BREAKOUT
dragon's
The
dungeon
bit.ly/BLnextstep
Story
© 2023 A game by Blended Learning: Next Steps Group Anna, Denise, Tammy, Jackie, and Caitlyn
To ensure our safety: Please silence all phones and turn on your candles! The Blended Learning: Next Steps group is not liable for any damage, missing items, or mauling by dragon for those who do not heed our warning. bit.ly/BLnextstep
Start game
Legend says that a faraway kingdom forged an Evidence of Learning sword that together with the power of the Elemental Gems (time, place, path, and pace) could defeat any evil. Our mission is to gather the gems to assemble the ultimate weapon and defeat the dragon hiding in the dungeon.
Start game
Thank goodness you’ve come! We need your help! You need to find the 4 Elemental Gems so that the sword has enough power and then defeat the fearsome dragon that is terrorizing our teachers…
Please follow along with us! If you move ahead of the group, you may fall into a deeper, darker dungeon of whole-group lectures and worksheet packets!!
Help us! Only a person like you can do it! Tell us how to move forward!!!
Tell us ideas for how to support the implementation, development and professional learning needs addressed in BL Next Steps:
JW-Going granular with the goal and action steps. finding the resource that are tailored to the the teacher's specific goal.
TR-Start with an area where the teacher is comfortable allowing students to make choices and then add in one element that pushes them out of their comfort zone.
DD-Start small and scaffold based on teacher need - add choice, add student agency/goals/reflections, etc. Also, add in collaboration when planning, which seems to often be left out.
CE-Start with collaboration in mind, this will often get teachers out of their comfort zones and into the mindset of creating for implementation.
AK-Find where teacher is already experiencing success and build from there; bring in other teachers and share the work to multiply the success.
Tell us action items you will take in your work with your campuses:
JW- Specific feedback from students and teachers. Look for T-TESS goal alignment. Provide rolling PL's/LCM's. Offer support, not criticism. Have teachers share their successes for inspiration.
DD - always ask about student reflection! Also, how can we add instruction that closes the gaps/extends learning - opens conversation for choice/stations. I also add info on classroom management strategies if they add stations.
TR - ask the teacher what elements of choice are available to students during the lesson.
AK - Align to their T-TESS/ETIP goal. Share ideas & successes from other classes. Remind that we're not looking for perfection - from ourselves or from the students - but progress. Run through lesson ahead of time and work through possible sticking points w/class mgmt
CE- Ask where they are and what they know at the present time. Then move into what they would LOVE to know. From here, we can create a plan to tailor choices/conversations to meet their goals!
Tell us who specifically can support you:
- DD - Coachees who have found success, IS's, admin, EDLD
- TR - Instructional Specialists, team leads, campus admin
- CE - IS, admin, Teaching and Learning!
- AK - T&L, IS, other teachers on campus (or other campuses), other ITCs admin, librarians
- JW- Librarians, Mentor Teachers, Teachers who are already implementing, IS's, team leads
Tell us evidence of impact from the application piece submitted
TR - The teacher saw her students' level of engagement increase substantially, and she was able to gather concrete data about each student's progress during the station rotations. The kids asked to do stations more often! The teacher has since used station rotations several times.
DD - The teacher saw real value in the playlist because students were working on TEKS THEY needed to improve. They could move on or get help based on their proficiency so less time was wasted and more quality instruction/mastery was gained. And kids loved it!
AK - (In progress) teacher is excited and has brought more ideas for future iterations of her spiralling choice board; she will be able to collect data to show that giving students choices in their learning impacts mastery (her T-TESS goal); she has shared the idea with her colleagues and they are using it as well. She now has a template that she can tweak for future lessons.
Tell us evidence of impact from the application piece submitted
JW- Students are now able to work on specific learning gaps within TEKS that they did not achieve mastery in. They also get to choose what they can work on or work through, and not have to do whole work. The teacher now has a better grasp on how to include choice and BL in her classroom without chaos.
CE- Teacher began to change behavior within creation of blended models. Teacher said she began to feel more comfortable in creation and implementation. Students then felt more comfortable on their end when completing models. Teacher started noticing growth in blended tutoring groups.
I knew you would not fail me! Thanks a lot! Here is the Evidence of Learning Sword. Now gather the Elemental Gems to complete it and defeat the dragon.
LEVEL 1 - time GEM
Time GEM
Watch out, a wandering skeleton is in your way! Get the Time gem by passing a quiz about blended learning next steps!
Start level
Where do you think you’re going, mortal?! You won’t be worthy of the Time Gem until you get all my questions correct. Do you dare to try?
Which one of these is NOT a blended learning MYTH?
More than 1 blended learning model may be used in a lesson
There's room for only 1 model
Which one of these is NOT a blended learning MYTH?
Blended learning is a linear process
Blended learning can give students choice of their own path and place
Which one of these is NOT a blended learning MYTH?
Blended learning looks different in every classroom
Blended learning looks the same in all classrooms
Congratulations!! Here is your reward, you have earned the Time Gem!
Hahahaha, what do you say? ...
Oh, I've lost my mind, give me another chance!
LEVEL 2 - place GEM
Place GEM
Choose the correct image to get out of the room alive and get the next gem
Start level
The student can choose between learning by watching a video or by reading an article.
The student considers his or her own productivity when deciding to work alone or with a partner.
Which is an example of students exercising choice of PLACE in a Blended Learning lesson?
To create smaller learning communities within a larger class.
Students can choose the way they want to learn.
What is the purpose of station rotations?
It allows students to learn at their own pace.
The student considers his or her own productivity when deciding to work alone or with a partner.
What is one reason you would incorporate flipped lessons in your classroom?
You got the Place Gem!
GAME OVER
Try again
Exit
LEVEL 3 - path GEM
Path GEM
Drag the light to find the correct answer
Start level
This gives students choice of when and in which order they complete lessons.
Pace
Time
Place
For this type of choice, students need on-demand access to direct instruction, videos, adaptive technology, or other resources.
Place
Pace
Evidence of Learning
This type of choice allows students to pick sequence of tasks or has different ways to reach the same definition.
Place
Path
Evidence of Learning
And now look for the gem! Hurry up!
You got the Path gem!
GAME OVER
Try again
Exit
LEVEL 4 - pace GEM
pace GEM
Search among the tiles for the correct answer
Start level
Which BL model allows time for more individual support from the teacher?
Individual rotation
Flipped
The materials and choices within a Blended Learning lesson do not need to be aligned to the TEKS.
Sometimes true
Always true
Never true
This is what blended learning looks like in the a classroom
Students working collaboratively or independently to show their thinking through their own path.
Students working on the same assignment, at the same time, showing their thinking the same way.
You got the Pace Gem!
GAME OVER
Try again
Exit
FINAL LEVEL - DRAGON
Defeat the dragon!
How dare you bother me, you fool!
THE END
You defeated the dragon, and the kingdom is at peace again. You’ve become a Blended Learning: Next Steps wizard!
© 2023 A game by Blended Learning: Next Steps GroupAnna, Denise, Tammy, Jackie, and Caitlyn
What will become of us!
SURE YOU WANT TO admit defeat?
Stay
Exit
Blended Learning: Next Steps
Denise Dalrymple
Created on February 24, 2023
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Transcript
BREAKOUT
dragon's
The
dungeon
bit.ly/BLnextstep
Story
© 2023 A game by Blended Learning: Next Steps Group Anna, Denise, Tammy, Jackie, and Caitlyn
To ensure our safety: Please silence all phones and turn on your candles! The Blended Learning: Next Steps group is not liable for any damage, missing items, or mauling by dragon for those who do not heed our warning. bit.ly/BLnextstep
Start game
Legend says that a faraway kingdom forged an Evidence of Learning sword that together with the power of the Elemental Gems (time, place, path, and pace) could defeat any evil. Our mission is to gather the gems to assemble the ultimate weapon and defeat the dragon hiding in the dungeon.
Start game
Thank goodness you’ve come! We need your help! You need to find the 4 Elemental Gems so that the sword has enough power and then defeat the fearsome dragon that is terrorizing our teachers…
Please follow along with us! If you move ahead of the group, you may fall into a deeper, darker dungeon of whole-group lectures and worksheet packets!!
Help us! Only a person like you can do it! Tell us how to move forward!!!
Tell us ideas for how to support the implementation, development and professional learning needs addressed in BL Next Steps:
JW-Going granular with the goal and action steps. finding the resource that are tailored to the the teacher's specific goal.
TR-Start with an area where the teacher is comfortable allowing students to make choices and then add in one element that pushes them out of their comfort zone.
DD-Start small and scaffold based on teacher need - add choice, add student agency/goals/reflections, etc. Also, add in collaboration when planning, which seems to often be left out.
CE-Start with collaboration in mind, this will often get teachers out of their comfort zones and into the mindset of creating for implementation.
AK-Find where teacher is already experiencing success and build from there; bring in other teachers and share the work to multiply the success.
Tell us action items you will take in your work with your campuses:
JW- Specific feedback from students and teachers. Look for T-TESS goal alignment. Provide rolling PL's/LCM's. Offer support, not criticism. Have teachers share their successes for inspiration.
DD - always ask about student reflection! Also, how can we add instruction that closes the gaps/extends learning - opens conversation for choice/stations. I also add info on classroom management strategies if they add stations.
TR - ask the teacher what elements of choice are available to students during the lesson.
AK - Align to their T-TESS/ETIP goal. Share ideas & successes from other classes. Remind that we're not looking for perfection - from ourselves or from the students - but progress. Run through lesson ahead of time and work through possible sticking points w/class mgmt
CE- Ask where they are and what they know at the present time. Then move into what they would LOVE to know. From here, we can create a plan to tailor choices/conversations to meet their goals!
Tell us who specifically can support you:
Tell us evidence of impact from the application piece submitted
TR - The teacher saw her students' level of engagement increase substantially, and she was able to gather concrete data about each student's progress during the station rotations. The kids asked to do stations more often! The teacher has since used station rotations several times.
DD - The teacher saw real value in the playlist because students were working on TEKS THEY needed to improve. They could move on or get help based on their proficiency so less time was wasted and more quality instruction/mastery was gained. And kids loved it!
AK - (In progress) teacher is excited and has brought more ideas for future iterations of her spiralling choice board; she will be able to collect data to show that giving students choices in their learning impacts mastery (her T-TESS goal); she has shared the idea with her colleagues and they are using it as well. She now has a template that she can tweak for future lessons.
Tell us evidence of impact from the application piece submitted
JW- Students are now able to work on specific learning gaps within TEKS that they did not achieve mastery in. They also get to choose what they can work on or work through, and not have to do whole work. The teacher now has a better grasp on how to include choice and BL in her classroom without chaos.
CE- Teacher began to change behavior within creation of blended models. Teacher said she began to feel more comfortable in creation and implementation. Students then felt more comfortable on their end when completing models. Teacher started noticing growth in blended tutoring groups.
I knew you would not fail me! Thanks a lot! Here is the Evidence of Learning Sword. Now gather the Elemental Gems to complete it and defeat the dragon.
LEVEL 1 - time GEM
Time GEM
Watch out, a wandering skeleton is in your way! Get the Time gem by passing a quiz about blended learning next steps!
Start level
Where do you think you’re going, mortal?! You won’t be worthy of the Time Gem until you get all my questions correct. Do you dare to try?
Which one of these is NOT a blended learning MYTH?
More than 1 blended learning model may be used in a lesson
There's room for only 1 model
Which one of these is NOT a blended learning MYTH?
Blended learning is a linear process
Blended learning can give students choice of their own path and place
Which one of these is NOT a blended learning MYTH?
Blended learning looks different in every classroom
Blended learning looks the same in all classrooms
Congratulations!! Here is your reward, you have earned the Time Gem!
Hahahaha, what do you say? ...
Oh, I've lost my mind, give me another chance!
LEVEL 2 - place GEM
Place GEM
Choose the correct image to get out of the room alive and get the next gem
Start level
The student can choose between learning by watching a video or by reading an article.
The student considers his or her own productivity when deciding to work alone or with a partner.
Which is an example of students exercising choice of PLACE in a Blended Learning lesson?
To create smaller learning communities within a larger class.
Students can choose the way they want to learn.
What is the purpose of station rotations?
It allows students to learn at their own pace.
The student considers his or her own productivity when deciding to work alone or with a partner.
What is one reason you would incorporate flipped lessons in your classroom?
You got the Place Gem!
GAME OVER
Try again
Exit
LEVEL 3 - path GEM
Path GEM
Drag the light to find the correct answer
Start level
This gives students choice of when and in which order they complete lessons.
Pace
Time
Place
For this type of choice, students need on-demand access to direct instruction, videos, adaptive technology, or other resources.
Place
Pace
Evidence of Learning
This type of choice allows students to pick sequence of tasks or has different ways to reach the same definition.
Place
Path
Evidence of Learning
And now look for the gem! Hurry up!
You got the Path gem!
GAME OVER
Try again
Exit
LEVEL 4 - pace GEM
pace GEM
Search among the tiles for the correct answer
Start level
Which BL model allows time for more individual support from the teacher?
Individual rotation
Flipped
The materials and choices within a Blended Learning lesson do not need to be aligned to the TEKS.
Sometimes true
Always true
Never true
This is what blended learning looks like in the a classroom
Students working collaboratively or independently to show their thinking through their own path.
Students working on the same assignment, at the same time, showing their thinking the same way.
You got the Pace Gem!
GAME OVER
Try again
Exit
FINAL LEVEL - DRAGON
Defeat the dragon!
How dare you bother me, you fool!
THE END
You defeated the dragon, and the kingdom is at peace again. You’ve become a Blended Learning: Next Steps wizard!
© 2023 A game by Blended Learning: Next Steps GroupAnna, Denise, Tammy, Jackie, and Caitlyn
What will become of us!
SURE YOU WANT TO admit defeat?
Stay
Exit