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An escape room is, according to Wikipedia, "a physical adventure game in which players solve a series of puzzles using clues, hints and strategy to complete the objectives at hand. Players are given a set time limit to unveil the secret plot which is hidden within the rooms". They are increasingly popular as team-building exercises as well as a fun leisure activity.
In the classroom, an "Escape the Room" format can involve students working together, against the clock, to solve a series of puzzles using existing and fresh knowledge from their studies and from clues and sources which have been left around the room. They can be great for introducing a fresh topic, consolidating existing knowledge and introducing fresh learning into the classroom in a fresh and engaging way.
Although escape rooms have great potential for creating memorable learning experiences in the classroom, they can easily become a time-consuming gimmick where plenty of fun is had but very little genuine learning is taking place. So the challenge I set myself was to develop an easily replicable format for setting up such activities which allows teachers to set them up quickly, and which simultaneously keeps genuine subject mastery at the heart of the excitement.
The approach I adopt is summarised as follows and works well in a lesson lasting 45-60 minutes.
Step 2: Conducting the Activity
What follows is a detailed case study, with supporting resources, which will hopefully inspire you to try one out for yourself!
"It is 1945. Nazi Germany is on the verge of defeat after being invaded by the Russian forces from the East, and Allied forces from the West. You are a group of top-secret codebreakers at Bletchley Park, England. Thanks to you the Enigma codes of the Nazi high command were broken. However, our celebrations have been cut short because we have received an anonymous phone call that a nuclear bomb has been planted in our operations room by an enemy spy who has locked all escape routes. The caller is a double agent who was pretending to help this spy with their evil work. He is keen to help you escape but had to hide clues in the room so as not to blow his own cover. The bomb is locked in a suitcase in the centre of the room. Your job is to crack the code of the lock so you can open the case and defuse the bomb. It has been placed on a timer, leaving you only 45 minutes"
Students are then encouraged to engineer their escape by finding mission slips, completing the tasks and reconstructing the timeline in the manner described above.
From this point the activity should pretty much run itself - students will start hunting around the room trying to find missions, then completing them, and slowly building up the timeline. As the teacher, all you need to do is have your own copy of the mission slips printed onto a sheet so you can tick off which ones have been located, and which ones have been completed. What I find is that for the first few minutes they find very little and rummage around; then they find/solve a sequence of missions; then they hit a brick wall - at which point the hint cards come into play.
Other points to note:
Students should be asked to reflect on the activity with the following sorts of questions:
In the following lessons, students are provided with the timeline in worksheet format. They develop this with notes from two videos ("Britain Alone" and "The Road to Berlin") and images from a web search. They will then use their completed work to choose one character, event or theme to research further: "Find out three interesting facts about your topic in relation to World War Two (1939-45). Be prepared to share your findings with the class. Your teacher may, for example, conduct a 'Tell us something we don’t know' feedback session to identify who has conducted the most interesting research. Alternatively your teacher may ask you to produce a classroom exhibition by collating the research of all members of the class"
I have so far produced a couple of other "Escape the Room" scenarios for my classes, outlined below. I plan to add more of these in due course.
"What a chaotic summer!! While purging the Social Science offices to make space for new teachers, ALL of the important resources to explain what is actually true in history somehow got scrambled, lost or thrown away. Your teacher has been so stressed and over-whelmed by the whole situation she has collapsed in a fit of despair. It is up to you fledgling historians to save the universe by restoring order and determining -What is, who is and where is the TRUTH???"
Produced and shared by Stephanie Howie, Kingston Collegiate, Head of Social Sciences, Humanities and Business
"It is 1610. the Renaissance ('Rebirth') of arts and sciences has transformed Europe. You are students of the great scientist galileo in Padua, Italy. You have all been put in jail by the church for insisting that the earth goes round the sun! You will all taken away to be executed in 45 minutes - unless you can find the key to escape! The location of the key is provided in the coded message in the middle of the room".
Images | PowerPoint Starter | Missions
"You are American business people from the United Fruit Company, placed under house arrest by the new Castro regime due to your close ties to Batista. You have managed to ply the guard with rum and he has passed out. But you have only one hour to find a way to escape before he wakes up and takes his revenge".
Missions | Documents/Images
Births (150 years ago today): 1867 - Arthur Rackham, English illustrator (d. 1939)
Births (50 years ago today): 1967 - Jim Abbott, American baseball player
Deaths (50 years ago today): 1967 - Zinaida Serebriakova, Ukrainian-French painter (b. 1884)
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