Digital breakouts present students with a challenge that they must solve by applying their skills and content knowledge to different formats for assessment. When students solve a problem through one of the links, they can enter the code in the digital lock. Once all locks have been opened, the students may win a prize or reward for completing all the challenges successfully. To set up the digital breakout, teachers create a Google form where students enter their answers to the locks. Then, teachers embed this form within a Microsoft Sway document and add images with links leading to all the different challenges. Students then refer to this Sway document repeatedly to solve each task. Because of the versatility of digital breakouts, it is hard to pinpoint specific features. Educators can create these activities with multiple technology platforms. Consistent features include a background story or challenge to engage students, "locks" that students need to open by solving problems, and links to complete these tasks. Digital breakouts give students the chance to prove their knowledge and extend their learning beyond the normal classroom. Read below how digital breakouts tie into the ISTE standards for Students and the Four C's of Teaching and Learning.
Digital breakouts contribute to the Danielson Framework in two different aspects. They especially help with Domain 1: Planning and Preparation, since teachers must prepare multiple aspects of the assignment and ensure that everything works properly for the students. Without thorough planning, the digital breakouts do not work. Teachers must demonstrate full knowledge of the content and students (1a, 1b), since they must design the missions accurately, catering to the students' strengths. If a disconnect exists between the students' thought processes and the teacher's answers for the content, the students will not be able to "unlock" anything. Although students may have to employ critical thinking skills, digital breakouts also provide clear directions to set proper instructional outcomes (1c). Digital breakouts give teachers the chance to design coherent instruction (1e), since each task provides a different way of solving problems, but all of the tasks come together to form one goal for the student. It teaches students how to apply their learned skills to multiple environments, and teachers can directly assess their progress (1f). This leads directly into Domain 3: Instruction, where teachers effectively implement assessment in their lessons (3d). Meanwhile, the students are fully engaged in solving the problems (3c), which could eliminate test anxiety. Digital breakouts present the Danielson Framework in an innovative way, and they continue to revolutionize education.
This tech tool offers a new perspective to the seventh ISTE Standard for Students: Global Collaborator. Much of this standard involves allowing students to utilize digital tools while communicating with others to solve problems. Digital breakouts especially promote this, since each task requires students to solve a different kind of problem. They must engage with others and use each other's strengths and cultural backgrounds to generate a well-rounded, correct solution (7a). In this constructive process, students assume various roles (7c) to aid the group in the common goal of solving the breakout. Throughout the process of solving digital breakouts, students gain valuable skills from the Four C's of Teaching and Learning. As mentioned, they must communicate with others and indirectly communicate with the teacher as they attempt to understand the teacher's thought process for the breakout. This tech tool provides an excellent form of collaboration where students must pull their own weight and rely on each other's strengths for their solutions. Since the problems pose challenges for students to solve, digital breakouts inevitably involve critical thinking and creative new ways of considering the content.
I definitely feel that digital breakouts provide students with an enriching experience to apply their knowledge in multiple realms. They do require tons of planning in advance to be done well, so teachers must be aware of this aspect if they are in a rush to find a classroom activity. However, with ample time, students can explore their learning and work with others in a fun environment. They could be solving math problems without even realizing, since their larger focus would be on "breaking out" of the scenario. I plan to build more digital breakouts for my future classroom due to the sheer amount of excitement and motivation they produce in students. This type of creative assessment may tell me more about the students' progress than a standardized test. Therefore, digital breakouts provide a truly unique learning experience in a classroom.
Check out this digital breakout that I made with two fellow educators, Julia Helmich and Emma Kirk!