Currently, I co-teach a math 8 class. My co-teacher Mrs. Barnard (who is awesome, by the way) and I were looking for a fun way to actively engage the kids while reviewing for our final exam. Our school has a set of Breakout-Edu boxes so we decided to give those a go.
If you aren't sure what these are, please click the link I provided and check it out. We did one at a PD at the beginning of the school year and it was pretty fun! Mrs. Barnard and I had no formal training except the time we completed the activity at the beginning of the year (just so you know our background knowledge).
We needed to do something relatively easy. Let's be honest, it's the end of the school year. We are fried. The kids are fried. Instead of making things harder on ourselves and because this is the first one we had ever tried, we each went on to Teachers Pay Teachers and found a great breakout review for 7 bucks. Work smarter, not harder, amirite??
*Funny story... we looked separately and both found the same one!*
The prep work:
So, we sat down 2 weeks ahead of time and started putting our breakout together. Now, I must say that for the $7 we spent, everything was already provided. We could have just printed out all the signs, worksheets, booklets, etc and used it as is. But, we knew some of the challenges would have been too difficult for our students (especially the integrated-co-taught class), so we modified. First, I created a Google Drive folder and saved all the original PDFs that were provided. I also made a folder in there for my 15:1 mathematics class. I knew I could do a modified version and wanted to have a place to drop the files in the future.
I printed out copies of each challenge and used Wite-Out EZ correct (the one that rolls on dry) to make blank copies (yup, technology girl- still using white out!). Then we scanned them with the printer to make PDFs. While I was doing that, Mrs. B made up some new problems that would allow our students to be successful. I then used the Kami Chrome Extention to add text/new examples in the blank boxes. I then saved my changes in Google Drive in the 8th-grade folder.
There were 8 "challenges" labeled A-H. The first thing we did was make a pile for each letter challenge. Secondly, we decided what our "locks" would be. This took us the longest out of everything. Although we had a bunch of locks, boxes, and tools to help, taking the codes from the breakout we bought and applying them was difficult. Most of the codes were 4-digit numerical codes. We didn't have that many locks that were 4 numerical digits. Because we had no actual training for this, we had to go on the BreakoutEdu website and learn how to reset all the locks. I won't lie, it was painful for me to have to stop, read the directions, and then teach myself. I learn way better when someone shows me! But we did it... all for the sake of education! Ha!
Then, we really had to get creative. Luckily, we both love doing that! We had to figure out how to present all of these folders. We decided to use different colored folders for each challenge. We stapled the challenge name on the front and placed all the materials students would need (including the hint cards) inside. We had to make a few of our lockboxes. Here's how it all ended up breaking down:
If you aren't sure what these are, please click the link I provided and check it out. We did one at a PD at the beginning of the school year and it was pretty fun! Mrs. Barnard and I had no formal training except the time we completed the activity at the beginning of the year (just so you know our background knowledge).
We needed to do something relatively easy. Let's be honest, it's the end of the school year. We are fried. The kids are fried. Instead of making things harder on ourselves and because this is the first one we had ever tried, we each went on to Teachers Pay Teachers and found a great breakout review for 7 bucks. Work smarter, not harder, amirite??
*Funny story... we looked separately and both found the same one!*
The prep work:
So, we sat down 2 weeks ahead of time and started putting our breakout together. Now, I must say that for the $7 we spent, everything was already provided. We could have just printed out all the signs, worksheets, booklets, etc and used it as is. But, we knew some of the challenges would have been too difficult for our students (especially the integrated-co-taught class), so we modified. First, I created a Google Drive folder and saved all the original PDFs that were provided. I also made a folder in there for my 15:1 mathematics class. I knew I could do a modified version and wanted to have a place to drop the files in the future.
I printed out copies of each challenge and used Wite-Out EZ correct (the one that rolls on dry) to make blank copies (yup, technology girl- still using white out!). Then we scanned them with the printer to make PDFs. While I was doing that, Mrs. B made up some new problems that would allow our students to be successful. I then used the Kami Chrome Extention to add text/new examples in the blank boxes. I then saved my changes in Google Drive in the 8th-grade folder.
There were 8 "challenges" labeled A-H. The first thing we did was make a pile for each letter challenge. Secondly, we decided what our "locks" would be. This took us the longest out of everything. Although we had a bunch of locks, boxes, and tools to help, taking the codes from the breakout we bought and applying them was difficult. Most of the codes were 4-digit numerical codes. We didn't have that many locks that were 4 numerical digits. Because we had no actual training for this, we had to go on the BreakoutEdu website and learn how to reset all the locks. I won't lie, it was painful for me to have to stop, read the directions, and then teach myself. I learn way better when someone shows me! But we did it... all for the sake of education! Ha!
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| The lockbox and our team's headphone box. |
Then, we really had to get creative. Luckily, we both love doing that! We had to figure out how to present all of these folders. We decided to use different colored folders for each challenge. We stapled the challenge name on the front and placed all the materials students would need (including the hint cards) inside. We had to make a few of our lockboxes. Here's how it all ended up breaking down:
- Challenge A: We handed to the students. We decided that starting off this way was the easiest so we could manage the introduction of the breakout, give expectations, and let the groups get a feel for working together. This produced a 4 digit code that unlocked a big black box.
- Challenge B: In the black box was the folder for Challenge B. Students completed this challenge to find a two digit code. The two digit code was written on a key (I brought in all the old keys I could find, including our old car keys from the '90s!! Don't ask me why we still have them). The key unlocked a pair of scissors. Students then used the scissors to cut a zip-tie holding together a cardboard "safe" that contained Challenge C.
- Challenge C: Students had to find 6 sets of matching pieces (4 pieces in each set). Then they needed to put the pieces together to form a square. On the back of this square were 3 digits. Students then used these to answer questions to find a three digit code. This code was on a numerical lock that unlocked another cardboard safe containing Challenge D.
Working on puzzle pieces in Challenge C
Challenge D: Students found a three digit code. Because this was halfway through all the challenges, we felt like it would be good to check over all their work thus far before giving them Challenge E so we had them tell a teacher their code to get the next challenge.
Numbered keys to unlock
the scissors- Challenge E: Students completed problems that had them working with exponents. When they were done, they wrote each answer on the top of a slip of paper with letters. They then placed all the slips in order from the smallest exponent to the largest exponent. It then spelled out their clue for them. Their clue was a 5-letter alphabetic clue which unlocked a large box (we used our Team's headphone box). F was inside the box.
- Challenge F: This ended with a 3 digit code. Students found the three digits written on a second key within the keychain. They had to find the lock around the room and unlock it (it was on the teacher locker in the front of the room). Challenge G was inside the locker.
- Challenge G: This challenge ended with a room number which was right across the hall. There they found the final challenge.
Challenge H: The final folder gave them a 5 letter code. At this point, we had run out of letter locks, so we had to improvise. The answer is "stars" so we just lined up all the star symbols and hoped for the best. The small box that they opened was full of candy for them!
Breaking open the cardboard safe
Overall, the whole thing was a hit! This was the first one we've completed with our kids, so there was definitely a learning curve for them. Once they got into it though, they really loved it! I've never had so many comments in math class like:
- "Can we do this for the rest of the year?"
- "I can't wait to get to math, today!"
- "This is great!"
Not to mention, when the kids came into the room, they immediately jumped right into where they left off. We would literally have to stop them to go over the previous night's homework. We allowed them to work in groups of their own choosing, which actually went better than expected. They talked about MATH together. They worked collaboratively to finish problems. Each group had a clear leader. Even our groups that are usually behavior problems did well. Honestly, they would get frustrated at times, but they kept at it (whining the whole time. of course!).
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| The final candy-filled box! |
Mrs. Barnard and I were so happy. The first day the kids worked, we sat back and just watched the natural progression of the group dynamics being formed. As teachers, we were problem solvers as issues popped up. We made a folder for each challenge and put all the materials we needed to complete the challenge next year. We also put a blank piece of lined paper in each folder and wrote down what the code was, how we "locked" it, and how we would improve upon or change it in the future. It was really good to reflect on each section and see exactly what worked and didn't work. Finally, we made note of how many copies of each page we made. Some we did class copies of (one for each student) and others we did folder copies (one for each group).
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| One of our "reflection pages" that we jotted down ideas on as the students finished. |
The breakout took longer than expected (we allotted 3 days, but it took a solid 5). We allowed the extra time because we both agreed that the kids were able to get more out of this activity than any other review we have done all year. The collaboration between peers, competitiveness, and the ability of the teachers to work in small groups on personalized instruction was priceless.
Looking forward to next year, we decided that we would like to do this sort of activity for each review before a quiz or test. Of course, we wouldn't do a review of this size. Just one challenge with one box, revealing candy, pencils, or some other little token. We also talked about adding a Google Form to the breakout so students can plug their completed codes in and check them along the way. There are so many options!
Check out my Pinterest page for more ideas on Breakout Boxes and Digital Breakouts! I am definitely going to do a PD on this soon! Hopefully, Mrs. Barnard will allow me to return next year and co-teach with her classes when she does this again!
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