Gale Training

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Hello everyone and welcome

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to today's training session on building

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your own escape room using gale.

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My name is Hannah rabu

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and I'm gonna be your trainer today in

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the chat. We also have Cinda Wood and Lindsay

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Barfield, two other trainers on the team,

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they're gonna be maining the Q and A box. If you have

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any questions as we go throughout today's

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session, please feel free to put them in the

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Q and a box and they'll either type

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them out. Type out some answers or or

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I will answer them live

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Let's go ahead and get started. Today

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we are going to be talking about building your own

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escape room using gill resources.

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But first we're gonna start by reviewing

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some prec created escape room content.

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If you're not familiar, we have escape rooms

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um for gil and content. elementary gallon

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context, middle school and gallon context

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high school available to you

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as well as a DIY

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build your own blank template.

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So we're gonna be reviewing a prec created

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escape room. I'm gonna be looking at the middle school

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one today and then we're gonna go into the

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blank DIY and talk about

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how you can build your own for your classroom

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or your library.

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and at the end we'll have time for questions

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and to review our support page but

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definitely feel free to ask any questions

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as we go throughout. Um the

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session you'll see that Cinda has

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put in the chat links to all of

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the different um escape rooms that we have

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on the support site so feel free to check

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those out and save them. They'll also be

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in the follow-up email that you receive tomorrow

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and I've had a lot of questions about whether or

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not this session will be recorded. It absolutely

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is and you will receive it tomorrow

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in your follow up email as well as

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some links and some information about

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future gale in the classroom sessions,

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So first of all, what is a classroom escape

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room? Well, it's a series of clues,

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puzzles and ciphers and activities

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related to the content of your choice.

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So, you know, if you're a familiar user

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of galling context that we have all kinds

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of different resources available

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to you and this really takes it to the next

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level where students not only read and answer

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questions, but take that a step further kind

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of synthesize that information

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in the forms of different puzzles.

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It's a really great opportunity for students to

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engage with the content and collaborate.

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Prior to my time at gale. I was an eighth

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grade english teacher for 10 years and

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I was always looking for ways to engage

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my students with the content and get them

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to enjoy learning and classroom

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escape rooms were a favorite of theirs. They loved

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them so much and it was a great way

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to get them really engaged and excited.

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They were excited about learning and they didn't even realize

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how much work they were doing while they were doing

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it It's

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a great way to use critical thinking and problem

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solving skills because not only are they answering

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those questions like I said they're taking it a step

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further and are they're applying it

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to solve different problems and make connections

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between things.

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and last but certainly not least. It's a way

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to target various learning modalities

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and scaffold as I go around as

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I go through some of the best practices for incorporating

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these escape rooms with your students. Um

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I'm gonna mention several different ways that you can scaffold

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to meet those diverse learners which

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we know is always a win in the classroom,

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So in these escape rooms we're pairing

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the content with puzzles and clues

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to really encourage that close reading

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and analysis of text. So not

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only are they engaging with the awesome resources

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that we have here in gale and those awesome reading materials,

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but they're taking it a step further and really analyzing

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the text to solve some of these puzzles.

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You can see here on the screen. This is an example

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from our gale and context high school escape

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room on the civil rights movement. And then

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here we have one from the elementary

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escape room

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we have a a puzzle and

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um a pig pin cipher which are two very popular

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escape room tools.

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So let's start by reviewing the setup

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and best practices. Um like I mentioned

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at the beginning, we are gonna start by reviewing

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one of the premade escape rooms that you have

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available to you on the gill support

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site and like I said, I was a middle

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school english teacher for 10 years. So

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I'm gonna start by looking at the middle

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school example

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So one of the first steps that you're going to want to

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take when using one of these escape rooms

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is to really read through the instructions

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and tips as well as the task instructions

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and arrangements.

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those pages look like this in the premade

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content. So as you can see

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the instructions, review some instructions

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for before starting the escape room,

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some tips and best practices for while

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your students are participating and then

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some tips and tricks for after the escape

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room has finished

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Also for each task

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there are

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um some instructions and arrangement

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tips as far as what students are going to

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complete for each task. So reading

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these two documents, is really going to familiarize

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you with the content, what students are going to learn,

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inspire ways to use this with the, with

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your students, whether it be before you

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start a unit or kind of as a culminating

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activity at the end of the unit.

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And it really describes recommended setup

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instructions and best practices.

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I can't stress enough that an escape room is

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not something that you can jump into five

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minutes before class, they do take a little while

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to set up. Um But if you have some

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eager students, I know that I always did

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because they love these activities. They were always

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ready to jump in and cut out and you

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know put the activities in envelopes for the next

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day because they were excited about this type of activity.

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So to preface it it is a little

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bit of a setup but it's totally worth it in the end.

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The second step that you're gonna wanna follow is

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determining how you want students to access

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the gale in context materials.

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Um There is a

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resources access page that describes

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this, you can

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see as the gif plays on the left hand

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side of your screen. One of the easiest

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ways to assign content is by using

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the advanced search and the gil document

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number at the bottom of every gil

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document, you'll notice that there's a gil document

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number at the bottom of the page. Using

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the advanced search, students can apply the,

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the filter for. document number and it will

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take them directly there. Alternatively,

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if you want students to access

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this using their email or maybe an L

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MS system that you use in your classroom.

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The Glink tool is always trusty.

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Um you can see up here at the top, you click the

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get link tool,

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share it with your students and it will send them directly

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to that document.

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the third step and probably the most time

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consuming step is to print the escape

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room tasks using the printing

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suggestions page,

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So best practice is really to have a folder

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for each task and a folder

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equal to the number of groups. So

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if you have six groups of students then you would

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have six folders for each of the different

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tasks

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I have some folders here, you probably

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can't see them behind me, I'll show you

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a picture of them.

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Um

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but on the, on the front of the folder you

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can put the task description and inside

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all of the materials for that task, it

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makes it a lot easier to, for students to

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progress throughout them

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and um to access all of the activities.

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So you'll see in all of the premade content

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there is a printing suggestion page

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and be sure to note that some of them

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include two per page just to cut

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back on copies and save you some time.

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Um So the printing suggestions

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will definitely help you.

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And also um in

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the task descriptions and instructions

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make a note that some of the activities

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are cut and sort activities meaning

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you'll cut out the different pieces of paper for students

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to interact with.

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here. You can see my examples of some

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folders, so these task cards, which

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I'm going to review later are totally optional.

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They do, you know, kind of jazz up the folder a little

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bit, but honestly just as effective

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as writing task. One on the outside of the folder,

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on the inside. You'll see that I have the task

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instructions page as

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well as some as some directions.

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Here in this envelope is an example

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of a cut and sort activity.

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can see here this one is actually

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an activity where students um put

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these events in

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chronological chronological order. So

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all the activities are in a manila envelope,

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you can use a white envelope, a baggie

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whatever you have on hand. Just to keep

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those organized. And if you decide

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that you really like these activities and

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you want to use them again with other classes

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or in the future you can laminate these

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and make them really um reusable

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and keep them protected. So that every time

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you don't, you do this, you don't have to set it up again.

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and here's an example of what that activity would look

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like once it's finished. Um As

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I've mentioned, escape rooms are all about finding

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the secret codes. So once the students

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have these in the correct order

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this would be their secret code 73618254.

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So as a teacher best practices or

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as a librarian, if you're doing this in your library

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Uh Best practice is to have your answer key

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in your hand at all times because students are gonna get

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really really excited and they're gonna be raising their hand.

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I think I got it. I think I got it. You can look

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check their code quickly and if they got

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it right hand them the folder for task

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number two

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and have them progress through. So definitely

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be sure that you have that teacher answer key printed

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out so you can give them permission to move

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on Um if you have a teacher's

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aide or a teacher's assistant or a library

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assistant definitely a good time to

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have them help out because they're gonna be

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really excited to move on to the next task

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and to get their code checked.

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Now I mentioned scaffolding and differentiating

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for your diverse learners. So obviously

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you can pair the students and group them how you

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want. And what I love about these

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activities is that every time I would do this

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in my class, um the high achieving

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students would really lift everyone else up.

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They, they all tended to work together

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really, really well and even

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the students who were more reluctant learners

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would get really, excited about solving

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these puzzles and would definitely jump in

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and get excited. So as you have

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that teacher answer key and you're walking

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around assisting the other students, this

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is a great time to provide those supports

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because some groups are going to be speeding ahead.

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They don't really need any help, but the other ones,

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you can kind of help them and guide them like

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oh are you sure that it starts with three? Maybe

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look again? You know what I mean? Kind of guide them

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as you go through

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Now your next step is going to be giving

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all groups their task one folders.

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So you're gonna give them the task one folder,

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give them their group answer sheet. You want

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to be sure that each group has one group answer

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sheet and you're gonna show them how you want

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them to access the materials. So

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if you've shared them via the glink to your L

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MS. system then be sure to tell them hey check

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google classroom or school G or canvas

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to access the links or if

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you're having them use the gall document number,

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be sure that they know how to perform that advanced

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search, you could write that up on the board

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or even share the slide that I have in this presentation

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up on the board so they know how to access those.

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So here's an example of ta the task

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one folder and you can see that task one

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actually just consists of seven different

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questions. So um I've just

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taped the questions inside of the folder

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and again this just cuts down on the copies because

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this means that I only had to make this one copy

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for that group of students.

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Here's an example of the group

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answer sheets.

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Your next step is to get started. So this

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is when you know the the kids are gonna be really

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excited when you hand them the task

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one folder, Be sure to tell them. Don't open

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the folder yet. We're not ready to get started. Wait

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until I say go and then you tell

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them to go

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and then when they get started, your job is to walk

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around and assist them as needed, provide

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those scaffolds and supports um help

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the groups that need a little bit more assistance and

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really encourage them to work together. Um

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When a group gets the code correct,

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then you're gonna hand them with the folder for

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the next task. So like

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I said best practice is to have

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a folder for each task equal to

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the number of groups have those in your

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hands so you can hand them to them as

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soon as they're ready to move on to the next.

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Task

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Uh, anna I see your question about opening

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the templates without power point.

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Um, maybe you have

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a, if you have access to maybe google slides,

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you should be able to open it that

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way. Um, but that's a absolutely

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something that we could also post in a Pdf

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format. Um that's the kind of feedback

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we love to get from these sessions. So if

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you know more people would like to see this posted as a PDF.

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Absolutely, we can do that.

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um Sarah as far as how many students should

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be in each group. Um

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I would think, you know, I usually did between

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usually three or 45

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tends to be, you know, too many cooks, but I think

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three or four would be perfect. Or even if

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you have some high achieving students, you could do it

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in groups of two

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And um you could have

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them access it individually. That

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would probably be best so they can all read and analyze

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that information together.

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Keep those questions coming in the Q. And A.

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Um

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the question about resources access. I think

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Cinda is answering that in the chat.

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Ok, so those are your steps for using

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the prec created content.

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All of the directions are pretty much there,

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All of the activities are made, there's different

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types of puzzles. Um

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But definitely the most important thing is to read

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through all of the instructions and tips and

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arrangements have them printed out and

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ready to go when your students enter the room

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and be sure that you're walking around with that answer

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key, keeping them engaged and

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on task and encouraging them as they

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go.

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And here we have some awesome pictures

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of some of our studentss

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um completing the gallon context, elementary

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scavenger hunt. This is my uh colleague

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Cinda young ones. Uh

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just like teachers, kids, trainers kids

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typically get to um try

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out our activities first. They're

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guinea pigs. So I definitely wanted

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to share them doing this gall and context elementary

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scavenger hunt. You can see them super engaged,

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notice that they have headphones if

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you're an experienced gall and context user,

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you know, we that that we have the text to speech

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E reader built in

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The elementary scavenger hunt actually includes

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a video as well. So remember

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for those students who may struggle to read

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the content that we have that read

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to speak um text reader

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that they can, you know, use some headphones

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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.