While much academic work has focused on how a singular teaching practice impacts student engagement and learning, synergies among innovative teaching practices have largely been ignored by the academic community. I seek to address this gap by proposing a new blended course design and report on the impact three innovative teaching practices (flipped class, movement, and twitter) combined had on ten undergraduate students taking an urban planning course focused on sustainability and climate resilience. I explore advantages and disadvantages of this course design through pre-and post-diagnostics, audio and video recordings, tweets, assignments, student feedback, and personal reflection. Because students adapt to their learning environments and showed learning gains especially in environments they had not been taught in before, I suggest that students need to learn in the places they ultimately work