I Broke Out!

I did it!

I broke out of being a “reader not user” of Breakout EDU!  I have been hearing about Breakout EDU from colleagues in my Professional Learning Networks for about 8 months now.  I did my research (on breakoutedu.com, Facebook page, Twitter, and more!) to learn how it works and why it was such a big hit with everybody.  It became pretty clear that the excitement around Breakout EDU was focused on what we’re all looking to do for our students; create engagement, have authentic challenges, foster perseverance, develop opportunities for collaboration, and embed hands-on learning opportunities to apply our knowledge and skills.  That was it – I was hooked.

About 3 months ago I decided I was going to jump in and I purchased 2 kits for my school.  Once they arrived I spent a lot of my own “play” time to learn how to use and set the locks, playing with the kits, exploring Breakout EDU Games, and playing with the UV light/pen (super fun!) 

Ok, I was ready… It was official and I put it on a staff meeting agenda!  I used the Faculty Meeting Breakout game from the website.  Kits were put together, resources were printed, locks were on.  And then… SNOW DAY!  My Breakout EDU staff meeting had to be put off for another month.

Yesterday I finally had the opportunity to share this resource with my staff.  After sharing some of the information I’ve learned about Breakout EDU with them, I turned them loose.  It was awesome to watch.  My staff members got working together in teams – some jumping right in and trying while others hung back to watch how this was going to unfold.  Some folks stepping up as leaders of the work, others were thinking creatively outside-the-box ideas for clues and combinations.  I split the staff into two groups, to provide more opportunities for each person to engage with the tools – which created an unintentional fun bit of competition between the groups -I overheard a team plotting to swallow the other team’s key (all in good fun of course!)

Both teams were able to successfully Breakout of their boxes – to find some exit tickets from our meeting.  My teachers’ feedback highlighted some of the things that worked well for them or their team;

• Teamwork
• Communication
• FUN
• Chance to show different strengths
• Working together/collaboration
• Upbeat – no cheating
• Teambuilding
• Listening
• Everybody coming at the task from different perspectives and ideas
• Patience
• Brainstorming
• Trial and error
• Perseverance
• All people invested

Many staff were also able to think about how they could utilize this with their students! As much of a learning activity as it may have been for participants, I think I learned more as the facilitator of the activity (both about myself and about my staff.)

After some reflection time, some of my take-aways are;

• Back off!  Don’t rush to help… be patient.  I offered multiple times that if teams wanted a hint they could ask for it – and each time the teams said “NO!”  They wanted space to try it for themselves. Our educator brains are wired to “help”  - so acknowledging the space to struggle is huge… and in doing it again I would give teams the ‘hint’ card for them to raise if they needed to ask me and then I would BACK OFF!
• Some people will jump in and use a lot of trial and error while others need to hang back to watch and warm up.  I worried that those hanging back were disconnected from the activity and their team.  I may not ever be able to know for sure, but I did observe some of those that were hanging back get more connected and engaged as the activity went on – and saw cheering when a lock was opened! It may be that the style of learner and style of collaboration may respond differently when put into this unknown situation – or when asked to problem solve with team-mates they don’t always work with.  I need to be sure as an educator I honor and respect that time folks need to process and allow that engagement to happen at varied paces.
• There are different leaders that may pop up when given the opportunity. As an educator I need to consider when to assign “roles” and when the group dynamic should organically allow people to step up.
• PREPARE!  I used the tools multiple times when the kits first arrived.  I also set and reset the locks while getting ready.  Once I set the kits all up – I did each of the tasks myself to make sure they all worked.  In doing this I found a few pieces that needed to be adjusted or clarified before sharing with my teachers.  It reminds me of when I was in the classroom and had prepared a sub plan for a day I expected to be out.  I ended up not being out and found the day went beautifully because I had “over”planned everything thinking that a substitute would be there.  Especially when engaging in something new – there are measurable benefits to “over” practicing and preparing!
• Take risks – be willing to fail publicly.  I told my staff when we started that this was new for me and that I had never done this before.  I appreciate that my staff was flexible enough to jump in with me and try this tool – whereas it could have just as easily failed!  I felt it was important to take this jump because I hope that my teachers know they can take risks too (and FAIL when trying!) – just as we ask our kids to do each day.

I am so appreciative of my staff’s willingness to try this activity with me. Thank you for giving it a go and engaging in the collaborative process while taking a risk trying something new with me! I am excited about so many of the new innovations happening in our field – and I cannot wait to see what our learners take on next!