Digital breakouts use a variety of edtech tools to make the virtual equivalent of an escape room for students. Regardless of the tools used to enhance the digital breakout, the two necessary components are a website to act as a container and a Google Form with "locks" to solve. The website must be adaptable enough to allow multiple tools to be embedded, and the Google Form must be programmed not to give the correct answer when students input an incorrect one. For the purposes of the Digital Breakout below, I collaborated with a group, and we utilized Animoto, QR codes, and Canva. Animoto is a tool for making video presentations with pictures and music, QR codes can be scanned by devices to link directly to content, and Canva is typically used for posters and infographics. With each of these tools, students can find hidden answers, use problem-solving skills, and work together to unlock each part of the Google Form.
Digital breakouts are most closely associated with Domain 3 of the Danielson Framework, Instruction. By creating a challenge that requires students to think creatively and work together to reach a shared goal, the lesson becomes more engaging and episodic (3c). Digital breakouts can also be a way to include formative assessment, or incorporate an extra credit assignment (3d). The Google Form is set up to be responsive, giving immediate feedback about whether each lock is correct or not (3e). Finally, the collaborative aspect of digital breakouts encourages discussion and questioning (3b).
In my future classroom, a Digital Breakout would be an ideal way to begin the year, allowing the students to get to know each other while having students preview information that will be important for the rest of the year. For short stories such as those written by Edgar Allan Poe, an activity with an escape-room feel could help them to connect with and enjoy the story. It may also be engaging to add an element of competition to the situation by breaking the class into small groups and offering extra credit or some other extrinsic reward for the team to complete the activity first. It would not be a tool I would use often, but I think using it once or twice a year would be a great way to offer students a fresh perspective on what they are learning, and build a positive classroom environment.
References:
The Danielson Group. The Framework. Retrieved from http://www.danielsongroup.org/framework/
Digital breakouts are most closely associated with Domain 3 of the Danielson Framework, Instruction. By creating a challenge that requires students to think creatively and work together to reach a shared goal, the lesson becomes more engaging and episodic (3c). Digital breakouts can also be a way to include formative assessment, or incorporate an extra credit assignment (3d). The Google Form is set up to be responsive, giving immediate feedback about whether each lock is correct or not (3e). Finally, the collaborative aspect of digital breakouts encourages discussion and questioning (3b).
In my future classroom, a Digital Breakout would be an ideal way to begin the year, allowing the students to get to know each other while having students preview information that will be important for the rest of the year. For short stories such as those written by Edgar Allan Poe, an activity with an escape-room feel could help them to connect with and enjoy the story. It may also be engaging to add an element of competition to the situation by breaking the class into small groups and offering extra credit or some other extrinsic reward for the team to complete the activity first. It would not be a tool I would use often, but I think using it once or twice a year would be a great way to offer students a fresh perspective on what they are learning, and build a positive classroom environment.
References:
The Danielson Group. The Framework. Retrieved from http://www.danielsongroup.org/framework/