I recently created a digital escape room style review activity for my students. Surprisingly, it was quite simple and my students had so much fun that I don't even know if they realized that they were applying all the things that they had learned. I have setup and used the Breakout EDU boxes in my classroom. The Breakout EDU boxes I used are shared by all the teachers in my district and that comes with the challenges of broken or missing pieces, scheduling conflicts, and many other things. Building your own boxes, on the other hand, can also get expensive. To eliminate all the possible stresses that came along with my desire to create a fun learning opportunity for my students, I began to brainstorm on how I wanted to setup up a digital escape room activity and "Crack the Code" was born. I like the idea of calling it "Crack the Code" instead of the traditional Escape Room because my students are not actually locked in a room and it is more of solving a puzzle or code situation. If you frequent my blog, Instagram, or Twitter feed; you know that I have a thing for using Google tools in the classroom. For this particular activity, I used Google sites, Google forms, and Google slides.
The Background
This particular activity was created specifically for my supported group of students. I want them to be challenged without the tasks being too difficult and cause them frustration instead. I first decided what topics I would cover, then I chose the basic questions or problems that I wanted to use. Finally, I planned out how I wanted to use each question and the details.
Topics and Uses:
Measures of Central Tendency - Created a 3 digit code
Area of Polygons - Gave the location of the missing teacher with a 4-letter code
Converting Fractions, Decimals, and Percentages - Sent students to a particular area in the room for a clue using mad libs
Basic Probability - Created a 5 digit code
Since this is set up as if I was missing, I used ransomizer.com to create a ransom note for myself. I felt the ransom note added to the fun factor. I also created a missing flyer. The students had both the ransom note and missing flyer in the team folder along with 2 tip cards, group jobs sheet, and a list of teacher's room numbers.
The Setup
After I determined the topics, questions and setup, I created a Google Sites. I embedded the Google Form and several of the puzzles/questions directly onto the Google Sites. Below you will find that I also embedded a timer with a count down so that students are aware of how much time they have to crack the code.
I began with the task. The task is like an opener, it explained the problem that the students were expected to solve. My students were excited for the mystery.
Next, the students could read the roles and envelope contents. I believe every student having a job is beneficial to the activity running smoothly. My goal is that everyone participates and that no one tries to take over. There was a video included for the students to watch. I was in the middle of explaining the instruction for the day to the students when I was...KIDNAPPED. I set up the kidnapping to happen while I was on video to set the stage for the Escape Room activity.
Included on the Google sites is a form, images the students need to complete some of the clues in the folder, and a Google Slide. For my form, I used response validation. As seen below, response validation will show the students that their response is incorrect and will not let them move forward.
With forms you have several options for set up, you can set it up in sections so that the students must solve the clues in order. I did not have a specific order for the students to move in so I put all the codes together with validation. You could also have all the codes on one screen but have the final code in a separate section to mimic how some Breakout Edu. games have a box within a box or one must crack one code to get to the next.
The Google slide was meant to be interactive and I wanted the students to move the items on the screen. In this activity, students were expected to move statements in a particular order to get the code. I see this being used in many different ways such as matching, putting together a puzzle, or revealing items as things are clicked/touched in the presentation.
Below you will find the Math Lib that I used. I like math libs during the digital escape rooms because it gets the students up and moving. Although this is a digital escape room, anything that sends students to a location within the classroom should be varied. I had students realize that a team found a clue behind the pillows without solving the clue. You can create variations on the Site by having one for each team and labeling them by team. You could also make multiple versions and share the link by team. My immediate solution was to have the clue take them somewhere outside of the classroom.
Tips for Creating Your Own Digital Escape Room
Some times you stumble across the perfect well put together activity on TPT and you are able to download and go. There are times that activities may not match the skills you'd like to review perfectly. For those times check out my tips for creating your own digital escape room.
Save a tree - Your Escape Room can be all digital with no paper involved. The items I created and printed could have also been available on the Site or in Slides.
Recycle, Reduce, Reuse - Laminate pieces you plan to re-use.
Stay organized - If you have sets, organize them in labeled folders or envelopes.
No need to reinvent the wheel - Use activities that you already have and make them digital. (I've used items I've created or purchased from TPT in bits and pieces to create my own Digital Escape Room).
Don't confuse the kids - Make everything available in one space. Since I used a form, that I could not embed in a Slide, I chose to put everything on a Site. Had I not used a form, I could have used Slides for this Escape Room.
In the end my students were successful in saving me from the bandits. Below you will find a downloadable document that I use to set up my digital escape rooms.
Being a 1 to 1 iPad teacher has made me the biggest fan of using QR Codes and Forms. I use both tools separately and together seamlessly. Today I'd like to share some of the ways I use them both. Below in the comments tell me some ways you use them. QR Codes
A QR code, short for quick response code, is a machine-readable code that can be easily scanned by any electronic device with a camera. QR codes have a wide range of uses from stores use for advertisement to individuals using it to give out their contact information. There are so many possibilities since you can use QI codes to access a URL, save contact information to a phone, send a text message, send an email, display text, display a Facebook button, display a PDF, play a MP3 file, open an app in the app store, play an audio file, or display images.
I find QR Code helpful when creating instant feedback center activities or rotation stations. I love that I can have students to scan for feedback. I have even tried my hand at given feedback as a voice clip.
Forms
A Google Form is a web-based app ran by Google used to create forms to collect data. You have the option of displaying that dat in a spreadsheet. Google Forms are free and can be used for a wide range of uses. You can create polls, surveys, quizzes, and much more using Google Forms. I use forms for surveys, self-reflection, pre-view activities, checks for understanding, reteaching, and assessments. A unique way I use Forms are for "Choose Your Own Adventure" style review.
QR Codes and Forms
What do you get when you combine QR codes and Forms? I'll answer that for you. You get complete awesomeness that runs as well as a well oiled machine. Combining the two tools makes completing some tasks more seamless. They can also come in handing if you do not have a one to one class like myself but you have to check out devices to use in your class. How much do I love thee? Let me count the ways.
Discipline for Students: You can have students scan a code to complete a form as they reflect on their behavior.
Discipline for Teachers: Create a unique code that you scan and it notify the parents upon completion of the form.
Passes: Have students complete a form when they are given permission to leave the class.
Tardies: Have students scan and complete a form upon enter the class tardy.
Tracking: You can tracking behaviors, pass usage, etc.
Warm Ups: Have students scan and complete a form for warm up.
Notifying Parents: You can use a unique QR code each student or a generic form that will notify parents each time you complete it.
Checking Books Out: You can have students scan a code to check out books from your class library.
Feedback: Use QR Codes to give feedback for behaviors, projects, papers, etc.
Classroom Observations: Scan a code for the teacher then complete the form that they will then have access to.
Lunch Count: Have students scan then choose a lunch choice. You be able to quickly check the numbers on the response tab.
Event Registration: Use a QR code for access to the form for event registration.
Activity Checkin: Use a QR code for access to the form for activity check in.
Digital Gallery Walks: Students can create a code that give access to their product in a form. Students can view the product then give feedback in the form.
Scavenger Hunt: Scan a code for the clue that will send students to the next code.
Collecting information: Use a code with a form to collect information from students or parents. Parents can even scan the code at him to complete the form.
Late Work Submissions: Now that you can submit attachments to Forms, students can scan a code to turn in a make up work.
Assignment Submission: Students can scan to submit an assignment. They can submit to one form on a different form based on the assignment. Warm Up Form, Journal Form, Homework Form, etc.
Parking Lot: Have students submit comments and questions to a Form via scanning a code while you are teaching or working in small groups. Address questions when convenient or at the end of class.
Sign Up Sheet: Use to sign up for an event. Use multiple codes for multiple events.
Input: Use QR codes to get input on a topic.
Professional Development sharing: Use a QR Code for sharing and give all access to the results in Google Sheets.
Preview Activity: Use a code to gain insight from students as they preview upcoming materials. You can set up stations with codes to scan.
Brainstorming: Use a QR Code for brainstorming and give all access to the results in Google Sheets.
Collecting Data at Stations: If you are collecting data, use a code to collect it and share with data via Google Sheets allowing students to analyze it and decide how to display it.
Scheduling: Use limited time slots with forms for schedule. Once a slot is filled it will be removed from the form.
Lesson Plans: Code can be scan to complete plans as a team or can be used to access plans and give feedback via a form.
Rubric: Create a rubric for a project and scan the code to complete the rubric and give feedback to students. Have students code your form and create their own unique code to receive feedback instantly after it has been graded.
Evaluations: Use codes with Forms to share evaluation notes.
Digital Breakout: Have the students scan codes in multiple areas and crack the code to go to the next code for the next challenge until all challenges are completed.
Tell me in the comments how you use QR Codes and Forms together.
With a 1:1 iPad classroom and tons of Google Apps for Education training I have become an avid user of all things Google. I have created this list of ways I use Google Forms in my classroom and with my team members. In this age of technology, why not let your access to technology help you to work smarter not harder. Please comment below if you are interested in a tutorial on any of the listed uses.
For Classroom Management
I created the following GoogleSlides presentation outlining Google Forms uses for Classroom Management. My favorite thing about my uses for Classroom Management is that you do not need a 1:1 classroom in order for these to work for you. These uses can also be efficient using a chromebook or laptop.
For Instruction
For Google Forms for Instructions I wasn't as fancy and created a GoogleSlides presentation.
Assessments: The quiz feature has made this easier by leaps and bounds but prior to the quiz feature I fell head over heels for the Super Quiz Google Sheets add-on. I first began using forms for assessments when I begin to flip my classroom. I found Forms to be the most efficient way and with the Super Quiz add-on I was able to embed the forms on the webpage I was using for the videos and notes that I expected my students to review. I was able to give instant feedback as well as give additional practice or resources. I can have the assessments, big or small, graded automatically or you can grade responses manually. With the ability to send results to spreadsheets, you are able to track progress of your students and plan for future instruction at the snap of your finger.
Collect Data for Activities: You can have individuals or groups to use Forms to share their finds with the entire class. This would work across subject areas and it saves time. You are able to send data to a spreadsheet and share the spreadsheet with students. There are many possibilities after you share the class data. Students can analyze their finds, compare their findings to those of their peers, answer questions related to the data collected, and much more. This is not limited to numerical data. For ELA or History students can respond to research resources or readings then view the spreadsheet to compare the findings of their peers.
Choose your own Adventure Activities: This is by far my favorite of all the Form uses for instruction. I find that these are fun (but then again I am a geek) and remind me of books I read as an adolescent. You are able to create Choose your own Adventure Forms by adding sections and then adding "Go to section based on answer" to the questions.
Student Reflection: I have become a believer in student reflection. I use Google Forms before and after post test to have the students think about what grade they think they'll earn and afterwards as a reflection of what you actually earned and why. I use Forms after pretest as a tool to allow to set short term goals. Students tell what they would like to earn on the post test and how they plan to achieve the goal score. I have students to reflect on their behavior also,
Peer Evaluation: Students can collect responses about their work from their peers or rate their peers performance while working in a group.
Grade Collection: If you use rubrics, quick grade collect can be achieved using Google Forms. If you have your expectations outlined in a form, you can possibly grade students as you walk around and observe, during presentations, during one on one check-ins, or during gallery style walk around activities. If you are one of those teachers that walk around and check homework during the daily warm up, you can create a Form for that!
Digital Breakout EDU: If yo are familiar with those mini versions of the escape the room scenarios, you'll love the idea of being able to achieve this digitally without all the locks and boxes.
For Planning
Team Lesson Plans: Although I am not currently in a building were we used the same lesson plans, after reading Matt Miller's The Magical Automatic Lesson Planner with Google Forms I was convinced that Forms would be an awesome way to plan as a team. I have been in buildings where each person of our math team would take turns to create our plans for the week. Without the pain of copying and pasting or trying to remember not the save over the original format you could create a form for planning and use autocrat to create a separate doc for each week or continuous doc for all the lesson plans for the week, month, quarter, or school year.
Data Analysis: Forms could be created to collect data and review as a team. An added feature of the Super Quiz Google Sheets add-on is able to add separate classes of teachers to one Quiz and being able to compare classes or teachers data.
I was astatic to get the opportunity to attend my second EdTechTeam's Google Apps for Education (GAFE) Summit. I faced the same challenge as the first summit when trying to decide which session to attend. Having an amazing team helped make the process easier since we were able to divide and conquer when there was too many good sessions to choose from during any given time slot.
As with my Fall experience, I left with an overwhelming amount of information to go back and implement this upcoming school year. I found myself geeky out a little more this time around. There were ideas that I attempted to implement last year but things didn't go over as smoothly as I would have liked. There were session that I attended that rectified my issues that caused so many aha and #mindblown moments. I am once again grateful to have been able to experience this epic time to grow, learn, and collaborate with fellow educators.
The Rundown Opening Keynote
The opening keynote was eloquently delivered by Holly Clark (@HollyClarkEdu) about Digital Disruption in education. Learning should be amplified by technology and textbooks should by used as reference points. She used the definition of disruption as interrupting the normal progress or activity of something with something better. Using that definition means that disrupting education is to interrupt or change the existing system and improve it.
She talked about how Netflix disrupted Blockbuster which now no longer exist and how Uber is doing the same thing to taxis. She share an amazing video that you can find here or below. When you see a need you should make adjustments otherwise someone else will and you/your methods may become obsolete.
She also talked about binge watching Netflix but we need to practice binge learning. When we as professional binge learn, we can't get enough of what we are learning (Similar to my GAFE experience; I couldn't get enough). We must create situation where our students binge learn, can't get enough of what we're doing in the classroom. We as educators must be restless learners.
What is more important the answers or the questions? Traditionally education value answers, not questions but we must create an environment that is the opposite. Now is the time to to put the importance on questions and create Chief Questioning Officers.
Her last point was about adjacent possibles. Adjacent possibles captures both the limits and the creative potential of change and innovation. With adjacent possibles in schools we must allow for student agencies which give students ownership of their learning and requires deeper thinking. We must begin by telling students the problem and asking them to solve it. She lit a spark in me like no other.
Session 1
Sara Stuhr (@mrsstuhr5th) did a great job at demonstrating how to use Twitter in the Classroom with her presentation, To the Twittersphere and Beyond. I've been wanting to use twitter in the classroom for a while now. Especially now that I am a 1:1 iPad teacher with unlimited possibilities but I've been really nervous about how the parents and administration would respond. I'm going to begin by taking baby steps. I plan to have different groups or individuals tweet daily with the hashtag #frommathrm202.
First she addressed Student Engagement. She showed that this should be put in the students' hands and they should have ownership.
Students should answer the questions: What do you want your parents to know? and What are you proud of?
Twitter in the classroom should be used to document student learning by the the student.
Students should be the force behind getting parents onboard.
Tweeting should be a student job! A differnt student can post the tweet for the day everyday.
One con was parent backlash because twitter is social media. She stressed getting media releases for each students and never posting pictures of students when the parent does not give permission.
I was not really sold on all the pieces of parent engagement. I do feel that this peice is beneficial when parents are active on social media or twitter. Ways to get the parents involved.
Set parents up and explain how to use it.
Make it apart of the school culture.
Make sure their are media releases for students' photos and always respect student privacy.
Took the place of newsletters
Twitter benefit: Parents can direct message you
Twitter can be used to building your PLN.
Follow popular education hashtags to find other educators you may be interested in following.
Tweetdeck.twitter.com is an amazing tool to multitask on Twitter. You can follow particular hashtags, messages, mentions, and twitter activity all in one place on one page without having to click through different pages or links.
Find other educators to follow by following hashtags
Twitter Chats can be used with your students or within a professional community.
There is a question posted with a hashtag.
Individuals answer the question using the same hashtag.
Session 2
One of my favorite session by far was with Daniel Sharpe (@get_sharpe) in Digital Badging: Level Up Your Classroom Google. I tried this last year but only ended up using the leaderboard but his explanation and method simplified the entire process. The way he has it set up also put it back on to the student which I love. Not only did he sure the sheets with the attendees but he also walked us through a very quick and easy process of creating badges with Google Drawings.
How this works:
First, copy the Teacher and Students' sheets templates. You can find both using the link above.
Next, Connect your student template to the teacher template. Then share with your students. One of the most beneficial things I learned during this step works for every google drive item. To force google files to copy when downloaded, change the end of the url to /copy (everything beginning with the word edit after the forward slash)
Then you type the badge information in the teacher template. The beautiful thing about this step is that you can edit it all year and any changes made would automatically update on the student template. I love that I don't have to have all my badges on the 1st day because the students will be able to see all updates changes.
Now may favorite part about this, CREATING THE BADGES! He has a video tutorial for the process but it was so simple that I got "geek"bumps in my excitement.
After you create your badges and create unique codes for each one, you are done! Sit back and watch the magic transform your class. There is one thing that I am trying to work out. With the power in the students hands you give them the unique codes for the badges they earn. Students can share the code with peers who have not yet earned badges. I am working a formula that with change the digits to starts after entered. Fingers crossed that this will be possible.
Allow the students to reflect about why certain artifacts were chosen.
At the beginning of the year, students should reflect of learning goals for future self assesement.
She provided a planning template: https://drive.google.com/file/d/0ByzloTthg-EVOVNXZnl1ZmdsSDQ/view The most valuable nugget I walked away from this session with is now knowing that you can create templates for sites that are as easy as fill in the blank to allow students to have uniform portfolios while still allowing for creativity and personalizations.
Session 4
Screencast Your Way to a Flipped Classroom with Brianna Mazzella (@BriMazzella) was very help as I am continuing my effort to flip my math class. She also opened my mind to untraditional possibilities that do not normally come to mind when you think about a flipped class.
Screencastify is a wonder chrome extentsion that with make flipping you class a breeze if you plan to make your own videos. You are able to record a video of yourself, your voice over a document, site, or image, or your live desktop with yourself in a frame. I have not used my laptop for video yet but I look forward to testing it out within the next couple of days.
She also gave a list of quick tips:
Allow the students to create their own screencast.
Flipped learning looks different in different situations.
Students can view the video in class as you rotate small groups
Students can view the video at home.
Must use TAB mode to use additional tools during screencast
Alt-F - Spotlight tool
Can not use drawing tools in Desktop mode or CAM mode
Drawings will not disappear from page to page in Present mode of Slides
Alt-Z - Erase Drawings off the screen
Day 2
Opening Keynote
The opening Keynote for day 2 was amazing. Jay Atwood (@jayatwood) spark my interest with his keynote on Instructional Identity Crisis.
He began with these Four Pillars when it comes to educators teaching in the digital age.
Know what's trending
Have fun with it
Learn from someone else
Give it ago
He introduced me to The Selfie Game. Sounds interesting.
Take a selfie to match a topic or title.
We must setting SMART goals.
Growth is better than you were yesterday no matter how little the change.
Identity
As an educator you must "Unapologetically" be you
Think about who you are as a person, educator, professional
Knoe that you are shaped by your experiences
Generativity vs. stagnation
You can’t be positive and contributing if you are stagnant or confused, a lesson we can all live by.
Identity vs. role confusion
Professional learner takes:
Motivation
Strategies
We must Learn. Unlearn. Relearn. I lesson we can all learn from .Yoda
#ttwwhadi (A hashtage that had us all confused.)
Means “That’s the way we always did it!”
“But they love it!”
To get better you must be willing to to change #disrupteducation
Sunk Cost Fallacy: You spend the most time on things that are important to you.
You must that old stuff go even if you’ve always done it that way
Share
Used to be "Show your work" now it’s "Share your work."
Value is not in what you own, it’s in what you share! I'm considering puting this on my wall for motivation.
http://vocaroo.com/ is a cool voice recording site for laptops and chrome books but it doesn’t work on ipads/iphones :(
Let’s Recap is a wonderful tool for all device to student to video record responses to questions, passages, or videos. I most excited to try this little gem out. Can't wait to share the outcome after I use this with my students.
Session 6
I most excited about Showcase your Style with Sites and Blogger with @cmoor4 since I have been trying to figure out smooth way to incorporate blogging into my classroom. Last year KidBlog switched from free to paid after I set my students up and I did not want to introduce my students to a new platform so I put it off for a another school year.
One of the most valuable things I learned for this session was that giving your students a global audience was as easy as tweeting a hashtag. Share your students work with #commentsforkids!
Chris described sites are more uniform for portfolios while suggesting that blogger be used as blogs to document day to day in the classroom.
Put the responsibility in the hands of the students.
GreenScreen (Google App) can be used to put any background behind your students in a photo or video.
Remember: You are not the sage on the stage. Let your students do the work (dance on the stage).
Annotate.
Is about the journey/process, not the product;
Making connections;
Commenting and collaborating;
Students can add Voice, Video, and Links;
Aides in the learning process.
Publish.
Is about sharing work,
Giving an audience,
You can take this a step farther by giving your students a global audience
Tools:
Google Drawings to create and annotate
Create badges
Vocabulary (Frayer model/Unpacking Vocab)
Bubble Map
Timelines
Announcements
Posters
Animate Images
Comment on images to make annotations
Can link images
Seesaw to create, annotate, and publish
Session 8
Data’s not so Scary with @jayatwood made me rethink the possibilities about using Sheets in the classroom. I am a data person and I have many ways for using sheets with add-ons and forms to collect data from my students that I use for planning for myself. Jay introduced me to new concept of having my students use sheets in class. I even had a conversation with my ELA half, @aadamsELA, about how she could use sheets in her class with writing and students are about to see all the statements in the sheet added via forms and collaborate or vote on their peers' responses.
bit.ly/jraDATA is a very useful spreadsheet shared with the participants to demonstrate the many uses.
We as educators much think, "How can we use the 4C's everyday?"
I love the idea of offering quiet moments of creativity during the day in every single class. Is that something you think you can do? I am working on it.
We must relinquish more control to the student
LOVE THE IDEA OF A STUDENT TECH TEAM! The Student Tech Team realy gave me geekbumps! I plan to work with @historicalipad to get this idea off the ground at our school.
Here's a fun fact:
Currently every 2 days we create as much information as had been created up until the dawn of the year 2003.
I most excited to learn about RAT: A way to think about tech integration like SAMR
Replacement: Do the same thing but using a different tool.
Amplification: Practice, above the teacher. Amplify the learning. Example: Flipped Learning
Transformation: Focuses on the students, student centered. Take risk and lead forward into the new ways and allow the students to work with it that will surprise you.
Using RAT we put the learning into the hands of the students by being innovative and allowing the students to choose. I am looking forward to implementing RAT in my class this year.
This post was a mouthful and I hope you were able take, if not many, at least one gem away from my experience at the my second GAFE Summit. Leave comments below. I'd love to here from you.
