Ms. Williams

      Great tip Eileen! I think I will use this. Thanks.

  • Ms. Williams

    Tip: Create a checklist of the features that you think workshop participants will find useful/relevant. When you ask participants to share what they noticed, after exploring the tools/resources, check off the features that they mention. Then ask participants to further explore any features they didn’t notice, then ask them to turn and talk to a workshop partner about whether or not they feel any of the features they explored would be useful to them or not and if so how or why not.

  • Deana Hubbell

    Definitely showcase the BrainPOP Educators site. This is a great resource if I am not available, or if they are stuck with something “on the fly.” Additionally, prior to training, ensure that everyone will have access to a device. You may even request that they bring a set of ear buds for use during the exploration of the site.

  • Sharon Darling

    It’s important to make sure everyone can log in to Google Classroom in order to access our district’s license for BrainPop. Thank you for the “cheat sheet” on training! I will be using it for sure!

    Sharon Darling – VBCPS

  • Rebecca Martinette

    If possible do the training in chunks, focusing on one or two areas at a time. That way teachers are not overwhelmed with everything at once. If they feel comfortable with something they will start exploring on their own too.

  • D. Dwyer

    In addition to asking your audience to bring laptops or tablets. You might want to suggest to them that they bring headphones/earbuds to the workshop as well.

  • Alison Kan

    If possible I would add bring a hotspot participants can log into. I’ve been at workshops where the Internet couldn’t handle everyone being on at the same time. Without use of the hotspot I wouldn’t have been able to access the information online. I would also add share your personal successes and failures. People tend to relate to you more when you are honest about not only what has worked but what you struggled with.

  • Dr. Elicia Rosen-Fox

    I would give participants access and then ask the teachers to review the Brain Pop 101 feature about a week before the staff development. This would give them an idea of what Brain Pop has to offer. I would then give them a mixed quiz to fill out about what features they would like to use in their classroom. I think this might get more people interested without overwhelming them.

  • These are all wonderful training tips for running a successful workshop. For the tech set up tips, I might add ‘bring your own hotspot’ when possible. I always do! I learned that the hard way. Sometimes even when you check internet connections in advance and all, the moment you start your training things can go wrong or the internet connection gets overloaded with users. As a backup, just bring a hotspot if you have one. It would be a huge let down if participants couldn’t experience all the great BrainPOP resources themselves. I would also add ‘have student work or projects to display, share and motivate with’. I think teachers get really excited and inspired when they see how colleagues have used a particular resource with students. Let the great work your students have done speak for itself! So if you have student work or completed projects around BrainPOP topics bring them to your training and share them. Get your audience excited about all the possibilities with BrainPOP!

  •  Fara T. Faust

    The Training Tips document contains many great ideas and tips for me to use when preparing a training. One thing that I might add is to provide the teachers a Padlet page link. At the end of the training, I’d ask teachers to add 1 or 2 comments to the Padlet page telling what they liked the most about BrainPop and outlining at least one new way that they would use BrainPop in their classroom. My sharing the link with the class, everyone in the class would benefit from the ideas posted by other teachers. I bet that I might even get a new idea or two.

  • E Tierney

    For the “Know Your Audience” section, I would want to know if there are students with special needs and what type so that we may better address this.
    I would also want to talk about differentiating lessons.

  • Janet Seward

    Some things that I would recommended for training is to have your participants bring headphones or earbuds. This will make it less confusing when they are all playing the movies. Also, I would recommend that the teachers bring their own laptops. When they have a laptop that they are not used to, it can take longer for them to set up and they are not comfortable with it.

  • Caroline Altman

    I love the “Find a Colleague” to help you. As an Instructional Technology Specialist who is not a classroom teacher, I like to bring a classroom teacher to be my co-teacher or helper. They are my experts for classroom management and they are able to think through those little details that I may forget about.

  • Mary Moses

    The training tips are very thorough. I liked how if you have some basic technology training, you should be able to teach a PD session about BrainPop. Making a demo class is also helpful. I have done that for other PD sessions that I have done, and the teachers have appreciated working on the app or website from the student point of view!

  • Melissa Murray

    These tips are great for anyone who is interested in leading a workshop at their school site and/or district. I think that with a program like BrainPOP and all its interactive components, giving the opportunity to educators to play around with the components is key. Learning by doing is my BrainPOP mantra!

  • Sarah L. Webster

    One tip that I have for after the training is to offer to follow up with teachers in their implementation. Perhaps provide them with a survey to assess how they’re doing, and if they need your help modeling in the classroom. Or perhaps, offer to co-facilitate a lesson using BrainPop for ease of comfort.

  • Suzanne Gudjonis

    This document is a great run through to get your head in the game and tackle a few things that are often overlooked for the experienced or the newbie. I agree with others that getting there early is essential and touching base with your contact prior to arrival to help solve any issues prior to beginning the training.

  • lisa wenzel

    prior to the training, ask participants “what features they have already used on the brainpop site? also ask, “what they liked and were confused about?”

  • Rosie Santiago

    I would send a short survey via google forms before to get to know the participants, their comfort level/knowledge of BrainPOP, interest as well as instructional/classroom needs.

  • Sarah A Shunk

    I love the step by step, since when you are working with kids all day and then have a staff meeting after school, you can easily forget something. Just one less things to reinvent.

  • Becky Putzier

    It might be helpful to group similar age group and content area teachers at tables so they can connect and collaborate.

  • Sarah Thompson

    These training tips are fantastic! I found that any suggestions/tips that I had are already mentioned (bring a MiFi, use a backchannel for feedback). I also am a fan of bringing swag or prizes of some kind as incentives for the participants of the training. It’d be neat if there were some BrainPOP swag we could order before a large training event.

  • Kathleen Weil

    I think these tips are excellent!
    I tend to survey my participants ahead of time to see who is familiar with the product and to what extent. I also offer participants the opportunity to ask questions prior to attending through the same survey. This helps guide my preparation for the PD and make sure that I address some of the needs/questions of those attending.
    I noticed several mentions in this thread of a back channel for on-going questions/discussions. I love to use Today’s Meet for my back channel because you can download a transcript of the conversation. I can even go in and add responses and links to additional resources to answer questions posts in Today’s Meet and share it with all participants as part of my follow up to the PD session.

  • Janice Dwyer

    These are very detailed, thank you!

  • Keith George

    Send an advanced email to participants that includes all of the logistics as well as demo account information (assuming you know your participants in advance) to speed things along as you get started.

  • Sarah Wojcio

    Letting the participants be a student and see that perspective is so beneficial. I learned so much from that part of our CBE course. I also think that with any great PD you need to know your audience and where they are at in their learning. You can do this by creating a QuizMixer to get started!

  • rosaliarte

    The Training Tips document contains great ideas and tips for me to use when I will make a wokshop. It will be nice have some differents Keynotes or Slides with different presentations, images and examples for the workshop.

  • Kristina Allred

    At first when reading over the document and seeing everything all the must dos, I was overwhelmed. Then I saw the suggestions under quiz mixer and how there was already a quiz to use and reminded of the great quizzes that I can use. Maybe the title can mention the using this quiz and customizing instead of “creating your own quiz”

  • Jen CM

    I love the idea of a chat feature with presentations. I saw it on a BrainPOP webinar.The Google Forms Question and Answers is similar. Getting the audience engaged and actively thinking about the content is the best way to learn.

  • Fanny Passeport

    During the training, since I believe that the main feature of BrainPOP is differentiation, I differentiate the PD and make groupings according to prior knowledge of the audience. I let the teachers choose their group so they benefit the most and feel that they have a choice. With the beginner group, I would go through the navigation and various features of BrainPOP, with the advanced group, I would ask them to create a lesson plan using BrainPOP resources for the lesson they are currently teaching and apply differentiation. Then we have a quick “intergroup share” and wrap up.

  • Kelsey

    My addition to the Training Tips would be to model a lesson with teachers that is specific to their content level. This would work if the training was split into rotations. While teachers most definitely benefit from time to explore and apply, I also believe that they would be receptive to receiving and experiencing the activities from a student perspective.

  • Tamara Jayes

    Knowing that time is at a premium, I might offer shorter trainings on the different aspects of BrainPOP. There would be a separate training for a basic introduction, Make-A-Map, GameUP, Challenges, and Activities. This would also allow teachers a bit of time to play with one section before being exposed to something else new.

  • Lorin Allison

    I love the idea of letting attendees explore. Adult learners need this as much as children. I would add the caveat that it is good to sometimes have participants explore with a purpose or an intended outcome. Sometimes people take the exploration more seriously and the transfer of new learning is better if there is some small measure of accountability such as the use of the submit to teacher feature.

  • Lorraine Brontë Magee

    When doing trainings for other programs, I’ve asked attendees to live tweet any ideas they have during the workshop! That way, they have a place to find the ideas they had, and I have a way to see what their takeaways were. Plus, it spreads the love for BrainPOP and allows others to see educators’ great ideas!

  • Mitch Wasserman

    These tips are great. I would also have the training participants experience at least one SnapThought game and seeing the results sent to the teacher is important to add to the tips page. I think this would be helpful and appreciated by the teachers being trained.

  • LISA fox

    I think it would be great to not only have a colleague help you with the training but to be the extra point of contact after the training. In my school district, there are 4 different schools, all different grades. I think it would be good to have a point of contact at each school that could help teachers with Brainpop after the workshop. The trainer would of course provide help but due to time and school differences, a point of contact in the school itself would be beneficial.

  • Sonya Floyd

    The Training Tips guide is great! I might set up use a wesite like Padlet to allow teachers to ask questions and post comments as the workshop is going on. Also I think it is really important to allow teacher time to explore the features before they redeliver to their students. Working with peers is a great way to process information for students and it works a for adults as well. Time to talk and work will help solidify the new features in the minds of teachers. I might also give teachers a short assignment to go back and complete with their class so they don’t just “file” the information without using it.

  • Paula Klipfel

    Wonderful document! As someone who conducts numerous PD offerings for my district I would add in the Before Training section “Be sure you know your log in information”. I like the idea of using google forms for a survey of the audience as it allows the instructor to adjust according to who is in attendance.

  • Samantha Kosakowski

    It is always great to have an extra helper or two when leading a workshop, especially if you are expecting a large crowd. Be sure to use your resources here too! As a Digital Learning Specialist I have asked a colleague or job alike to act as a roving helper when faced with a large group of attendees. I have also had my student IT crew help out during some after school workshops (with parental permission of course!)

  • Ashu Manoj

    When we attended the session at GaETC in ATL, 2 things happened – first when everyone was using the features at the same time, it was hard to concentrate. Luckily the presenters had a set of MOBY headphones for us and were able to save the day. So, definitely ask your participants to bring headphones.

    We also had a few minutes when the internet connectivity went down, so the presenter should always have a mobile data card to be able to continue the presentation, no matter what wifi issues may arise.

  • Mir Acosta

    If you are leading a workshop at your school that has school-wide access, make sure to know the Teacher Code so that teachers can also create their own accounts.

  • Mary Howard

    This is such a helpful document. One thing I would add is to ask teachers to bring their rosters/plan books. Many times we get to PD and can’t do anything because we don’t have our rosters with us and/or we don’t have necessary passwords. It’s great to create an account but not if you can’t remember what you used for log on information later. If you have your plan book with you, you can add it to that (or whatever you use).

    • BrainPOPEducators

      Good idea, Mary. “Be prepared” is always a good motto.

  • Liane C

    These are great tips. I would make sure that its hands on as people like to explore as they learn. Its always difficult to go to a PD, learn a new skill and then don’t get to practice it. I would also have a survey at the end to see how comfortable participants are with what they learned which can be used in future PDs.

  • Lauren Dennis

    This is a great set of tips! I think it would be an awesome idea to bring screenshots or examples of student assignment submissions and/or student testimonials about the usability of the site features! Many teachers have a preconceived notion about the abilities of their students, or an attitude of “my students can’t do that,” and it would be helpful to have a bank of student submissions to counteract that negativity while providing real examples from multiple grade levels (other than the student videos already on the site- I’m thinking Make-a-Map and SnapThought examples)!

  • Theresa O

    As a trainer I would have the participants bring in lesson plan and test that will be taught in the upcoming two months. The teacher would be able to find the related topic and assign a feature/s to their class. If participants have something real to create and integrate technology into a lesson plan it will become more meaningful. The teacher will take ownership in planning and have a take away lesson ready to be used in the classroom.

  • Shemika Turner

    After Training, educators should do a Self Reflection on their goals and expectations for getting “Teacher Buy-in”.

  • Melissa Karen

    I think it is important to know what the grade levels are of the trainees. If possible having different workshops, or grouping colleagues, geared to different grade levels, K-2, 3-5, 6-8 would be helpful because the needs of the students and teaching techniques would vary greatly. Grouping teachers would allow for more discussion and sharing of how it could be used in the classroom.

  • Jessica Adams

    Love the Training Tips! My addition would be to run a padlet or shared Google doc where participants could record questions they have and/or share exciting discoveries. When I’m training, I find it very hard to write down questions that I can’t answer off the top of my head. I always need someone to write them down for me so I can get back to them later. The document could be something participants could refer back to later to refresh their memory on what they learned.

  • Lucile White

    Have an Acronym / Vocabulary cheat sheet that would be used to teachers who are not tech savvy but are willing to start with BrainPop. This would help them understand some of the language that would be referred to during the discussion or as they are setting up their class accounts.

  • Andrea Edge

    Feel free to ask teachers where they believe further development is needed. This can help plan for future professional learning and can inform BrainPOP on ways they can further support schools!

  • Lisa Prodigo

    A couple things…
    – For the training itself I would have teachers come prepared with a topic they are studying in the next week or two. That way they leaving training with something that they can use right away. We have have a lot on our plates and “useless” training is never a hit with teachers.
    – I would have teachers bring headphones or ear buds in preparation for times we are all watching movies, playing games and taking quizzes.
    – As for this documentation, as a visual learning myself, some screenshot on the actual training docs would be very helpful to me. As an adult with an LD who teaches students with LD, the more visual guides the better!

  • Belinda Murrath

    Very organized and helpful tips are in this document. The only thing I would want to add is a way for participates to be able to ask questions throughout the training. As we took breaks I could review the questions and answer a few at the beginning of the next session. If I don’t get to all of the questions in class, I could answer them later and have a shareable doc for all to see. Even participates could help answer questions.

  • Sandra Logan

    These are great tips. I would like to add: Provide time for teachers to collaborate and share when and how they will incorporate Brainpop into their lessons. Create a resource for teachers to share their ideas and refer back to them once class is over. Provide follow up sessions for teachers so you can support them during the first times they try a new Brainpop feature.

  • Vanessa Lopes-de Souza

    Very thorough and well put together, but I had the same idea as Sandra Logan about setting up something that would be available for teachers well after the workshop where they could join and collaborate.

  • Maureen Beeltje

    These Tips have been a great resource! Before my workshop I went through and they definitely helped me think through our activities. We are a GAFE school, so I used Google Classroom to share some of the training resources in getting setup with BrainPOP Educator and Classes. I have left this class open for teachers to share ideas and for us to be able to continue to share updates and resources connected to the BrainPOP services outside of workshop time. When I do this again, I am going to separate the workshop groups by Service as it got a little hard to manage both BrainPOP, BrainPOP Jr participants and their interests in the hour we had.

  • Justin Bledsaw

    My tip is to have some of the resources printed out for the teachers/staff attending the training prior to the training, including the outline, some of the more important setup guides, etc. People like to have resources given to them to assist them. Teachers and students alike do not always like having to write everything down and can sometimes get lost while focusing on writing things down instead of listening to the speaker and may miss out on some important information. Having those guides available already and for teachers to get their hands on is of great benefit!

  • Christine

    These are great! I would also add to conduct some sort of “ice breaker” prior to beginning. Possibly similar to a “yay” or “nay” activity – or “absolutely” or “not at all”. Basically – ask questions to the group and have them move to that side of the room. Participants can talk about why they fit in that category and then share out. For example: Ask- I use brain pop videos at least twice a week with my students- participants can move to either the “absolutely” side or the “not at all” side. Then share out- hopefully- the absolutely side can convince those on the “not at all side” to move over! Another question: “I have students take the quizzes before watching the video”, etc.. This gets the participants talking, allows them to hear what others are doing and why, helps get them excited about the program and gives the presenter an idea of what is happening in the classrooms that he/she is working with.

  • Nina LaPlante

    Student samples might be something you may want to add as well to your presentation. Teachers like to see what has worked and what students are capable of accomplishing. It can also lead to other ideas they may have for their classroom.

  • Pamela Lombardo

    I would have a packet of information for the attendees to take with them, including (but not limited to): an agenda of the day’s activities; a list of available resources and/or links on BrainPOP Educators, along with a sample of one of the “Getting Started” downloads; an overview of the features available to explore; a notes copy of any PPT presentation. I have always done this with any presentation I have given (in my school or district-wide) and the feedback has been positive and the extra effort was appreciated. Candy works well, too.

  • Nita Marie

    I would like add more time for our teachers to actually set up their class accounts. That way they would be ready to start using Brain Pop when they leave the training.

  • Shannon Duplantis

    These tips will be helpful when preparing for the workshop for the teachers at my school. I think making sure tech support is at the school when the workshop is going on will help with any technical issues that may arise.

  • Bradford Harris

    Check with the leader who is in charge of the training. Find out how long you have to train the staff. As the leader discuss what items of importance that they think they should hit first along with yours. This will determine your pace of your session. Its also best to see if the session can be split up within a few days.

  • Laura Williams

    I love doing a quick Exit Ticket or Survey when I end a workshop. I love making sure I achieved the goals I set out to do with a training. I also like making sure I have data and information for teachers I may need to follow up with. I try to use Google Forms for this because it is just so easy. I love this document though and really wish more presenters would look through this. Teachers do not need more time wasted! 🙂 Great job Brain Pop!

  • Larisa Useda

    The list is comprehensive. I like using today’s meet or another back channel to let the group support each other and ask questions.

  • Yini Schreiber

    This list is great. I like the section on honesty and making sure you inform of the features that are available, and those that aren’t. I think the biggest disappointment is for someone to leave with their hopes up on something and then find out it doesn’t work. I would say in getting to know the audience with a poll or a quiz, also get an idea what the majority would like to get hands on with and explore. That way you can make sure they are leaving excited about their interest by covering and questions.

  • Leslie Taylor

    I think using the beginning survey is helpful to getting to know your audience. I also like the idea of a short scavenger hunt to allow for independent exploration of the features. I think an evaluation survey is important to see if there are any questions about the Brainpop features.

  • Debra Jacoby

    Thank you for the advice BrainPop! As my school’s Google Admin I easily added the BrainPop App but figuring out the sign-ins was a little trickier. The information you included in this document was a great help.

    “Google schools can email LTI schools can email

  • Dakashna Lang

    Perhaps, if time in your workshops is going to be a problem, you could send teachers who are signed information on how to create their accounts or how to login for the first time. That way everyone is ready to roll for the workshop.

  • AT Hill

    This is a great resource! When I perform a training I like to do a quick (5 questions) pre assessment before we begin and quick post assessment right before the evaluation. This helps me as a presenter to gauge the needs of my audience as well demonstrate to the attendee that progress was made and they have new knowledge!

  • Donna Strobel

    I would definitely test everything out the day before and the day off. I would also recommend to have plan B in case the technology does not work, and to have a good sense of humor when the tech does not work. I agree that having Today’s Meet is a great way for people to answer each other’s questions. Another suggestion is to have different groups try out the tool then teach the other groups how to use it.

  • Penelope Rowland Cechman

    I think the one thing I might do is keep the demo class active for about a month after the event. That way, for the teachers that really wanted more time with each feature, I could assign one assignment from each thing: make a movie, quiz mixer, make a map, etc., for them to complete on their own time. That way they could still submit things to me so they could get more practice with things they want to use. Maybe give them a certain amount of time to complete it, and if they do, they could be become “Brainpop Experts” at our school.

  • Jenna Wells

    Ensure your device is audio enabled with a microphone for Make a Movie.

  • Shelly Chmil

    Student examples can be powerful. My recommendation would be to use some of the tools with students before you train and use their examples to guide your presentation. If possible, have the span of examples vary in subject matter and age range.

    • Emily Rizek

      This is great advice! Thanks

  • Jamie Deger

    I think that it’s very important to follow the don’t try to explain every detail of each feature, and the be honest section. So many times, trainers try to make their product seem to be the catch all which will solve all of the problems presented in the situation. It is refreshing to see that we are being told to express the fact that the site cannot do everything but is constantly improving.

  • Laura Chamness

    When it comes to the after training feedback, it would be helpful to have an editable form to send out to participants after the training. This would also look more professional than creating one ourselves.

  • Tracy Sheldon

    These guidelines are great to follow, and I feel well prepared to teach my peers at the next Tech Talks session.

  • Debbie Kryspin

    I always have a digital bulletin board like Padlet available when I conduct a training for teachers. It promotes dialogue and allows for both the instructors and attendees to share and help others.

  • Nancy Biddinger

    Build in plenty of hands on practice & exploration. You, as a presenter, will become familiar with questions that teachers will have & that will help you plan for more effective trainings.

  • Joe Brown

    One thing to add to the training tips is to show things that my students have completed already in the classroom. Some professional peers may think that “their” population of students couldn’t do/use all of these features. Using student or class examples can help with the buy in from colleagues.

  • Wendy Raby

    I think these guidelines are great. For the position I am currently in (Instructional Technology Coach) I think a good trainer should also schedule a follow up session and individual sessions with the teachers to help them continue their learning. This way you can help individual teachers meet the individual needs of their students and teach them more in-depth activities and uses for BrainPop.

  • Chris B

    These are excellent presentation tips for leading a My BrainPop Training. I would also suggest that the presenter formatively assess (i.e. checks for understanding) the participants’ learning throughout the training.

  • Lauren Hickman

    This is a great document to make sure that trainers are prepared to lead a training. One thing I would add would be a way to gain feedback at the end of the training, like an exit ticket. This could be a Google Form for participants to share ideas, share what they liked, ways to improve, or their favorite BrainPOP tool and how they use it/would use it in class.

  • Yvette Buller

    Before the training, I would ask teachers to write down or list topics in their content area that they are lacking in resources and/or interactive and engaging lessons ideas. At the end of the training, I would ask the same question and see what they come up with.

  • DJV Hughes

    I would add a tip to the Before Training that says something such as: send a simple and short reminder list to either the teachers attending or your school contact for the training to make sure all participants are ready to go as they arrive. The simple reminder could include things such as: bring a fully charged device or remember to bring your charging cable, or other. Also, a quick check in goes a long way. The trainer could make themselves available for 15-30 minutes one week after the training, to the participants, in order to answer any questions, provide ideas, or support implementation. This could be done in person or online through video chat.

  • Lori Perez

    I think it would be useful to ask for feedback on BrainPOP as well as the training. For example, after the training ask teachers which features they are most likely to use in BrainPOP. Which features are they less likely to use (and why)?

  • Eileen Belastock

    I would send out a google form prior to the workshop to determine levels of comfort with web-based programs, what they want to learn, and what they want to take away from the workshop. I would also use the Google slides presentation function to have the participates ask questions duirng the workshop.

  • Lindsey Young

    I use an online discussion component such as padlet or today’s meet so I can monitor questions on an alternate device while teaching so I can incorporate on the fly questions as I present. With these, the teacher has to list a nickname and any questions I don’t answer, I go over at the end of the PD and follow up with teachers who have classroom specific questions.

  • christina rajcooar

    Prior to a training, I’d have teachers peruse and ask questions either in a Padlet or a shared document, that way they can be addressed during the training. Creating a shared document would also be a helpful place for teachers to continue to learn and grow and ask for specific feedback and followup.

  • Jesus Morales

    These tips are great! Love the fact that you added the Devices Frequently use and gave the Flash warning. We are an iPad heavy district, especially at our elementary campuses. This also tells us what devices to ask teachers to bring. You’re “back-up plans” are also great because you never know when the something is not going to work correctly.

    I like that you added section c. Don’t try to explain every detail of each feature. I like using Today’s meet for questions and reflection. This would be a great resource to add and have teachers explore and talk about those features they like.

  • Samantha DePalma

    A tip that I might add is to have the teachers almost participate in a type of “flipped classroom” approach before arriving. For eample, have the teachers watch the instructional videos for make-a-movie and make-a-map therefore they have an idea of some of the new features that will be reviewed prior to entering training.


    I love the ideas that BrainPOP has suggested when doing a successful workshop. One tip that I would suggest is putting a time limit on teachers when they are exploring through the website and extra resources.

  • Wendy Morales

    My advice would be to give plenty of exploration time. The best way to learn BrainPop is to to be able to try out all the features yourself. If the training is short, only show one or two features, or teachers may feel overwhelmed.

  • Elizabeth Eastman

    Providing a booklet or some form of offline graphic organizer to complement online back channels helps participants to summarize new content and can be worthwhile to meet diverse needs. A nice hard copy of a booklet where I could take notes used by BrainPOP trainers at TCEA 2017 was very useful to capture essential new information I was learning. There was space in it to jot account information, sketch and add notes alongside key features of BrainPOP and was laid out well in sequence. This helped me navigate and grasp the main concepts of the workshop.

  • Susan Allen

    We use our LMS to house resources for our teachers for workshops we do for PD. I appreciate all the resources that BrainPop has available for trainers. My teachers like to have access to resources after trainings when they are ready to apply their learning with students.

  • Mags DLcorner

    Tip: I would start with a carousel share activity, where as musical chairs, people need to add on each station what they know. This will allow the presenter to know what the audience already know and if there are any misconceptions.
    For stations, I will paste chart paper around the room, and on each chart paper I will add a question or prompt about a feature that is offer by BrainPop. I can add a tablet to each station, to give them the opportunity to go quick and pick, sometimes they know, but we forget.

  • Jackie Michel

    These are great tips! I would suggest getting concrete feedback during the workshop to guide the content. Perhaps participants could place colored dot stickers on chart paper indicating on which BrainPop resource they are most interested in digging deeper. Or, the dots could be placed in boxes labeled to show levels of understanding.

  • Ms S. Kung

    The students love watching BrainPOP and completing activities after the video. However, it would be beneficial to highlight the difference between using BrainPOP on a search engine (Google or Safari webpage) versus BrainPOP app. I find that the BrainPOP app harder to use if you have assignments and if you joined a teacher’s class. It would be great to have a platform that is more consistent and can access the class assignments and topics more easily please. Thank you! =D

  • Jessica Winstanley

    Under step 1: know your audience, I would add – Know what your audiences goals are for using brainPOP. This will help you tailor your training to their specific needs.

  • Julia Hoy

    I think it would be very beneficial to train one grade level at a time. This would allow you to get specific with a topic that is of interest to them. There is nothing worse than being a primary teacher and having to sit through something focusing on a topic that you do not teach or vice versa.
    If you have some peers who can help with the training, you could do mini-sessions, each focusing on one feature of BrainPop. Teachers/grade levels could then move from one session to the next and learn about many/most of BrainPop’s features. Getting teachers up & moving is important, just like it is with the students!

  • Jimmy Pineda

    I would add know the demographic to the Before Training, know your audience section. Because some schools may need Brainpop Espagnol and Brainpop ESL for example, and you can do research on how you can utilize those BrainPops to the its fullest potential because. The BrainPops are similar and make it easy to navigate and utilize the resources, but if you are able to give the teachers more help on how effectively use those BrainPops, it will be a great benefit to them.

  • Cutia Blunt

    I have two suggestions to add to this already-amazing list! 1) Contact BrainPOP before your training to see if they can send any swag to give away at your session. Educators LOVE a good sticker or the like! 2) Create a follow-up resource guide that your attendees can use to access links after the training. Google Docs is a great option for this so that you can update it when needed.

    • Lin Krankel

      Cutia, I love your idea of free swag–always great when giving or receiving training. I also think it’s a great idea to do a pre-assessment so you can tailor your training to your audience.

  • Ken Zimmerman

    I would also add a specific section on how to use from within Schoology since the majority of my districts are on Schoology. Teachers will want to see specifically how the integration and assigning works inside of Schoology.

  • Karen Owen

    I attended a BrainPop class at FETC this past January. I haven’t had the opportunity to train teachers, yet, but I have been incorporating in my technology class with the students. I have found that by training the students first, it takes the pressure off the teachers. Plus, this gave me opportunity to trouble shoot questions and concerns from students to better prepare their teachers.

  • Marnie Diem

    Didn’t think about that – knowing their tech skill level. That definitely adds a different dimension to trainings!

    • BrainPOPEducators


  • Marnie Diem

    Love reading everyone’s comments, and agree with many of them! I’d like to suggest adding a reflection piece in for both the trainer and the participants. It could be a useful way to assess the effectiveness of the training.

  • Michelle ROBERTS

    I think the “don’t try to explain every feature” is a really good tip! Sometimes we get carried away that we want to teach everything and that’s not the best use of time. I’d suggest going in with a plan though of what are the most important features that you want to make sure that you highlight and then see if people discover other features on their own.

  • Jessica Winstanley

    Absolutely, using quizmaker from BrainPOP would be great, or if your district uses a tool like Google Forms or Survey Monkey, that would work too.

  • Lindsey Sobehrad

    Don’t forget to engage the audience and hook them with why you are teaching them something new! Nothing worse than an audience who is not excited about learning something new…

  • kim

    I agree with many of the comments about creating a pre- survey. I would also add a mid point survey to check for understanding. This way you can modify if needed so everyone has access and understanding to the materials before continuing on.

  • Janice Lowell

    When doing a presentation for my own staff I am going to use the “Make-a-Map” and the “Make-a-Movie” that I created for this BrainPOP teacher assignment. I would also share the assignment pages that were given for my BrainPOP educators class. They give helpful lists that break down BrainPOP videos into “moments” which helps the teacher better understand how to best use each video.

  • Cyndee Rivera

    Show some student examples so they can see what can be done by kids of different ages. Give them time to play around and create some things that their students will be creating. Provide time to import their class lists.

  • Alexa Corniel

    I honestly think this CBE course has really allowed me to use BrainPop to its full potential. Using this idea, I would know your audience and perhaps set up a class of your staff and have a goal of submitting a movie and mind map within a 2 month frame. It is great accountability and I really believe that when we are given the time to experiment, it helps as teach better and we become more inspired about what we can do. Have a fun prize for teachers that submit the most assignments such as cover their duty one day or cover their class for some time. We all love incentives 🙂

  • Sonal Patel

    I like the tip “have participants explore” I think there is no better learning than that done by active participation and exploration.

  • Dana

    Brain breaks are important for kids and teachers too! Take a couple brain breaks during training and make them fun and interactive. Your trainees will enjoy the training much more.

  • Alex Eckler

    Great tips! I would add a quiz at the end of the presentation to review key features and topics presented during the training. it might even be useful a few weeks later as a follow up. It would also be helpful to discuss how Brainpop has been used in your classroom and how it might be personalized to fit different classroom settings.

  • Dory Marcus

    Follow up is key after an information packed workshop. In addition to being available for questions, sharing specific information with trainees is important. For example, an email containing a link to a video on how to create assignments is a good follow up once attendees have created their teacher accounts in the workshop. In addition, trainers can, time permitting, offer to co-teach when attendees are implementing BrainPop lessons with their students. The initial in-class support will help to build confidence and ensure future successful, independently managed BrainPop activities.

  • Christen Glenn

    Using a presentation with video and PDF tutorials is powerful for teachers to have when you are done training on BrainPOP. Teachers can have the presentations saved to their computer/Drive so that they can access it whenever they are ready to implement different parts of BrainPOP in their classroom. This is great for my specific role, because I am at different buildings each day of the week and am not readily available to always help when they may need it.

  • René Chenoweth

    These suggestions are wonderful, and I really appreciate all the ideas presented here for training. One of the things I might add is to remind my teachers during the training that although BrainPop is great for teachers, it’s really great for our students. There are so many tools on BrainPop that let our students become digital producers and not just digital consumers. Giving the teachers a purpose that’s geared toward benefiting the students always seems to make training more meaningful. There aren’t many programs out there like BrainPop that give so much “bang for your buck”.

  • René Chenoweth

    All the suggestions listed are wonderful and I really appreciate all the ideas presented here. I might also remind my teachers during the workshop that not only is BrainPop great for us as teachers, but supports our students moving from digital consumers to digital producers. Giving teachers a solid reason for using an application or program, especially one that benefits students so much, helps them realize the benefits and not see it as “just one more thing I have to learn.”

  • Sandy Bansal (Merreko)

    Mostly is covered in the document. Making sure technology is set up and having examples of students work ready to show others. Understanding the topic you are going to talk about always helps too.

  • Laurie Leary

    Show teachers the fun printables they can use in their classroom – teachers and kids love Tim/Moby!

  • Ashmi Sinha

    As an educator, we differentiate instruction for our students, so that we reach and meet them where they are. Similarly, for a training like this , we need to know how comfortable our audience is using technology and BrainPop.A questionnaire or a survey can be sent out before the training to find the audience’s background knowledge of BrainPop and use of technology. Based on the results, groups can be made for training purposes.

  • David Osorio

    A useful tip may be how include using BrainPOP in a real plan of school lesson. That can help them do the same with their own plans.

  • Rachael Haverstick

    Excellent ideas! To piggy back off of that, it would be great to have participants use four corners of the room to self rate their level of tech proficiency (or level of comfort) then create learning teams for the day made up of one participant from each corner. Teams would have built in support. We have done this for other trainings and it has worked out very well!

  • Denise H. Orndorff

    This is a great checklist to have on hand. My biggest thing to plan for is if the internet is not working..always try and have a backup plan. I also think it would be helpful for teachers to see what students have created using Brainpop and how it ties directly into their curriculum.

  • Judy Umbenhauer

    I always like to run two different sessions. One that is specifically for beginners and a second for more advanced users. Running two sessions – granted takes twice the time… – however any followup surveys that I have received have always been so positive – well worth the time!

  • Rachel

    If possible, I would have the attendees take the quiz before coming. This way, I could see what they already know, what they don’t know and what they would like to learn. This way I could tailor the PD to their needs. I would also break this into different sessions based on grade level.


    Make sure you have some way for attendees to access the same information again…albeit a video of the presentation, the slides, etc. Make it easy for them to go back and troubleshoot their own problems for the most part. I would also make sure I pause periodically for attendees to write down questions on a given feature knowing that there will not feasibly be enough time to explore and be confident in every aspect of BrainPOP features. Then, I would provide a follow up survey/form that they could input these questions into and allow me to do additional trainings on key features or answer individual questions about the things we did. I do think it might be cool to take a similar “quiz” to the introduction quiz at the end of the training to see where the attendees feel after some play and learn time.

  • Brigette Stevenson

    I really appreciate the “Plan B” section. I am always worried technology might fail me. I tried to have my class teach another how to use Make-a-Movie and the internet crashed. I learned my lesson and now take screen shots and slip them into a Google Slides/PowerPoint just in case.

  • Ms M. Sparling

    I think it’s definitely an asset to have attendees create demo accounts prior to arriving to the workshop. I’d also suggest giving them a simple task with no instructions (perhaps “create a quiz on ____”) to complete before the workshop. This could be a good way to start your session – would be a bit of an ice breaker (“what issues did you face?” “what did you find easy?” etc) at the start and would certainly make for a great discussion starter!

  • Olivia Oliver

    Everybody likes some swag! I recommend printing out some bookmarks, paper pals, certificates, and/or posters from the Fun Resources page to give to attendees.

  • Maggie Lau

    Follow-ups are extremely useful to new users. New users might have learned a lot when they were attending the sessions but when it comes to setting it up for their own classes they might bump into problems that were not being discussed in the training previously.

  • Greg Moon

    If you have a few dedicated, successful BP teachers users in your district, ask them if you can grab some video of them using BP with their students. In the video, make sure to grab shots of students using and enjoying the different ways they can demonstrate their learning, and maybe even do a few, short interviews with students saying why the like using BP to learn. Teachers that can see other teachers enjoying success are much more likely to buy into the idea of using BP in their classroom since they’ve witnessed someone having success with it.

  • Edie Gowen

    I would recommend that you wrap-up reminding everyone that BrainPOP has a tutorial video, webinar, or support document available for almost any question one could have. Also, make sure they know that BrainPOP Certified Educator program is available too!

  • Martha Lipold

    I agree that we are not utilizing our current subscription very well. I’d like to grow myself as an educator and then share my knowledge with others!

    • That’s exactly what we would like, too, Martha!

  • Otávio Garcia

    I’d add to this useful document the following:
    Planning your training session:
    – once you know your audience and their necessity, plan carefully which BrainPop features are the most significant for them and which ones can benefit them the most.
    – ask them to bring a real problem or issue and solve it during the training.
    – This would give them a product that is relevant and useful.
    – All the previous information required can be gathered through a Google Form, for example.

  • Shelley Stone

    BrainPOP can be a great resource for students to create and publish their own work! This is great for having an authentic audience! I would also suggest presenting BrainPOP to your students prior to PD with your co-workers. If you can get your students through it, then you should be able to introduce this to your co-workers.

  • Aubrey Pace

    Take-Aways: After training, participants can be directed to share one thing they learned with a partner. Of course, this can be turned into a fun component by having participants find someone who, for instance, has the same color shirt. Participants could also be directed to think of a response to a certain question related to the information shared during the training, and then find a partner to share the response with or help to determine the appropriate response. Fun way to end a session and get to know others!

  • Barbara Cotter

    I would like to add having to provide a mixed quiz not only before but also after to gain a sense of whether or not objectives were met, whether learners understanding of various components are less or more vague. Allow exploration for individuals and teams based on interest and grade levels or both. Allow much discourse between the learners, as was done with us when partnered to engage in Time Zone X. Makes for great interaction and conversation and as the facilitator or coordinator, you get a sense of the thought processes used to navigate the components.

  • Jay DiMuzio

    I would make sure to model, model, model for the trainees. I have been in many staff developments where they just assume everyone in the room is comfortable with using new technology. It will be more likely to be used if the teachers see exactly how to use the programs and the benefits that are available to them. Teachers need buy in just like the kids do.

  • Jose Ramirez

    Follow up is important and making time to extended learning opportunities. After training, ask your admin for release time to assist teachers on their prep time for a refresher or to continue learning in an edcamp style of training.

  • Jennifer

    I love using videos (FlipGrid) of the kiddos in which they explain what they love about the concept, topic or game. Teachers see the kiddos and realize it is about the kids not them. Realizing that all teachers’ technology experiences and skills are different, so maybe grouping the teachers.

  • Courtney Sislow

    I would know your audience and make sure you have something that is relevant for everyone. For example, don’t show a middle grade example if it’s all primary teachers, if the specials teachers are there, make it applicable for them, too, etc.

  • Pam Palloto

    Utilizing students who are familiar some of BrainPOP’s features to circulate the training area, assisting the workshop’s attendees is a powerful statement. Not only just to the adults, but to the students as well. Having students aid the teachers and showcasing their BrainPOP “expertise” will show how user-friendly BrainPOP’s features are.

  • Misty S

    Most of all the tips that I would have used are already in the document. I would remind speakers to have a “attention-getting” session title. I have learned that this will get the attendees. Offering BrainPOP swag will also help get them to the session so you can get them there and show them all of the resources that they can use in their classroom.

  • WeGo Tech

    Thanks for sharing this resource! If were to offer one piece of advice, I would allow extra time for individual and group exploration of BrainPop. They are going to get a lot information in a short time and having additional time to explore what interests them would make sure that it really “sinks in.”

  • Samantha Toomey

    Always leave time for teachers to explore and play with the games and other features. I try not to pack too much in my presentations because the teachers get sucked in by all of the features and they end up spending time on the website. After initial introduction, I allow them to play and act as a resource when they have questions.

  • Marlene McG

    I think the guidelines are helpful. Since the Summer is coming, I think it would great to explain how to use Brainpop to continue to build vocabulary during the Summer months.

  • Bryan Betz

    I always like to do a Pop-a-Joke for each attendee as an icebreaker. They are cute and silly (and funny to me) so they always go over better than simply standing up saying your name and where you are from.

    Best way to start off any training is with a comfortable laugh.

  • KatS

    I would like to see a pre-made, but editable, feedback form. I don’t have time to make one, but would like to know how I can improve the training, what worked and what didn’t so my next training can be better.

  • Marcos Padilha

    One suggestion I’d make is to always remember that any PD session should be special, or feel special to the teachers. PD can always be a struggle between what is being presented/done and what teachers could be doing in that time. Make sure you show them all the benefits they can get from using brainpop – both in making lessons more engaging and in helping teachers make the most of their time.

  • Alison Evans

    Don’t for get the BrainPOP swag when teaching! I loved the BrainPOP calendar I received at a conference!

  • Angela Holt

    Before and during the training, it is important to share your why. With so many different resources available to us, teachers need to 1) know why they need to attend THIS training when there are so many different directions we are pulled, and 2) know why they need BrainPOP to support and/or take place of other resources they have. We don’t always remember that our why and passion for something is important to share for others to want that as well.

  • Tracey Hudson

    Providing a movie or 2 of a classroom that is using BrainPOP so teachers can see it in action would be great. Also, remember to keep the training short. Finishing early makes teachers happy and encourages them to explore on their own because the subject has not be over taught.