[00:00:01.340] Hello everyone and welcome [00:00:03.519] to today's training session on building [00:00:05.599] your own escape room using gale. [00:00:07.919] My name is Hannah rabu [00:00:09.159] and I'm gonna be your trainer today in [00:00:11.448] the chat. We also have Cinda Wood and Lindsay [00:00:13.648] Barfield, two other trainers on the team, [00:00:16.030] they're gonna be maining the Q and A box. If you have [00:00:18.048] any questions as we go throughout today's [00:00:20.089] session, please feel free to put them in the [00:00:22.100] Q and a box and they'll either type [00:00:24.260] them out. Type out some answers or or [00:00:26.370] I will answer them live [00:00:28.989] Let's go ahead and get started. Today [00:00:31.339] we are going to be talking about building your own [00:00:33.520] escape room using gill resources. [00:00:35.880] But first we're gonna start by reviewing [00:00:37.929] some prec created escape room content. [00:00:40.319] If you're not familiar, we have escape rooms [00:00:42.918] um for gil and content. elementary gallon [00:00:45.145] context, middle school and gallon context [00:00:47.484] high school available to you [00:00:49.625] as well as a DIY [00:00:51.704] build your own blank template. [00:00:53.935] So we're gonna be reviewing a prec created [00:00:56.075] escape room. I'm gonna be looking at the middle school [00:00:58.325] one today and then we're gonna go into the [00:01:00.365] blank DIY and talk about [00:01:02.404] how you can build your own for your classroom [00:01:04.924] or your library. [00:01:06.329] and at the end we'll have time for questions [00:01:08.549] and to review our support page but [00:01:10.609] definitely feel free to ask any questions [00:01:12.638] as we go throughout. Um the [00:01:14.879] session you'll see that Cinda has [00:01:16.909] put in the chat links to all of [00:01:19.028] the different um escape rooms that we have [00:01:21.250] on the support site so feel free to check [00:01:23.359] those out and save them. They'll also be [00:01:25.439] in the follow-up email that you receive tomorrow [00:01:28.079] and I've had a lot of questions about whether or [00:01:30.120] not this session will be recorded. It absolutely [00:01:32.489] is and you will receive it tomorrow [00:01:34.760] in your follow up email as well as [00:01:36.790] some links and some information about [00:01:39.069] future gale in the classroom sessions, [00:01:43.709] So first of all, what is a classroom escape [00:01:46.129] room? Well, it's a series of clues, [00:01:48.230] puzzles and ciphers and activities [00:01:50.409] related to the content of your choice. [00:01:52.799] So, you know, if you're a familiar user [00:01:54.859] of galling context that we have all kinds [00:01:57.540] of different resources available [00:01:59.838] to you and this really takes it to the next [00:02:02.058] level where students not only read and answer [00:02:04.138] questions, but take that a step further kind [00:02:06.308] of synthesize that information [00:02:08.360] in the forms of different puzzles. [00:02:11.258] It's a really great opportunity for students to [00:02:13.389] engage with the content and collaborate. [00:02:15.679] Prior to my time at gale. I was an eighth [00:02:17.879] grade english teacher for 10 years and [00:02:20.000] I was always looking for ways to engage [00:02:22.020] my students with the content and get them [00:02:24.080] to enjoy learning and classroom [00:02:26.349] escape rooms were a favorite of theirs. They loved [00:02:28.618] them so much and it was a great way [00:02:30.719] to get them really engaged and excited. [00:02:33.159] They were excited about learning and they didn't even realize [00:02:35.449] how much work they were doing while they were doing [00:02:37.500] it It's [00:02:39.610] a great way to use critical thinking and problem [00:02:42.000] solving skills because not only are they answering [00:02:44.349] those questions like I said they're taking it a step [00:02:46.719] further and are they're applying it [00:02:48.788] to solve different problems and make connections [00:02:51.000] between things. [00:02:53.050] and last but certainly not least. It's a way [00:02:55.069] to target various learning modalities [00:02:57.110] and scaffold as I go around as [00:02:59.460] I go through some of the best practices for incorporating [00:03:02.149] these escape rooms with your students. Um [00:03:04.729] I'm gonna mention several different ways that you can scaffold [00:03:07.308] to meet those diverse learners which [00:03:09.389] we know is always a win in the classroom, [00:03:14.270] So in these escape rooms we're pairing [00:03:16.610] the content with puzzles and clues [00:03:19.240] to really encourage that close reading [00:03:21.528] and analysis of text. So not [00:03:23.610] only are they engaging with the awesome resources [00:03:26.139] that we have here in gale and those awesome reading materials, [00:03:28.889] but they're taking it a step further and really analyzing [00:03:31.330] the text to solve some of these puzzles. [00:03:33.649] You can see here on the screen. This is an example [00:03:36.210] from our gale and context high school escape [00:03:38.929] room on the civil rights movement. And then [00:03:41.020] here we have one from the elementary [00:03:43.169] escape room [00:03:44.528] we have a a puzzle and [00:03:46.699] um a pig pin cipher which are two very popular [00:03:49.069] escape room tools. [00:03:52.449] So let's start by reviewing the setup [00:03:54.750] and best practices. Um like I mentioned [00:03:57.020] at the beginning, we are gonna start by reviewing [00:03:59.439] one of the premade escape rooms that you have [00:04:01.569] available to you on the gill support [00:04:03.740] site and like I said, I was a middle [00:04:05.949] school english teacher for 10 years. So [00:04:08.419] I'm gonna start by looking at the middle [00:04:10.669] school example [00:04:14.288] So one of the first steps that you're going to want to [00:04:16.379] take when using one of these escape rooms [00:04:18.569] is to really read through the instructions [00:04:20.709] and tips as well as the task instructions [00:04:23.309] and arrangements. [00:04:25.939] those pages look like this in the premade [00:04:28.100] content. So as you can see [00:04:30.119] the instructions, review some instructions [00:04:32.160] for before starting the escape room, [00:04:34.559] some tips and best practices for while [00:04:36.759] your students are participating and then [00:04:38.899] some tips and tricks for after the escape [00:04:41.278] room has finished [00:04:43.519] Also for each task [00:04:45.689] there are [00:04:47.250] um some instructions and arrangement [00:04:49.439] tips as far as what students are going to [00:04:51.459] complete for each task. So reading [00:04:53.629] these two documents, is really going to familiarize [00:04:56.028] you with the content, what students are going to learn, [00:04:58.548] inspire ways to use this with the, with [00:05:00.819] your students, whether it be before you [00:05:02.869] start a unit or kind of as a culminating [00:05:04.988] activity at the end of the unit. [00:05:07.519] And it really describes recommended setup [00:05:09.600] instructions and best practices. [00:05:11.639] I can't stress enough that an escape room is [00:05:13.759] not something that you can jump into five [00:05:15.838] minutes before class, they do take a little while [00:05:17.869] to set up. Um But if you have some [00:05:19.988] eager students, I know that I always did [00:05:22.250] because they love these activities. They were always [00:05:24.329] ready to jump in and cut out and you [00:05:26.439] know put the activities in envelopes for the next [00:05:28.588] day because they were excited about this type of activity. [00:05:31.290] So to preface it it is a little [00:05:33.399] bit of a setup but it's totally worth it in the end. [00:05:38.829] The second step that you're gonna wanna follow is [00:05:40.910] determining how you want students to access [00:05:43.170] the gale in context materials. [00:05:45.319] Um There is a [00:05:47.639] resources access page that describes [00:05:49.709] this, you can [00:05:51.858] see as the gif plays on the left hand [00:05:53.879] side of your screen. One of the easiest [00:05:56.028] ways to assign content is by using [00:05:58.720] the advanced search and the gil document [00:06:00.988] number at the bottom of every gil [00:06:03.100] document, you'll notice that there's a gil document [00:06:05.389] number at the bottom of the page. Using [00:06:07.619] the advanced search, students can apply the, [00:06:09.970] the filter for. document number and it will [00:06:12.048] take them directly there. Alternatively, [00:06:14.540] if you want students to access [00:06:16.819] this using their email or maybe an L [00:06:18.889] MS system that you use in your classroom. [00:06:21.088] The Glink tool is always trusty. [00:06:23.509] Um you can see up here at the top, you click the [00:06:25.528] get link tool, [00:06:26.720] share it with your students and it will send them directly [00:06:29.088] to that document. [00:06:34.199] the third step and probably the most time [00:06:36.309] consuming step is to print the escape [00:06:38.350] room tasks using the printing [00:06:40.369] suggestions page, [00:06:43.019] So best practice is really to have a folder [00:06:45.439] for each task and a folder [00:06:47.519] equal to the number of groups. So [00:06:49.559] if you have six groups of students then you would [00:06:51.660] have six folders for each of the different [00:06:53.850] tasks [00:06:55.250] I have some folders here, you probably [00:06:57.500] can't see them behind me, I'll show you [00:06:59.608] a picture of them. [00:07:00.798] Um [00:07:01.699] but on the, on the front of the folder you [00:07:03.778] can put the task description and inside [00:07:05.988] all of the materials for that task, it [00:07:08.170] makes it a lot easier to, for students to [00:07:10.199] progress throughout them [00:07:11.879] and um to access all of the activities. [00:07:16.850] So you'll see in all of the premade content [00:07:19.259] there is a printing suggestion page [00:07:21.509] and be sure to note that some of them [00:07:23.750] include two per page just to cut [00:07:25.838] back on copies and save you some time. [00:07:28.059] Um So the printing suggestions [00:07:30.759] will definitely help you. [00:07:32.178] And also um in [00:07:34.459] the task descriptions and instructions [00:07:36.920] make a note that some of the activities [00:07:38.928] are cut and sort activities meaning [00:07:40.970] you'll cut out the different pieces of paper for students [00:07:43.350] to interact with. [00:07:46.488] here. You can see my examples of some [00:07:48.528] folders, so these task cards, which [00:07:50.750] I'm going to review later are totally optional. [00:07:53.230] They do, you know, kind of jazz up the folder a little [00:07:55.298] bit, but honestly just as effective [00:07:57.449] as writing task. One on the outside of the folder, [00:08:01.730] on the inside. You'll see that I have the task [00:08:03.988] instructions page as [00:08:06.000] well as some as some directions. [00:08:09.230] Here in this envelope is an example [00:08:11.250] of a cut and sort activity. [00:08:13.850] can see here this one is actually [00:08:16.088] an activity where students um put [00:08:18.129] these events in [00:08:19.230] chronological chronological order. So [00:08:21.269] all the activities are in a manila envelope, [00:08:23.750] you can use a white envelope, a baggie [00:08:25.910] whatever you have on hand. Just to keep [00:08:28.088] those organized. And if you decide [00:08:30.170] that you really like these activities and [00:08:32.190] you want to use them again with other classes [00:08:34.269] or in the future you can laminate these [00:08:36.729] and make them really um reusable [00:08:38.820] and keep them protected. So that every time [00:08:40.899] you don't, you do this, you don't have to set it up again. [00:08:45.330] and here's an example of what that activity would look [00:08:47.418] like once it's finished. Um As [00:08:49.609] I've mentioned, escape rooms are all about finding [00:08:51.629] the secret codes. So once the students [00:08:53.869] have these in the correct order [00:08:55.969] this would be their secret code 73618254. [00:09:00.519] So as a teacher best practices or [00:09:02.548] as a librarian, if you're doing this in your library [00:09:05.359] Uh Best practice is to have your answer key [00:09:07.509] in your hand at all times because students are gonna get [00:09:09.639] really really excited and they're gonna be raising their hand. [00:09:11.798] I think I got it. I think I got it. You can look [00:09:14.058] check their code quickly and if they got [00:09:16.139] it right hand them the folder for task [00:09:18.288] number two [00:09:19.369] and have them progress through. So definitely [00:09:21.719] be sure that you have that teacher answer key printed [00:09:23.820] out so you can give them permission to move [00:09:25.879] on Um if you have a teacher's [00:09:28.210] aide or a teacher's assistant or a library [00:09:30.269] assistant definitely a good time to [00:09:32.279] have them help out because they're gonna be [00:09:34.308] really excited to move on to the next task [00:09:36.469] and to get their code checked. [00:09:38.629] Now I mentioned scaffolding and differentiating [00:09:41.389] for your diverse learners. So obviously [00:09:43.769] you can pair the students and group them how you [00:09:45.950] want. And what I love about these [00:09:48.090] activities is that every time I would do this [00:09:50.269] in my class, um the high achieving [00:09:52.330] students would really lift everyone else up. [00:09:54.450] They, they all tended to work together [00:09:56.548] really, really well and even [00:09:58.619] the students who were more reluctant learners [00:10:00.928] would get really, excited about solving [00:10:02.940] these puzzles and would definitely jump in [00:10:04.989] and get excited. So as you have [00:10:07.009] that teacher answer key and you're walking [00:10:09.090] around assisting the other students, this [00:10:11.379] is a great time to provide those supports [00:10:13.619] because some groups are going to be speeding ahead. [00:10:15.639] They don't really need any help, but the other ones, [00:10:17.849] you can kind of help them and guide them like [00:10:19.899] oh are you sure that it starts with three? Maybe [00:10:22.139] look again? You know what I mean? Kind of guide them [00:10:24.259] as you go through [00:10:29.700] Now your next step is going to be giving [00:10:31.889] all groups their task one folders. [00:10:34.969] So you're gonna give them the task one folder, [00:10:37.399] give them their group answer sheet. You want [00:10:39.428] to be sure that each group has one group answer [00:10:41.538] sheet and you're gonna show them how you want [00:10:43.729] them to access the materials. So [00:10:45.779] if you've shared them via the glink to your L [00:10:47.960] MS. system then be sure to tell them hey check [00:10:50.168] google classroom or school G or canvas [00:10:52.649] to access the links or if [00:10:54.779] you're having them use the gall document number, [00:10:57.158] be sure that they know how to perform that advanced [00:10:59.509] search, you could write that up on the board [00:11:01.639] or even share the slide that I have in this presentation [00:11:04.239] up on the board so they know how to access those. [00:11:10.139] So here's an example of ta the task [00:11:12.440] one folder and you can see that task one [00:11:14.719] actually just consists of seven different [00:11:16.739] questions. So um I've just [00:11:19.009] taped the questions inside of the folder [00:11:21.109] and again this just cuts down on the copies because [00:11:23.379] this means that I only had to make this one copy [00:11:25.908] for that group of students. [00:11:28.408] Here's an example of the group [00:11:30.509] answer sheets. [00:11:38.119] Your next step is to get started. So this [00:11:40.269] is when you know the the kids are gonna be really [00:11:42.399] excited when you hand them the task [00:11:44.529] one folder, Be sure to tell them. Don't open [00:11:46.599] the folder yet. We're not ready to get started. Wait [00:11:48.690] until I say go and then you tell [00:11:50.710] them to go [00:11:51.719] and then when they get started, your job is to walk [00:11:53.859] around and assist them as needed, provide [00:11:56.038] those scaffolds and supports um help [00:11:58.379] the groups that need a little bit more assistance and [00:12:00.450] really encourage them to work together. Um [00:12:03.109] When a group gets the code correct, [00:12:05.298] then you're gonna hand them with the folder for [00:12:07.340] the next task. So like [00:12:09.399] I said best practice is to have [00:12:11.678] a folder for each task equal to [00:12:13.779] the number of groups have those in your [00:12:15.798] hands so you can hand them to them as [00:12:17.960] soon as they're ready to move on to the next. [00:12:20.950] Task [00:12:22.609] Uh, anna I see your question about opening [00:12:25.070] the templates without power point. [00:12:27.269] Um, maybe you have [00:12:29.849] a, if you have access to maybe google slides, [00:12:32.750] you should be able to open it that [00:12:34.889] way. Um, but that's a absolutely [00:12:37.658] something that we could also post in a Pdf [00:12:40.129] format. Um that's the kind of feedback [00:12:42.279] we love to get from these sessions. So if [00:12:44.859] you know more people would like to see this posted as a PDF. [00:12:47.450] Absolutely, we can do that. [00:12:50.450] um Sarah as far as how many students should [00:12:52.609] be in each group. Um [00:12:56.798] I would think, you know, I usually did between [00:12:59.219] usually three or 45 [00:13:01.580] tends to be, you know, too many cooks, but I think [00:13:03.798] three or four would be perfect. Or even if [00:13:05.830] you have some high achieving students, you could do it [00:13:07.940] in groups of two [00:13:10.759] And um you could have [00:13:12.928] them access it individually. That [00:13:14.969] would probably be best so they can all read and analyze [00:13:17.479] that information together. [00:13:27.119] Keep those questions coming in the Q. And A. [00:13:29.729] Um [00:13:31.058] the question about resources access. I think [00:13:33.239] Cinda is answering that in the chat. [00:13:38.889] Ok, so those are your steps for using [00:13:41.340] the prec created content. [00:13:43.769] All of the directions are pretty much there, [00:13:45.808] All of the activities are made, there's different [00:13:47.969] types of puzzles. Um [00:13:50.729] But definitely the most important thing is to read [00:13:52.899] through all of the instructions and tips and [00:13:54.928] arrangements have them printed out and [00:13:57.048] ready to go when your students enter the room [00:14:00.609] and be sure that you're walking around with that answer [00:14:03.009] key, keeping them engaged and [00:14:05.029] on task and encouraging them as they [00:14:07.149] go. [00:14:14.580] And here we have some awesome pictures [00:14:17.099] of some of our studentss [00:14:19.389] um completing the gallon context, elementary [00:14:22.000] scavenger hunt. This is my uh colleague [00:14:24.639] Cinda young ones. Uh [00:14:26.729] just like teachers, kids, trainers kids [00:14:28.960] typically get to um try [00:14:31.190] out our activities first. They're [00:14:33.210] guinea pigs. So I definitely wanted [00:14:35.250] to share them doing this gall and context elementary [00:14:37.788] scavenger hunt. You can see them super engaged, [00:14:40.428] notice that they have headphones if [00:14:42.649] you're an experienced gall and context user, [00:14:44.668] you know, we that that we have the text to speech [00:14:47.109] E reader built in [00:14:49.359] The elementary scavenger hunt actually includes [00:14:51.460] a video as well. So remember [00:14:53.879] for those students who may struggle to read [00:14:55.940] the content that we have that read [00:14:57.969] to speak um text reader [00:15:00.548] that they can, you know, use some headphones [00:15:02.649] and have the documents read allowed to them as well. [00:15:09.359] Ok keep those questions coming in the Q. And [00:15:11.460] a box. Now we are going to get started [00:15:13.629] on creating your own escape room. [00:15:16.928] So this one is a little bit more detailed [00:15:19.649] and this is one that probably [00:15:21.690] has to be posted as a power point [00:15:23.889] because it is editable. And I'm [00:15:25.960] gonna show you how to make some of those [00:15:28.029] edits during this session. [00:15:30.960] But creating your own escape room really allows [00:15:33.440] you to find your own content. [00:15:35.570] Find something that's interesting to you and relevant [00:15:38.019] to your students and customize [00:15:40.200] this activity to fit their needs. [00:15:45.570] So you can access this. I know that [00:15:47.649] Cinda has been um [00:15:49.658] sharing this in the chat. Oh and she just gave a shout [00:15:51.869] out. Yeah. Tommy's in first grade. And [00:15:53.969] with the listen feature he was able to complete [00:15:56.000] this activity which is so awesome. [00:15:59.109] So you can scan the QR code to access [00:16:01.379] this copy of the blank escape room. [00:16:03.739] Or you can visit the website here. [00:16:05.908] This is also in the chat and it will be included [00:16:08.200] in tomorrow's follow up email that you'll receive [00:16:10.259] after the session. [00:16:12.450] The cover of it looks like this. [00:16:15.109] And you can see on the side that all of the different [00:16:17.918] um, areas on the blank escape [00:16:20.330] room um are fillable [00:16:22.349] by you, the librarian or the teacher [00:16:24.599] who is doing this in their own learning [00:16:26.908] setting. [00:16:29.379] So you'll be able to edit these in PowerPoint [00:16:31.570] or in google slides [00:16:36.460] So the first step when developing your [00:16:38.548] own escape room is to determine [00:16:40.599] your topic and your purpose. So [00:16:42.719] this activity works really well as an introduction [00:16:45.139] to a topic or as a culminating [00:16:47.158] activity at the end of the unit [00:16:49.538] and a really great place to get started is [00:16:51.558] to view our gale in context topic pages [00:16:56.090] Now here in the example I have included [00:16:58.389] elementary, middle and high school [00:17:00.590] as gale in context. But keep in mind [00:17:02.710] that any gale in context database can [00:17:04.848] definitely be used for this type of activity. [00:17:07.009] If you're a subscriber to biography [00:17:09.549] or opposing viewpoints or environmental [00:17:11.699] science or science. These [00:17:13.930] these escape room activities can be applied [00:17:16.209] to any of those different databases. [00:17:19.208] So I use these for the at the as the example. [00:17:21.648] But definitely feel free to branch out. I [00:17:23.659] could even see the use of some ebook [00:17:25.749] content in these as well. [00:17:28.630] upcoming. In the spring we have gale in [00:17:30.650] context literature which I know a lot of people [00:17:32.959] are really excited about. Uh My former [00:17:35.140] english teacher hart is definitely excited [00:17:37.219] about it And um escape rooms could definitely [00:17:39.660] work with gale in context literature too. [00:17:41.910] Um To do [00:17:42.838] rooms with some of your favorite novels. [00:17:45.019] Um as an eighth grade english teacher, I regularly [00:17:47.608] did an escape room on the outsiders with my [00:17:49.640] students at the end of us. Reading the book [00:17:52.039] is kind of a a prep for the [00:17:54.170] end of the novel test and it was always [00:17:56.259] a big hit, [00:18:00.229] So you'll notice here's an example of [00:18:02.269] a topic page in gale and context. High school. [00:18:04.789] I know that the Crucible is a popular um [00:18:07.009] literary work covered in the high school level. [00:18:10.189] But I did want to call out all of the different [00:18:12.368] document types that we have in [00:18:14.410] gale in context. So I know a lot [00:18:16.630] of people you know will fall into using just [00:18:18.769] reference material or you know, [00:18:21.170] overviews but like I said in [00:18:23.250] gall and context elementary. Um one [00:18:25.269] of the stations involves a video [00:18:27.549] Um there's definitely you know various [00:18:30.309] ways to incorporate the different content, [00:18:32.430] so feel free to use one of the audio [00:18:34.529] files or a critical essay [00:18:36.588] or images section. Get really [00:18:38.640] creative with all of the different document types [00:18:40.939] because that's just gonna engage the students even [00:18:43.088] more with the content [00:18:53.068] Ok So once you have decided, what [00:18:55.108] do I want my escape room to cover and [00:18:57.509] how am I going to use it? Um [00:18:59.549] The next step is to read through [00:19:01.650] the instructions and tips and task [00:19:03.868] instructions and arrangements. [00:19:06.009] This is gonna help you map out your escape room [00:19:08.759] So like I said discovering the topic pages [00:19:11.059] is a really great place to get started but [00:19:13.189] remember that you can use more than one topic [00:19:15.559] page so if I'm teaching the Crucible [00:19:17.719] for example I may also want to pull [00:19:19.759] in the topic page on the Salem witch trials [00:19:22.170] so feel free to really um mix [00:19:24.239] it up on your topic pages and the types of [00:19:26.269] resources. [00:19:27.989] because in this example you're [00:19:30.078] gonna have in the DIY escape room [00:19:32.250] seven different stations for students to [00:19:34.269] progress through seven different tasks. [00:19:36.420] So you're going to need to find seven different [00:19:38.489] resources that fit your chosen topic. [00:19:42.578] You're also going to read in these directions. [00:19:44.910] The amount and types of questions that you need [00:19:47.239] to develop for each task. [00:19:50.049] anna's gonna describe the recommended [00:19:52.088] setup instructions and best practices. [00:19:54.368] These are really similar to the prec created [00:19:56.608] materials in that you're going to want [00:19:58.719] a folder for each group of students. For [00:20:00.910] each task, you're going to want to have [00:20:03.118] those cut and sort activities cut out [00:20:05.250] and in an envelope or in a baggie and [00:20:07.539] you're gonna have everything ready for them so that when [00:20:09.640] they complete their first task, they can go on [00:20:11.689] to the second one. [00:20:13.828] but the main purpose of these two documents [00:20:16.259] is definitely determining how many resources [00:20:18.670] you need to find and what types of questions [00:20:20.709] that you want. [00:20:24.219] So like I said in the DIY blank template [00:20:26.400] you're gonna have seven tasks and [00:20:28.439] each tasks, instruction section [00:20:30.799] lets you know how many questions that you'll need to [00:20:32.880] develop. [00:20:34.059] And for those users who are Gail [00:20:36.150] in context for educators subscribers, [00:20:39.059] this is a great time to use some of those questions [00:20:41.719] and assessments that are built into the resource. [00:20:44.459] Feel free to use those questions [00:20:46.660] in your escape room tasks. Those [00:20:48.858] you know every lesson plan and for educators [00:20:51.239] comes with those different critical thinking [00:20:53.400] questions. So definitely feel free to [00:20:55.489] use those work smarter, not harder, [00:20:57.880] reuse those questions as some of your escape [00:21:00.078] room tasks. [00:21:02.848] so you'll see here that there are seven different [00:21:05.289] task instruction pages and each [00:21:07.568] one says the number and type of questions [00:21:10.000] that you'll need to develop for each task, [00:21:13.170] So you'll see here in this example for task [00:21:15.529] four you're gonna choose whatever [00:21:17.650] gallon context document you want to use [00:21:20.019] and create seven multiple choice questions [00:21:22.489] for students to answer based on the resource. [00:21:30.368] I'm looking at the Q and A box [00:21:34.568] Um Jill. I actually love that. [00:21:36.910] Um question about making one of the [00:21:38.969] tasks, how to use gale. [00:21:41.930] Um I really like that and we're always looking for [00:21:44.269] you know different ideas to incorporate into our resources. [00:21:47.348] Um That is awesome. [00:21:50.539] Uh Susan Absolutely! Um adult [00:21:52.719] learners could definitely do these activities. [00:21:55.108] I know my friends and I love to go to the local escape [00:21:57.479] rooms so you know [00:21:59.680] at gale in the gall and context databases, [00:22:01.779] you know that we have um reading [00:22:03.818] content adapted to different lex levels. [00:22:06.588] So if you're looking at adult adult learners [00:22:08.880] you could definitely use a level five content. [00:22:11.309] Um [00:22:12.160] You know the puzzles may be a little bit more simple [00:22:14.299] for them because they are adults but when you [00:22:16.420] up that reading content level to a really [00:22:18.430] high lex, this could definitely [00:22:20.459] be adapted. [00:22:22.430] um [00:22:23.559] for adult learners. [00:22:25.969] and Monica. I'm gonna let uh Cinda [00:22:28.009] send you those links in the chat for the [00:22:30.108] other escape rooms. [00:22:34.479] So this is really important before you even [00:22:36.719] get started to review these task [00:22:38.939] instruction pages because they're [00:22:41.098] gonna tell you exactly how many questions [00:22:43.489] that you need to develop for each resource [00:22:45.640] that you find. [00:22:46.759] So for this 17 multiple choice [00:22:48.838] questions as a teacher, as [00:22:50.890] a librarian, you're skilled in making these [00:22:52.979] type of questions. So you can go through [00:22:55.000] the document and find the answers that you want [00:22:57.029] your students to find. [00:23:03.880] Ok, so step three and this is the biggest [00:23:06.259] one. Um you're gonna use your gale and [00:23:08.309] context databases. Remember to branch [00:23:10.338] out, it doesn't just have to be elementary, middle [00:23:12.578] or high. Um you could use ebooks, [00:23:14.979] you could use you know gall and context opposing [00:23:17.098] viewpoints. National Geographic [00:23:19.140] kids, whatever you're a subscriber to, you [00:23:21.170] can get really um you can [00:23:23.239] really vary the type of resource that [00:23:25.299] you're using for these [00:23:27.959] for the DIY template. You're gonna find seven [00:23:30.088] resources and you want to review [00:23:32.160] with the students how they're going to access them [00:23:34.219] using their resource access. So [00:23:36.509] whether you want to use that gilli [00:23:37.979] tool or the gil document number, you [00:23:40.078] need to decide. As a teacher or a librarian [00:23:42.358] how you want them to access that [00:23:46.259] See here I have the different gall and context [00:23:48.318] pages. [00:23:50.420] The topic pages are a really great place [00:23:52.519] to get started. Um and if you've [00:23:54.709] used scale in the past, you know that you can use [00:23:56.719] the search tool and if we have a topic [00:23:58.989] page curated for that topic, [00:24:01.150] um it will appear in a bold face font [00:24:03.459] and you can select that option [00:24:05.519] and it will take you to the topic page that has been [00:24:07.608] curated for that subject [00:24:10.368] here we have a resource access page where [00:24:12.630] you can record the gall document number. [00:24:14.769] Um This would be fine to cut out and [00:24:16.809] print and give to your students or even [00:24:19.049] to project this on the board so that they [00:24:21.108] can look up and see the gale document [00:24:23.279] number. What they want to search for lots [00:24:25.299] of different ways that you could could use [00:24:27.489] this resource access truly. Just your [00:24:29.509] personal preference. Whether you want to [00:24:31.529] give them the numbers or share it with the Git [00:24:33.729] link to your L MS system [00:24:40.108] Ok, so this is a general set [00:24:42.180] up. These task cards [00:24:44.229] and task description pages are [00:24:46.318] available for all seven tasks [00:24:49.009] that are in the DIY template. [00:24:51.608] So topic pages are a great place [00:24:53.650] to find these images but I can't [00:24:55.709] stress enough that this really isn't necessary. [00:24:58.029] This is an optional step if you want to jazz [00:25:00.130] up how they look. Um But alternatively [00:25:02.650] you could just label each folder with the [00:25:04.739] number of the task. I did include [00:25:07.410] um the task card on my folders [00:25:09.818] But if as a teacher I know that I often [00:25:12.170] didn't have time to do that. So I would [00:25:14.309] typically just take it sharpie and write [00:25:16.358] task one on the folder that works just [00:25:18.420] as well. [00:25:19.989] as far as these task descriptions go, [00:25:22.449] you'll notice that throughout the DIY template, [00:25:24.759] everything is editable and typically in this [00:25:26.989] bold face italics orange font. [00:25:29.269] So you can go in and add your own descriptions [00:25:31.868] and titles as you progress throughout the [00:25:34.269] the tasks. [00:25:37.709] So when I created the the premade [00:25:40.039] content for the escape rooms, what [00:25:42.049] I used was the topic pages for the [00:25:44.130] different topics that I was covering [00:25:46.259] in these tasks. So for example, [00:25:48.709] in those task cards for the topic [00:25:50.750] pages um I would just use [00:25:52.809] this image here and post it. Um [00:25:55.088] that way it would be on the outside of the folder [00:25:58.299] and I usually use this um [00:26:00.660] description of the topic in [00:26:02.858] the task information section on the cards. [00:26:05.799] So this is an example of what it looks [00:26:07.828] like when finished. [00:26:09.848] You'll see this optional task card [00:26:11.858] that will go on the outside of the folder. All [00:26:14.150] I've done is add this picture from the topic page [00:26:17.539] and here on the task one um [00:26:20.059] instruction card that the students have inside [00:26:22.410] of their folder. [00:26:24.199] I've just used the overview from the topic [00:26:26.358] page on the Crucible [00:26:28.828] You'll notice that each task [00:26:30.920] card also has instructions [00:26:33.660] so you would post this on the outside [00:26:36.239] of the folder if you choose to use this [00:26:38.799] and this would be on the inside of the folder [00:26:41.358] providing them with some background information [00:26:44.088] um as well as some directions for progressing [00:26:46.640] through the task. [00:26:51.160] Ok. This is where I'm going to start showing [00:26:53.189] you how to set up some of these different [00:26:55.219] tasks. Now, some of them I have [00:26:57.358] cut down on the size of just for space [00:26:59.380] on this PowerPoint page, I didn't want to be [00:27:01.519] alternating back and forth between too many [00:27:03.559] different tabs. So I'm gonna be [00:27:05.618] minimizing out of presenter mode and [00:27:07.630] showing you how to edit some of these [00:27:09.868] but this is a setup for task one. [00:27:13.009] So you'll see we have this orange font [00:27:15.900] which will allow you to click on it. That's why this [00:27:18.029] was published as a PowerPoint doc. [00:27:20.068] So you can go in and edit to fit your own [00:27:22.299] needs [00:27:23.680] so students are gonna have the task one question [00:27:26.598] and this is the only example that I have included [00:27:28.910] included the answer sheet on because [00:27:31.439] task one requires you to make an edit [00:27:33.509] on the answer sheet a little bit. [00:27:37.380] So when I go out of presenter mode, [00:27:41.348] you'll see this is how it will show up in the blank [00:27:43.598] tower, the blank power point template [00:27:46.279] so [00:27:49.150] you can type in your questions. [00:27:53.588] in each of the different sections [00:27:56.630] before you print them [00:27:58.338] and they are gonna show up in that orange font font [00:28:00.910] but feel free to you know, change [00:28:03.088] the font color [00:28:05.920] to fit your needs. [00:28:08.598] And then in the answer sheet [00:28:10.608] um you'll see here I have type your [00:28:12.680] question, your answer should be one [00:28:14.779] word. That's because this is what [00:28:16.838] the answer key looks like for task one [00:28:20.199] So if your students [00:28:24.979] If the answer to your first question [00:28:27.279] is answer, hopefully yours are a little bit more [00:28:29.539] um concrete than that. [00:28:31.130] Um [00:28:32.459] You'll see that you need to shade boxes on [00:28:34.630] the answer sheet to help students reveal [00:28:36.979] a code. [00:28:37.949] So each of the tasks in these escape [00:28:40.239] rooms have studentss solving some sort of code [00:28:42.390] or puzzle. So for this one, [00:28:44.439] for example, you could select [00:28:47.150] this box [00:28:49.059] you can go to table design [00:28:52.439] and shade that in. [00:28:54.588] So the students know that [00:28:56.598] their code letter for um [00:28:58.650] # one is going to be the letter [00:29:00.910] S. [00:29:02.549] Now one way that you could scaffold this and [00:29:04.559] make this a little bit easier for students [00:29:06.828] is to block out the boxes that they're not [00:29:09.009] going to use for the question. [00:29:11.680] So here um answer is [00:29:13.769] six letters. So if I wanted to [00:29:16.299] block the rest out and kind of give them a a bit [00:29:19.059] of a hint [00:29:20.618] on what the answer is going to be. That way they know [00:29:22.759] that it's a six letter answer, you [00:29:24.880] can do that or you can leave it open and make [00:29:27.078] it a little bit more challenging for them. [00:29:29.868] Same thing if my answer [00:29:32.269] to # two was [00:29:34.289] dogs. [00:29:39.500] then the same thing I would want to go in. [00:29:42.759] Shade one of the boxes, [00:29:47.170] And then my students would know that the letter for [00:29:49.269] # two was the letter D. If [00:29:51.289] I want to scaffold that and make it a little bit easier. [00:29:54.049] I can select the boxes. [00:29:56.549] and black them out [00:29:59.608] so because this is posted as a PowerPoint [00:30:01.959] document it, it, it is editable [00:30:04.449] by you, the teacher or the librarian. [00:30:07.088] So I have, you know, set seven [00:30:09.170] questions as the standard [00:30:11.568] here for task number one um but [00:30:13.868] if you don't want to do seven questions, if you would [00:30:15.880] rather do five or if you'd add a little bit more [00:30:18.309] then you can absolutely add them here on [00:30:20.469] your own because it's in power point and [00:30:22.670] you can adjust the, you know, the number of [00:30:24.709] rows or columns um in the [00:30:26.809] answer sheet. [00:30:28.229] So because this isn't PowerPoint, it is customizable. [00:30:34.640] now. Alternatively, if you don't feel comfortable [00:30:37.059] editing this and power point, um [00:30:39.098] when you print off the different tasks and the answer [00:30:41.400] sheets, you could just highlight the boxes. So [00:30:43.489] the students would know [00:30:45.959] It's a great another great time that you can [00:30:47.979] incorporate those student helpers the [00:30:50.019] day before when you're setting it up, you can have an example [00:30:52.430] one and show them what to do on the other copies. [00:30:59.729] Now. Task two is probably [00:31:02.049] the most complicated one to edit. And [00:31:04.059] I'm look I think I'm gonna upgrade this a little [00:31:06.078] bit to be more like the pig pin cipher. [00:31:08.568] So look out for an updated version [00:31:10.588] of um [00:31:12.400] The hieroglyphics page on the middle [00:31:14.549] school and the DIY [00:31:17.348] but as it stands currently, um the [00:31:19.430] questions here, you're gonna come up with [00:31:21.549] um fill in the blank questions [00:31:23.539] and the answer is going to be [00:31:25.769] a cipher code which students will have [00:31:27.949] to decipher to answer. [00:31:31.779] So again, I'm gonna exit out of [00:31:34.989] presenter mode. [00:31:36.759] to show you how to edit it. [00:31:41.660] so you need to make this a fill in the blank [00:31:43.789] question [00:31:46.049] like that. The answer is [00:31:49.989] And then here it says to use [00:31:52.150] the snipping tool or to take a screenshot [00:31:54.750] to compose your answer in hieroglyphics [00:31:58.818] So if you're not familiar with how to take a screenshot [00:32:01.140] on the computer or to snip something, it's [00:32:03.180] actually really, really easy. [00:32:05.739] you can use on a Windows computer [00:32:07.809] on a Pc. The Windows key shift [00:32:10.259] and the S button. [00:32:12.009] or if you're using a Mac, it's shift control [00:32:14.259] four. So you can select [00:32:16.509] the images um because I shrunk this [00:32:18.588] down for this presentation, it's gonna be a little [00:32:20.838] bit small but it will, it'll work [00:32:23.049] to show you um a demonstration. [00:32:25.759] So if the answer to my question, [00:32:27.900] I'm gonna use dogs because it's a short word to [00:32:29.969] show you, [00:32:30.949] then I would want to select the D. [00:32:34.250] O. [00:32:35.828] The G and S. [00:32:38.759] So I'm using a Pc. So I'm gonna do Windows [00:32:41.160] key shift. S [00:32:44.430] To select the different images. [00:32:48.469] And then I can pay I can paste this by [00:32:50.608] right clicking and pasting. [00:32:54.009] or I can use control V. [00:32:57.130] so there we have the first [00:33:01.559] remember that my word here is dogs. [00:33:14.088] And you get the picture how I miss selecting [00:33:16.549] each of those letters [00:33:20.809] that students are then going to [00:33:22.890] um decipher [00:33:26.318] so again use the snipping tool [00:33:28.459] um you these slides will be sent [00:33:30.479] to you but remember these really simple screenshot [00:33:32.868] codes? Um They make [00:33:34.920] life a lot easier. [00:33:42.189] So here you can add these for each of [00:33:44.250] the different questions [00:33:46.529] have your fill in the blank and this will be the [00:33:48.549] answer to the fill in the blank question. [00:33:52.019] Again, this is probably the most time consuming. [00:33:54.979] Um It's not super difficult, especially after [00:33:57.078] you get the hang of it. And sometimes [00:33:59.239] the um [00:34:01.130] The letters will repeat. So you know, [00:34:03.199] once you have the letter D. You could just move [00:34:05.328] it from the top down to the bottom, make a copy of it. [00:34:12.878] Ok, so task Two, the setup [00:34:15.199] is to use the hieroglyphic cipher tool [00:34:17.878] and you know, create a a fill in [00:34:19.898] the blank question for the students to decode. [00:34:22.010] Now remember any task information I'd like [00:34:24.059] to get this from the topic page and you [00:34:26.119] can enter a title here um based [00:34:28.469] around whatever resources or topic you're [00:34:30.510] having. The students solve for task number [00:34:32.679] two Task [00:34:37.760] # three is an example. Um [00:34:39.869] I showed you this previously [00:34:42.269] in the premade content but [00:34:44.320] this is um a a kind [00:34:47.039] of sorting activity where students are [00:34:49.070] going to arrange the events in chronological [00:34:51.369] order. [00:34:53.699] So you'll see this is what it looks like completed. [00:34:56.349] You'll type the events, the students will put them [00:34:58.458] in the correct order and these numbers [00:35:00.679] will reveal the code that they'll put on their [00:35:02.708] answer sheet. This is what you're gonna [00:35:04.809] check and approve before they move on to the next [00:35:07.050] task [00:35:08.989] so again, this is editable. You [00:35:11.079] can click on this this orange text, [00:35:13.458] type your own events, copy and paste them [00:35:15.469] from the gall resource um [00:35:17.829] and then have these printed and cut out for students [00:35:20.208] to arrange. And this has a really [00:35:22.500] quick check on the teacher or librarian [00:35:24.949] side because you just have to quickly dance [00:35:27.039] uh glance down at these numbers to see if [00:35:29.110] they're correct or not. And what I was doing [00:35:31.378] when I was in the classroom is if they only [00:35:33.519] had a couple mixed up, then I would need you know, take a pencil [00:35:35.728] around with me and mark the couple that were [00:35:37.860] wrong so they would know Ok now these [00:35:40.110] are the only ones that we have in the wrong place [00:35:42.188] and again just kind of scaffolding as you go [00:35:44.438] to give them some assistance instead [00:35:46.449] of saying it's all wrong, you know, just [00:35:48.458] mark the few that they have in the wrong place [00:35:50.570] so they can go back and fix it. [00:35:57.750] Yes, you're right, Nikki, they really wouldn't [00:35:59.769] have to have access to the resource, but I like [00:36:01.869] to encourage them to read through it [00:36:03.989] as well. Um just to [00:36:06.010] kind of give them that background knowledge. [00:36:10.949] Uh Jill you're right. The how um [00:36:13.030] a great place to show them how to search. Gail. I like [00:36:15.309] that. for [00:36:17.320] task three. [00:36:22.599] I love the idea of really familiarizing [00:36:24.929] these, the students with these resources [00:36:27.780] um you know research and those research [00:36:30.019] skills can never start too soon. [00:36:32.469] Um so it's definitely good to get them familiarized [00:36:34.648] with using a database on their own. [00:36:39.280] OK. Task four is [00:36:41.500] developing some multiple choice [00:36:43.800] questions. [00:36:45.829] and you'll see here there are seven multiple [00:36:47.849] choice questions um designed [00:36:50.168] for task four. [00:36:51.878] And once you know, these are cut and sort [00:36:53.898] activities. So you would cut these out [00:36:56.010] along the dotted edge and have them in an [00:36:58.110] envelope. So not only your students, [00:37:00.418] you know, answering the question, they're putting them putting [00:37:02.519] them in the correct order. And one [00:37:04.539] way that you can kind of up the game on [00:37:06.599] this is that I automatically have [00:37:08.849] Abc and D. But [00:37:10.949] in Some of the pre created ones. You'll notice [00:37:13.164] that I have some different options [00:37:15.385] and that the options actually spell out [00:37:17.494] a word at the end, like in the Middle [00:37:19.543] School one, I think that the multiple [00:37:21.563] choice um spell out the word ancient [00:37:23.744] for example. [00:37:24.954] So you can definitely get creative with [00:37:26.965] these um answers and actually give them [00:37:29.063] a code word at the end. [00:37:31.469] but here really simple, you're just going to, [00:37:33.688] you know, select this, [00:37:36.389] Um Type your your question [00:37:39.679] and then your answers. And like I said, if you want [00:37:41.739] to get creative and change these [00:37:43.889] um answer options, [00:37:47.978] feel free to to do that. [00:37:51.418] That's what I like about this being at a power point [00:37:53.478] is that you can really edit it and get creative [00:37:55.929] with it on your end [00:38:03.958] Ok next is um task [00:38:06.260] number five which is a matching [00:38:08.898] activity. So um I have [00:38:11.360] it as inserting an image but [00:38:13.469] in the high school premade escape [00:38:15.849] room you'll see that I've actually have some [00:38:17.938] different events I think it's cause and effect [00:38:20.530] different effects linked with their calls [00:38:22.909] so it does say images but feel free to get [00:38:24.929] creative here um if there aren't a lot [00:38:27.050] of images for the topic that you're covering [00:38:29.639] in the gale and contact searches then [00:38:31.760] feel free to get you know um [00:38:34.869] to get some different options here [00:38:36.958] for students to solve like cause and effect [00:38:39.429] or um you know, words to definitions [00:38:42.039] or something in the resource. A lot of room [00:38:44.208] for creativity here [00:38:47.668] So as an example this is an image that [00:38:49.760] I've gotten from um the gallon [00:38:51.829] contact high school database and [00:38:53.849] it's a picture of the school desegregation [00:38:56.079] march [00:38:58.869] So if I was making task five for my [00:39:00.938] classroom [00:39:03.219] then you would delete the text. [00:39:06.820] drag the image over and resize [00:39:09.260] it to fit the box. Now remember this is [00:39:11.360] in power point. So if your box needs to be a little [00:39:13.489] bit bigger or you need your picture to be larger, [00:39:15.958] you have the ability on your end to [00:39:17.969] change this. [00:39:20.329] and then this is a picture of the do the [00:39:23.128] um school desegregation march [00:39:28.369] so I can add that here as my answer. [00:39:31.378] And once these are all cut out, the students [00:39:33.619] are going to put the numbers in order and [00:39:35.688] then match the letters to the correct [00:39:37.800] corresponding number and then [00:39:39.929] that's going to give them their code at the end. [00:39:48.570] Jenna. Yes, I love Jill's idea too. [00:39:50.929] I think that will be um my [00:39:53.019] next project how to use gale escape room, [00:39:55.188] I love the idea, [00:40:01.438] OK go back to our presenter [00:40:03.760] mode, [00:40:05.398] and go on to task six. [00:40:07.639] So ta task task [00:40:09.820] six is one of my favorite ones because [00:40:12.179] it's actually reading through um some biographical [00:40:14.898] content on gale and context. Um Most [00:40:17.438] of the pages, the topic pages have some [00:40:19.739] sort of biographical content um [00:40:22.260] whether it's on a famous historical figure [00:40:24.590] or an author um or an [00:40:26.659] athlete. There are lots of different biography [00:40:28.750] options [00:40:30.469] So I like this because it's almost like a social [00:40:32.510] media page for um that [00:40:34.769] that figure that you're just that you're learning [00:40:36.869] about. Um in the middle school [00:40:39.148] prec created escape room. Um This [00:40:41.260] one is on, oops sorry, this one [00:40:43.309] is on Julius caesar. [00:40:45.119] So the students are gonna go through and [00:40:47.148] complete this information [00:40:49.769] on that particular historical figure. [00:40:52.349] And then what their actual task is to [00:40:54.389] move on is to [00:40:56.429] decipher a quote using the pig [00:40:58.570] pin cipher. [00:41:00.570] and this was always one of my students favorite ones [00:41:02.728] because it was hard for them to grasp [00:41:04.969] this, [00:41:06.219] this cipher at first. But then once they got [00:41:08.369] it, they were really, really excited. [00:41:12.809] So this is um an example of [00:41:14.989] one that the students would use. But [00:41:17.228] this is um where I'm thinking about [00:41:19.269] upgrading the hieroglyphics [00:41:21.289] page. [00:41:23.780] is to set it up like this because there's also [00:41:26.099] a teacher copy that just allows [00:41:28.269] you to copy and paste. You don't have to use screenshots [00:41:30.510] here and you're gonna come up [00:41:32.599] with a famous quote by that figure [00:41:35.010] and put it here and that will be their code. So [00:41:37.199] this could also serve as kind of a separate grade [00:41:39.329] from the escape room because they're completing this [00:41:41.409] kind of facebook page. Um For this [00:41:43.699] this figure that you're doing the biographical [00:41:46.030] information on [00:41:48.409] but to show you how to use this, I use one of my favorite [00:41:50.688] quotes, not by someone that's in uh gall [00:41:53.139] in context but it's one of my favorites be [00:41:55.269] a fountain, not a dream. So if I wanted [00:41:57.409] to create this font, this [00:41:59.708] quote here for my students to decipher [00:42:02.378] all you have to do on the teacher copy [00:42:04.610] is select the letter. You'll see how it [00:42:06.688] put the picture box around it. [00:42:09.559] I can copy and paste. That [00:42:14.809] and drag it over. [00:42:17.260] Same with the E [00:42:25.599] and I get kind of tedious with getting them lined [00:42:27.668] up really. Either [00:42:30.418] So you would write your quote right here [00:42:32.639] for your students to decipher. [00:42:35.329] on their answer key. [00:42:40.648] So a pipin [00:42:41.878] cipher [00:42:44.119] Works like this, you'll see [00:42:48.619] that each of the letters are in kind of their own [00:42:50.800] box here. So like the letter [00:42:52.860] a looks like this backward L shape [00:42:55.949] B. Is three sided square. [00:42:58.648] Like with the top bar missing. C. [00:43:00.849] Is kind of an L. Shape. [00:43:02.878] And then it progresses. J. Is kind of that [00:43:04.958] backwards. L. With a dot in it. [00:43:07.280] So all the students get. They, they'll have [00:43:09.349] a copy of the cipher but they'll have [00:43:11.519] to figure out where each letter [00:43:13.679] goes [00:43:15.668] So once they realize like, oh is [00:43:18.869] this shape with a dot, they'll be able [00:43:21.059] to decipher. [00:43:23.050] So like here has it kind of deconstructed [00:43:26.300] but you can see that shape A. As the backwards [00:43:28.590] L. [00:43:29.539] B. Is the square with the top missing. C. [00:43:31.869] Is the L. [00:43:33.239] So they're gonna use their copy of the cipher [00:43:36.260] with this one that you've created [00:43:39.159] It works almost like the hieroglyphics. [00:43:41.309] Um but this is kind of a a larger [00:43:43.329] shape that they're deconstructing and finding [00:43:45.679] the letter for. [00:43:48.599] Hopefully that made sense. But this is a really popular [00:43:51.059] one. So there are lots of youtube videos describing [00:43:53.320] it as well. [00:43:55.059] You are very welcome. [00:43:57.958] so like I said, this one is a lot easier because you [00:43:59.978] can just select [00:44:01.739] the letter here, [00:44:03.208] copy and paste it into the box. [00:44:13.840] OK. The last task, which is [00:44:15.938] Task seven. [00:44:20.378] is matching an answer to [00:44:22.639] the question. [00:44:25.438] So this is one that you set up with matching. [00:44:29.360] and once they're in numerical order. The letters [00:44:31.648] here over to the side will reveal the code. [00:44:35.340] And again, this is one that you can, [00:44:38.519] type your answer in this is [00:44:40.599] editable [00:44:48.119] You can type your question. [00:44:50.938] with the answer. Once these are [00:44:52.949] cut out and placed in an envelope within your [00:44:55.050] folder, students are gonna be matching [00:44:57.199] and pairing these answers together. [00:45:00.079] You could also do a fill in the blank type question [00:45:02.208] here you [00:45:04.398] get creative if there was some more biographical [00:45:06.780] content that you wanted to use, you could match the [00:45:08.878] person with their accomplishment [00:45:11.530] um in the elementary scientists [00:45:13.978] and inventors escape room. Um [00:45:16.179] I believe the invention is matched [00:45:18.199] with the inventor and students watch a video [00:45:20.699] on that to kind of, you know, hear about the different [00:45:23.000] inventors and what they created and they match [00:45:25.329] them. Here [00:45:28.239] But as long as it's a matching question this will [00:45:30.269] work. and the once they're [00:45:32.418] in the correct numerical order that reveals the code [00:45:34.570] for the students. [00:45:43.188] Ok, so once you have done all of that, [00:45:45.449] like I said, task three is the most [00:45:47.530] intense one. It's creating all of your [00:45:49.668] questions, it's filling in those, fill in the blanks. [00:45:52.458] Um but remember, it's in power point. So it's all [00:45:54.590] editable and you can make any changes [00:45:56.809] if you don't want to have seven [00:45:59.103] sources. If you want to knock out one [00:46:01.155] of the escape room tasks, it's editable, [00:46:03.844] so feel free to, you know, remove task [00:46:06.063] number three if you want and only have six. [00:46:08.684] Um really an option for [00:46:10.844] you to get creative um to what fits [00:46:13.043] your students needs the best. [00:46:15.708] But task three is really long. It's the one where [00:46:17.909] you do all of the work [00:46:21.340] Task four is where after [00:46:23.438] you have, you know, plugged in all of those questions [00:46:25.978] and all of the answers, you are going [00:46:28.280] to print these tasks out [00:46:30.369] using the printing suggestions page. Remember [00:46:32.599] that? Some of them are two per page to [00:46:34.668] cut back on the number of copies [00:46:37.918] and you should have a folder for each task [00:46:39.958] equal to the number of groups that you have [00:46:43.260] Be sure to print off the answer sheets for each [00:46:45.289] group and an answer key so that you can [00:46:47.398] move around the room and check. [00:46:50.619] And then this is just like the pre creative content. [00:46:52.938] You're gonna give students their task one [00:46:54.958] folders and their answer sheets. You're [00:46:56.978] gonna show them how you want them to access the content [00:46:59.780] and then they're gonna wait for you to say go to get started. [00:47:03.760] and then they're gonna get started, they're gonna be excited. [00:47:05.989] You're gonna walk around the room assisting them as [00:47:08.090] needed when they get a code correct? [00:47:10.260] Give them that the next folder, cheer [00:47:12.398] them on if you want to do some sort of sort [00:47:14.478] of reward bonus points. Um [00:47:16.559] my eighth graders would have done anything for [00:47:18.628] a sticker to put on their notebook. Really. [00:47:20.668] Whatever fits the needs of your students, whatever [00:47:22.878] encourages them, [00:47:24.760] sometimes just bragging rights is enough [00:47:29.228] and then at the end they escaped [00:47:33.289] High fives around. [00:47:35.360] They'll be excited. [00:47:37.949] and hopefully really engaging with the content [00:47:40.750] in a way, you know, so engaged that they don't even [00:47:42.800] realize how much reading and how many questions [00:47:45.168] they're answering, how much, you know, deep [00:47:47.269] thinking with the with the content [00:47:55.269] I agree Lynn um unfortunately we [00:47:57.369] don't really have a way to do that now, [00:47:59.659] um some places will do that [00:48:01.688] um with a google website or a google [00:48:03.969] form to make it completely digitized. [00:48:06.769] Um That's something that we've talked about in the future [00:48:09.050] for sure is kind of branching out [00:48:11.168] and making some more um [00:48:13.760] content that is available just digitally [00:48:16.780] because definitely it's a lot of like I said it's a lot [00:48:18.869] of copies, it's a lot of time to set [00:48:20.909] up um but the students, you know, typically [00:48:23.309] really, really like it, [00:48:26.188] thank you Jessica. I love these types of activities [00:48:28.668] and I hope that your students do too. If [00:48:30.869] you all have any success stories [00:48:32.938] with this, if you do this in your classroom or your library [00:48:35.570] definitely reach out to me and let me know [00:48:37.978] because I would love to have, you know, some examples [00:48:40.309] of how this has been used in some ways that you [00:48:42.445] have gotten created creative with [00:48:44.543] this content and edited it to fit [00:48:46.704] your needs like already in the Q and A. [00:48:48.764] We've had some examples of you [00:48:50.784] know, how to use gale escape room and I love [00:48:52.793] that idea. So definitely feel [00:48:55.054] free to share those with me. I would love [00:48:57.304] to get some more feedback. [00:49:11.429] So I definitely want to encourage you to check out [00:49:13.628] the support site, this is where you can find [00:49:15.699] all of these premade escape rooms [00:49:17.949] and the blank DIY one as well, [00:49:20.010] but we have so much more than just that. We have [00:49:22.110] lots of lesson plans, scavenger [00:49:24.119] hunts, prerecorded videos [00:49:26.208] and webinars, lots of tips and tricks on [00:49:28.289] how to use and navigate gale. [00:49:30.849] So I definitely encourage you to check out [00:49:32.989] the support site, tons of information [00:49:35.510] available there. Um I know [00:49:37.570] because like I told you I just left the classroom, [00:49:40.260] Um Not too long ago before I joined [00:49:42.378] the gale team so I know how [00:49:44.728] how limited time is and how hard it is to [00:49:47.369] you know, come up with some of these activities so much [00:49:49.619] and that's why I wanted to create some prec created [00:49:52.139] materials um for you [00:49:54.179] to be able to incorporate in your classroom because it's great [00:49:56.320] to have exciting content for students but [00:49:58.478] it's not always easy to find the time to create [00:50:00.780] them Um So we [00:50:02.809] definitely have a lot of lesson plans and activities, [00:50:05.070] check those out. [00:50:07.000] And I do want to give a shout out to my two [00:50:09.139] colleagues who have been manning the Q and A session [00:50:11.570] here today. We're doing a gale in the classroom [00:50:13.958] series of webinars. This was the first one [00:50:16.269] on building your own escape room, but [00:50:18.500] coming up on March 21st we have one [00:50:21.010] um for history and social studies teachers [00:50:23.280] or librarians looking to Their history [00:50:25.418] game in the library, teaching [00:50:27.438] historical contextualization using [00:50:29.530] gail and context primary sources. [00:50:31.989] Um Cinda has created I think five different [00:50:34.228] lesson plans that are available now on the support [00:50:36.489] site to go along with that Webinar. So [00:50:38.688] definitely check that one out and [00:50:40.699] the next week on March 23 [00:50:43.519] um Lindsay is going to be conducting a webinar [00:50:45.780] on inquiry based learning with context [00:50:48.039] science. So some registration links [00:50:50.378] to these 22 sessions will be in our follow-up [00:50:52.719] email today, so be sure to check those [00:50:54.840] out and definitely share them with any colleagues [00:50:57.239] that you think would be interested in the history [00:50:59.679] or the science content. [00:51:03.389] I encourage you to connect with us, like [00:51:05.530] I said, my name is Hannah rabu [00:51:07.000] and I am your training consultant for the [00:51:09.128] escape rooms. So if you have any [00:51:11.188] questions or any success stories, feel free [00:51:13.250] to reach out to me at my email address, take [00:51:15.570] a screenshot of this slide. Um You, [00:51:17.809] you can email your customer success manager [00:51:20.409] at gale dot customer success at sage [00:51:22.449] dot com. They're the problem solvers [00:51:24.469] here at Gail. Um they will know how to [00:51:26.478] answer any access questions or anything, [00:51:29.010] any problems that you may encounter. [00:51:31.978] This should have opened up in a link when you joined [00:51:34.179] the webinar but please fill out the training [00:51:36.340] session survey, This helps us make these [00:51:38.378] training sessions, you know uh more [00:51:40.769] equitable better for everyone [00:51:43.059] um and more successful, so tell us what you think [00:51:45.360] and how we can improve these in the future and [00:51:47.829] definitely be sure to follow us online, [00:51:49.918] you know, we have twitter youtube instagram and a [00:51:51.938] blog that you can subscribe to. [00:51:56.300] and be sure to check out our future webinars. [00:51:58.449] We have them almost every week um [00:52:00.539] revolving around different gall and contacts [00:52:02.898] and gale resources. So if [00:52:04.949] you subscribe to different gale content, be sure [00:52:06.969] to check out the different training webinars [00:52:09.219] that we offer um training [00:52:11.329] team here at gale is awesome and I always want to give them [00:52:13.369] a shout out so be sure to join our training [00:52:15.800] webinars. [00:52:18.409] we are about seven minutes early so [00:52:20.510] if you don't have any questions, you are definitely [00:52:22.559] free to go but we're gonna hang on for [00:52:24.679] a little bit longer. So if you have any questions, [00:52:26.840] definitely use that Q and A box. [00:52:30.938] and we can answer any questions that you have. [00:52:33.949] Yes, Jessica. The recording will be shared out. [00:52:36.570] Um it will come tomorrow in a follow up [00:52:38.590] email [00:52:43.438] Oh thank you so much. I hope that you guys [00:52:45.539] can really use these and have a good time with them [00:52:47.699] in your class and in your library [00:52:50.570] thank you all for joining today. [00:53:01.559] Thank you Sam [00:53:35.329] Thank you Nikki, I'm so glad that you enjoyed [00:53:37.429] it. Feel free to share any success stories you [00:53:39.478] have with us.