I am not much of a television viewer, but I do love a good reality show! Couple that with a singing competition and this girl is all in! I'll let you all in on a little secret. I can't sing to save my life, and I have always thought it would be so cool to be able to sing my heart out on stage. Shhhh! So, when I learned recently that there was a new show on Fox called The Masked Singer, I was extra intrigued. Singing + Game + Mystery….this is bound to be my new fav! Just as expected, I love it!
Let me explain this new reality show that has captured my attention and viewers from around the world. Over the course of 10 episodes, 12 celebrities anonymously compete in a singing competition by concealing themselves in a costume from head to toe. Each episode, the celebrities are paired off to compete against each other, by singing a song of his/her choice. After a panelist and live audience vote, the lowest scoring celebrity is put up for elimination. Throughout the competition, clues to each masked celebrities’ identity are given. The panelists are given time to solve the puzzle and are able to ask them a single question to try to guess their identity. At the end of the episode, the eliminated singer takes off their mask and reveals their identity to all.
Reality television shows have become a fundamental part of my gamified classrooms, so I can’t help but see them through the eyes of an educator and game designer. As I was watching an episode of The Masked Singer tonight with my husband, I began deconstructing the elements of this intriguing show and thought about how it could be brought into learning. Most reality shows have some key elements that draw us in. Challenge. Choice. Authentic Audience. Chance. When used effectively, they hook us and keep the viewer wanting to watch week after week. However, I am a distracted television watcher. It is rare that I sit through any show with my eyes glued to the screen. Often times, I’ll be on my computer or working on something else while watching. Tonight was different. I noticed I wasn’t working on my computer or anything else for that matter. I was immersed in the show. Why was this show different? One word...
From the beginning of the show to the end, I was drawn into the mystery of who was hiding behind the mask. I didn’t want to miss out on any of the celebrities mannerisms or clues that may possibly reveal their identity. I wanted to figure out the clues and solve the mystery! As I thought about this, I began thinking about the parallels between this show and a new favorite in my life...BreakoutEDU.
BreakoutEDU is like an escape room game for the classroom. Within the BreakoutEDU platform, there is an extensive collection of immersive learning games for all ages and content areas that require problem solving, critical thinking, collaboration, communication, and creativity to solve. In teams, students are working together to solve a series of clues that will reveal the code to break into a small and large box that is closed shut with various locks.
I have loved this immersive game ever since I entered the BreakoutEDU bus a few years back at the ISTE conference in Denver, Colorado. However, there was something about it that I had always found a little intimidating to facilitate on my own. That all changed when my friend Ann Brucker, a game designer and community manager from BreakoutEDU, designed a game for my book, Make Learning Magical, that she facilitated at the SOPTV Teacher Summit this past Fall. (It's incredibly magical, check it out HERE!) Assisting her in setting the locks and facilitating this game, took the fear away and I knew it was time to take a leap. I needed more BreakoutEDU in my life. In my new role as Tech Integration Specialist, I had the opportunity to purchase a set of 6 BreakoutEDU boxes for our district. They came in just in time to reveal them to our innovation team before our holiday break, and they were a hit! When everyone returned in the new year, they were all fired up and ready to bring these immersive games into their classroom. There was no turning back. Any trepidation I had about getting started was short lived, because before long I was feeling like a BreakoutEDU rockstar and was setting locks and facilitating games like I’d been doing it for years. Well, maybe that’s a slight exaggeration… But seriously, why I had I waited so long to take this leap?! Each time I facilitated a game, I became more confident and the immersive and rich learning experience that I was witnessing blew my mind! Talk about the 4 C’s amplified….WOW! These kids were collaborating, communicating, critically, and creatively thinking at a high octane level! In an intense moment in one of the games I facilitated in a 5th grade classroom, a student exclaimed, “You guys! We have to be smarter than we normally are if we are going to figure this out.” It cracked me up! They were thinking really hard and they wanted to! That’s pretty flippin’ amazing! During reflection time after the game was over a struggling learner said, “Today was the first time in this class that I didn’t give up.” When the teacher asked what was different about this experience he said, “Because, I saw how hard the other students in class were working and it made me want to work hard too.” Wow! A true testament to something I believe strongly….learning can and should be fun and play is powerful!
What is the common denominator between what hooks kids into a game like BreakoutEDU and what hooks me into a show like The Masked Singer? CURIOSITY!!!! Whether it’s behind a mask or hidden in a box, we want to solve the mystery! As I thought about this connection, my mind began swirling with ideas. How could I weave curiosity into the gamified classroom with these new BreakoutEDU boxes in a similar way that The Masked Singer weaves it into a season of episodes? Then it hit me! Each unit could kick off with a new mystery and throughout the unit students would search for clues that would unlock the BreakoutEDU box that held the mystery inside! Clues would be hidden in the classroom or around campus, in invisible ink or digital text on their assignments, or randomly throughout the unit in daily activities. The clues would connect to the content being learned and would require students to dive deeper to discover the mystery within! In the gamified classroom, the opportunities are endless. You could give special badges or incentives to students or teams that opened the box first. You could even have a different badge for each lock figured out and a badge for the entire class if collectively they could open the box before the test at the end of the unit. In social studies, a historical figure, event, or secret location could be hidden in the box. In science, it may be a famous scientist, rare gem or invention. In math, it could be a famous engineer or mathematician. In culinary, it may be a rare ingredient, recipe, or chef that connects to the content being taught. The point is, it could work in any grade level or subject area.
When we bring mystery, wonder, and curiosity into learning, magical things happen. Our students want to be challenged. They want to explore. They are starving for a little mystery and excitement in learning. They are craving curiosity. As educators, we have an amazing mission to bring that magic to our classrooms. Whether it’s behind a mask or locked in a box, curiosity is magical! Let’s find a way to bring it into learning!
I love reality television shows. They have been a source of inspiration over the years as I have gamified classroom learning. In fact, MasterChef, The Great Food Truck Race, and The Amazing Race inspired the game frameworks that I layered over my 3 semester long culinary classes. Watching from an EDUperspective, there is a lot to be learned about rich and immersive lesson design from these shows. When we are intentional about weaving the elements together in a cohesive way, our students become empowered learners and our classrooms become places where joy and passion reside.
Winter break is a perfect time for binge watching, so I decided to spend a day in my pajamas catching up on the best of reality television. I had heard quite a bit about the Netflix global cooking competition series, The Final Table, so decided to give it a watch. Right from the start, my mind started spinning with ideas. As in other reality shows that I have enjoyed, I immediately drew a parallel between the show's elements and that of the magical classroom.
"The Final Table" pairs up 12 chefs from around the world to prepare global dishes. Each episode includes two challenges that highlight a specific country's cuisine. In the first challenge, each duo prepares a national dish selected by three of the countries' most celebrated ambassadors. After a short video describing the dish, the teams are given one hour to conceive, create, and plate their own version of the national delicacy. When time runs out, the three judges select their favorite of the prepared dishes and send the three lowest scoring teams to fight for their life in The Final Plate Challenge. In this second elimination round, a surprise renown chef from the highlighted country selects an ingredient native to the land. Teams must create an incredible dish from an assortment of regional ingredients and make the chosen ingredient the star. At the end of the challenge, the guest chef selects his/her favorite and determines which team’s dish is the "Final Plate" that will send them home.
Let’s look at the elements in this reality television show that we can bring into classroom learning:
As the Final Table begins, you are drawn in by the lighting, music, and exciting introduction. Anticipation builds as the contestants are brought in and the judging panel is announced. Just as the music crescendos, the country and dish is revealed. The energy, enthusiasm, and passion of the contestants is tangible. You sense that something extraordinary is going to take place and you want to be a part of it. How you set the stage and capture an audience is important, and The Final Table does it well. They had my full attention, and I am not easily hooked!
“Standing out from the crowd is the only way to guarantee your message is received in a culture that is increasingly distracted and where attention spans are plummeting.”
This is no different in the classroom. As educators we are competing with many distractions that our students are bringing in to school each day. We must create an environment that students are drawn to. How can we create anticipation in our classrooms? Playing dramatic music can create the mood you are wanting to achieve. Dimming the lights and focusing a spotlight on a mystery box or object of focus builds anticipation for what is to come. Creating a teaser video to draw them in, rearranging the furniture, or adding special props can add elements of curiosity and wonder. Recently reading Teach Like a Pirate by Dave Burgess, I was again reminded of the many ways we can “hook” our students to create magic in the classroom. The possibilities are truly endless!
CLEAR, CONCISE EXPECTATIONS
Each challenge on The Final Table starts out with clear, concise expectations. The judges are celebrated as the best chefs in the world. They have high standards and they clearly articulate what they are looking for in the executed dishes. As educators we are masters of our content. It is important that we set high standards, but also clearly articulate what we are expecting from our students. I love incorporating mystery into learning, but the standards and expectations shouldn’t be the part that is making them wonder. How are we delivering our expectations? How do we know that they understand? Both important questions to ask before the adventures in learning begin.
Skilled collaboration and communication are vital to the team’s success. To be able to create dishes of the highest caliber within 60 minutes, teams must work as a well-oiled machine. They must operate as a cohesive unit and clearly articulate to each other what they are doing if they are going to prepare a quality dish. I noticed contestants in The Final Table were continuously communicating and asking questions to make sure they were on the same page and working fluidly as a team. It was apparent that they knew each other’s strengths and capitalized on them. They brought out the best in each other. Without this component, disaster would surely ensue. Clearly, these teams were not just thrown together. These chefs had worked together for years. They had built a relationship and they trusted each other.
As educators it is extremely important that we are creating classroom environments where relationships and trust are built. When this foundation is laid from the beginning, our students thrive. How do you build relationships and trust in your classroom? What opportunities do you give students to collaborate and communicate? These 21st century skills are essential and we must find ways to incorporate them into our classroom experiences.
To be able to execute an outstanding dish within an hour, critical thinking is paramount. Teams have to think about how to use the ingredients to create a dish within a timeframe they are not used to operating in. They may have to adapt the methods and skills they know to be able to produce a dish with the qualities desired. Operating in a new kitchen with unfamiliar equipment and the pressure of cameras and an audience is a challenge they are not familiar with. Contestants must tap into their past experience and knowledge to meet the high standards of the judging panel. How can we create learning experiences in our classrooms that require students to think at a deeper level and reach into the recesses of their brain to solve problems? Additionally, how can we frame the learning in an exciting way where student's don’t even realize how hard they are thinking.
CREATIVITY WITH CONSTRAINTS
The dishes that these chefs made within a limited time frame was outstanding. Each team came with a unique set of skills and experiences that made them unique. When given the freedom to create within the constraints of time and a focused objective, they thrived. It was fascinating to watch the chefs as they quickly formulated their ideas, iterated as needed, and created beautiful masterpieces that captured the style and personality of each team. Having a focused objective and a time constraint allowed them to hone in on what they wanted to do.
The most magical moments have happened in my classroom when I have created opportunities for students to create within a set of constraints. It is amazing what happens when we let their imaginations take what they know and craft in ways that express their individuality. All you have to do is look at the sparkle in their eyes to know they owned their learning and have created a memory that will remain.
As soon as the clock started ticking, chefs began to calculate the number of risks that they needed to take to miraculously turn a combination of ingredients into something that would set their dish above the rest. They were calculating what skills & techniques they would use to produce predictable results and what risks they would take that could hopefully yield a winning outcome. The judges are evaluating the chefs for their skill, but also for their ability to innovate and create something out of the ordinary. They want to be amazed!
It is important that as educators we also take calculated risks and allow our students to as well. We are continually weighing what we know works and will yield success with what is new that could improve the learning experience for our students. If we remain in our comfort zone and always go with the “sure thing” we are not only limiting ourselves, but our students as well. Magic happens when we step away from the comfort of the guaranteed and step into the realm of the unknown. The same happens for our students. If we don’t give them opportunities to take risks, they will never truly know what they are capable of. The confidence that is developed when we venture into the unknown is indescribable. Each victory gives us the courage to take another risk, and each fail gives us the fortitude to iterate and try again. What risks are you taking as an educator? Do your students feel safe to take risks and what opportunities are you giving them to take them?
From the very beginning, contestants know that they are going to be showcasing their skills in front of an audience of highly respected judges and a worldwide audience. This audience is not only observing the contestants throughout the challenge, they are also evaluating their finished product. When their dishes are complete, teams are explaining in detail what they created and how they prepared it. They have to be knowledgeable, articulate, and poised as they interact with the judging panel. The judge’s feedback was detailed, meaningful, and thoughtful. It was also laced with questions that would provide further clarity to the dishes’ flavors and the methods that were used to prepare it. The contestants hung on every word that was said because it was of value. They were given feedback from people they highly respected that not only indicated how well they did, but what they could improve on. That’s meaningful reflection!
Something powerful happens when we are given the opportunity to share our learning with others. You could see the look of admiration on their faces when the judging panel was revealed. They were not just producing a dish for a challenge, they were creating a masterpiece for people that they revered. They had been given an opportunity to shine, and they were going to put their heart and soul into leaving a positive impression on the judges. I have found the same to be true in my own classroom. Every time we wrap up a unit, students demonstrate their learning in front of an authentic audience of staff, district employees, and local chefs. It truly is my favorite part of every unit, because students are given the opportunity to take what they learned and turn it into something extraordinary that reflects their uniqueness. Learning becomes relevant extending beyond the walls of the classroom. Not only are students given the opportunity to shine, they are receiving real and meaningful feedback from people that they respect. They are invested! They are empowered!
Next time you have the control of your television remote and some time to do a little binge watching, I recommend you watch some reality television with an educational lens. I am already thinking of new challenges for the culinary classroom and how to weave this theme into another game framework. What other elements could be brought into classroom learning? How could you create similar challenges in your classroom that focuses on the content you teach? What lessons can you learn from the comfort of your couch? Tune in and be inspired! There is a lot we can learn from reality TV.
Yes. That is me in all my awkward glory as a Junior High kid. Perm, feathered bangs, braces and all the insecurity that comes with being a 13 year old girl trying to make sense of the world. I’m so glad that I grew out of that phase eventually. As a woman in my 40's, I have discovered my passion, my purpose, and every day I am becoming a better version of myself as I become more fully me. However, this life is a roller coaster. Sometimes I’m holding my hands straight up in the air and experiencing the thrill and momentum of the adventure and other times I am in the climb and fearful of what’s on the other side. In fact there are moments, when I feel all the insecurity and awkwardness of that 13 year old girl. There is a vulnerability that comes with sharing your passion and journey with others. You are living at risk that others may not agree or believe in what you have to say.
The tranquil space between Christmas and New Year’s is a time of reflection for me. I love spending time reading, writing, and thinking about the year ahead. This year, an insecurity settled into my tranquility when I had too much time sitting with my own thoughts. As #OneWord declarations and positivity flooded social media when the New Year approached, our gloomy Southern Oregon winter fog settled into my soul and I knew I had to get above the clouds and refocus on my why if I was going to start this year out truly being the “spark” that I wanted to be in 2019. (Read my blog post #OneWord19)
I woke up on an icy New Year’s morning and decided it was the perfect day to stay in my pajamas with a good book to hopefully boost my spirits. As I looked at my bookshelf overflowing with an assortment of books begging to be read, my eyes fell upon Teach Like a Pirate, by Dave Burgess. I remember the very first time I listened to a Dave on a podcast five years ago. I was on a morning run and I remember immediately telling my husband he had to listen to this guy. He was the most enthusiastic, passionate educator I had ever heard and what he was saying echoed everything in my heart that I knew education should be. It wasn’t long before I purchased Teach Like a Pirate and started reading. A spark definitely was ignited that day and has since grown into a blazing fire. Though I’ve read Teach Like a Pirate more than once and have referenced various chapters numerous times, I decided today was a day I needed my fire to be rekindled. I needed to read it straight through.
As I was reading I realized how greatly this book has shaped me as an educator. The PIRATE philosophy is something I agree with wholeheartedly and has undoubtedly fueled my passion for making learning magical. I highlighted and starred various sections as I read. Then, I came to the chapter “The Awkward Question”. I had read this chapter before, more than once. Why was I crying? Maybe because this was the chapter my heart needed to hear today; the one that reminded me of my why. My purpose. My calling.
To share the power of creating magical learning spaces that are filled with joy and passion;
Dave begins the chapter asking, “Do you want to be great?” He goes on to share how this question is often met with nervous gazes and an awkward silence when asked at conferences he speaks at. Because, let’s face it...though many educators secretly want to be great, it feels awkward or even egotistical and selfish to voice it. To share our ideas, successes, and innovations feels like bragging so all too often we keep to our EDUsilos; making magic happen in our classroom while celebrating our victories towards greatness in silence.
I love this quote by Dave Burgess;
“Ultimately, the world becomes a better place because of your greatness. Therefore, in our profession, striving for greatness is the ultimate act of unselfishness! We are in a service profession and there is nothing egotistical or selfish about wanting to provide world-class service to our clients”.
I agree with this 100% as I have benefited 10-fold from the educators I’ve learned from over the years, filling my social media feed, podcast channels, and the conference sessions I’ve attended with amazing ideas, resources, and inspiration. Their passion and enthusiasm fuels the flame that keeps me chasing after greatness for the profession of education. If it were not for these “greatness seekers” I may have remained a burnt out teacher buried in the sand of mediocrity that is all too prevalent in our schools.
Seeking greatness, as Dave says, “is a journey that can ignite, stoke, and continuously fuel a raging inferno. That journey begins the instant a teacher chooses to shift his or her mindset and says, 'Yes, I want to be great!'” I have totally found that to be true over the course of the past five years. You see, I never planned on sharing my passion through public speaking, blog writing, or in the pages of a book. Yet, I found that when your life is profoundly transformed and you know that what you experience could possibly help transform others’ lives too, you can’t keep it in. You are compelled to share because it becomes your purpose, your heartbeat. It’s what gets you up in the morning. It brings you joy.
However in our humanity, we can let the negativity that surrounds us steal that joy. We begin listening to the naysayers, we start doubting our abilities, we start losing sight of our why. Sometimes the people who once supported and encouraged us, disappear and leave us wondering what happened. Sometimes people doubt our intentions, or our philosophy. Sometimes we just feel straight up awkward. Dave said something mid-chapter that stung a little, “Stop seeking external validation”. Ouch! Watch it, Dave. Now you’re getting personal. But darn it, it’s true. Too often my emotions are swayed due to seeking validation for what I do. Why? It’s not only stealing my joy, but it’s keeping me from my mighty purpose. As Dave says, “I don’t want to play small--I want to be larger than life”.
This chapter ends with Dave’s story about the Little Drummer Boy. If you haven’t read it, do yourself a favor and read this blog post where he shares the story. (Click HERE) It touches my heart every time, because I feel like I am the little drummer girl who has found my personal “drum” and am just trying to play it the best that I can.
“Forget about all of the things you can’t control and play your drum to the best of your abilities. Play with all the passion, enthusiasm and heart you can muster. Nothing else really matters. You can offer no finer gift or higher honor to the world than to find out what your “drum” is and then play it for all it’s worth.”
So this year I am embracing the awkward question with a big fat, YES! I want to be great and I want you to be great too. Because that’s what education needs. An army of little drummers playing their drums with all the passion they can muster! Play your music loud, because only then will we drown out mediocrity and fill our schools with joy, passion and greatness.
Tech Integration Specialist in Southern Oregon and author of Make Learning Magical. I'm passionate about finding innovative ways to transform teaching and create unforgettable experiences in the classroom.