A Breakout EDU game is a perfect way to augment any unit of study and provide learners with a unique way to work collaboratively with their peers to solve academic puzzles. Breakout EDU is powerful learning tool that is most effective when in the hands of an empowered educator that uses it strategically to create one-of-a-kind learning scenario. We asked our community how often they use Breakout EDU in their classroom.  

Bridgette Farrell-Kuzma: With third graders last year, I averaged about one a month. I did many holiday-themed ones. The timing also depended on when I had time to set them up. This year, I hope to do more connected to curriculum. The timing of one every few weeks always let anticipation build for when the next Breakout would be.

Jennifer Zimny: I feel once a quarter is plenty for high school, providing I can find or create a good quality game that coordinates well with what is happening in the classroom. It has to hold purpose. You don't want to breakout too often or it will lose it's wow factor!

Amy Brownlee: I also averaged once a month with my fifth grade math classes. We also spent time creating games and clues too in addition to the games. My students often completed digital games in their spare time! I think at the end of every unit is a great idea, too.

Irene Mager Konyar: Tried to run one once a month for k-5 classes, which means I assemble/run 3-4 different games. The students, teachers, and I love the games.

Jodi Miller Foreman: I teach three units per year in a gifted and talented pull out program. I held one big Breakout EDU game for each unit. I also did 3 other Breakout EDU games as motivators, rewards, "fun" events. I occasionally would put out one lock (on the iPad charger station, the supply cabinet, the light switch) as a mental challenge. Much more often and the "specialness" and high interest aspect of breakouts are lost. Not to mention- setting them up is a time consumer for the teacher. I kind of judged timing based on when the students started asking for another one.

Alison Skertic: I teach high school English on a trimester schedule -- I'm planning on doing 1 each 6 weeks -- some as review and some as critical thinking/team building activities.

Traci Manieri Vedros: I am a 7th/8th ELA teacher - we did one at the end of each novel (About 5 total for the year) - and a few digitals - usually for the holidays or during testing. In addition, my students designed one breakout for another class - and created digital breakouts.

Amy Woods Marcum: Once a quarter for 6th grade

Robin Elizabeth Zaruba: 3-4 times a semester.

Jenny Baker: I'm library/computer. We do them about once a month- beg of school, Halloween, Thanksgiving, Christmas, Valentine’s Day, 100th day, St Patrick's day, end of year. I have to teach other skills. Last year was year 1, this year I'm hoping to do more w/in content. I made several for our 3rd grade team, want to do more.

Jill Clark: Once a quarter. Too often takes the specialness of it. It is something that they look forward to (me too!)

Lisa Brock Lougheed: I teach 5 grade levels so it varied….   beginning of year, Christmas, end of year. Will do more curriculum related ones this year. Hopefully at least one a quarter.

Jeff Hennigrant: I teach 5th grade and we play a breakout every 5-6 weeks. Often enough that students remember what worked and what didn't from the previous game, but spread out enough that it's still a special event when we play!

Jason Jacobs: I perform one with every topic. 16 topics = 16 games. I go heavy around holidays and the end of the year. I build them up and get students excited about each one. We turn them into movies and use special effects to set the theme. 

Jan Smith: I seemed to have a lot more energy earlier in the year for planning and running breakouts (gr. 6 & 7 all subjects) and averaged one every month until March. Students created digital breakouts which took about three weeks, and designed & ran a classic breakout for their gr 3 buddy class (took about 2 weeks to research & design). Even though we didn't do any in the last 2 months of school, students still remembered breakout as a highlight of their year in their final reflections.

Debra Smith: I teach gifted accelerated math grades 4-6 and working with primary (2-3). I use it at the end of each unit of study, usually. Sometimes I add one for a holiday theme to break things up as a surprise. Set up is a lot as I teach several grade levels so one set up is only good for one class. On average, about 7-8 a year per class. At the end of the year, a class project entails student design of their own breakout.

Jessica Miles: Last year we did about once a trimester for certain classes. I think every other month would be perfect. A combination of being fun and exciting but not so frequently that it loses its cool factor. 

Denise Reed Krebs: Once each quarter, related to something we are doing, beginning of the year welcome, global read aloud, parts of speech unit, whatever. I teach English language learners in grade 5.

Staci Jones Fagal: I did one maybe every other month, but the last 6 weeks of school we did a student created breakout as a review project (5th & 6th). Kids made clues and planned/setup everything. They had to turn in the list of combinations at least a day ahead so I could set the locks for them. I felt like they learned even more from creating their own games, and seeing the mistakes and ideas of their classmates. Plus they really had to review their material, world history, to make the "perfect" clue.

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