Thursday, 31 December 2015

Imagineering in 2015 - Reflections on #OneLittleWord

Last year, I was invited, on Twitter, to select #oneword to keep me on track for 2015. Instead of long reflections on resolutions, I selected the word: Imagineering. I was mid-way through the year with my incredible grade 3/4 Gladiator Snails, and our class was known as EPCOTclass- the Experimental Prototype Classroom of Tomorrow. To keep us on track, I chose to consider designing our learning with Imagineering (Disney's term for imagination and engineering, and the most imaginative, innovative wing of the Disney Company). I applied this word to my personal life as well, and had results that surprised me, most of all.

Classroom Application: I loved the #OneWord challenge so much, I brought it to my class. To start our 2015, the Gladiator Snails selected #OneLittleWord by writing lists of things they are good at and things they are working on. Each student looked at the lists and selected one word that summarizes them and the things they plan to work on for the year. To practice, we made up #OneLittleWord for Norman, one of our class Muppets. Norman doesn't know any Math and sometimes gets down on himself for it. The word we selected for him was "Positive." Each student generated a list of three steps they would take to help them reach their #OneLittleWord target. Once they had decided on their words, we learned about how shapes and colours can represent ideas and emotions. Students created watercolour paintings representing their #OneLittleWord, and we took photographs of them thinking about that word. The photos were glued on top of the paintings and joined by their words, then hung in the hall to remind us of our targets every time we entered and left Room 209.

  • On this final day of 2015, I am going to do exactly the opposite of what I described in paragraph one and write a long reflection about my Imagineering year.

Counting Down 15 Reflections About 2015, my Imagineering Year

15. Collaboration.

  • I worked with the members of: 
    • #comcon (a group of education bloggers who comment on one another's blog posts)
    • Think Tank (a group of educators who met in person in Ottawa to discuss the future of education)
    • #cdnedchat (a group of Canadian educators who lead a weekly Twitter chat for friends in Canada and beyond), who asked me to join them as a moderator this year
    • The Edcamp Magic planning team, who I've happily joined this year 

14. I left my home.

  • Captain Handsome and a handful of friends, family and I redid every square inch of our little home in Ottawa over the past 7 years. I love that little house, but the Captain got a great job opportunity in Toronto and we moved. 
  • I've spent the last 7 months getting used to my new home, as have my remarkably resilient cats. 
  • I have a long way to go until Toronto and I feel like we fit together, but I am very happy to explore the city with my zoo, aquarium, float club, ROM and Warhol Museum annual passes. 

13. I was part of one of the strangest Internet news stories of the year

12. I visited two Disney Theme parks.

  • I spent a total of 15 days at the "happiest place(s) in the world" this year. 
  • I was incredibly fortunate to spend 11 spring days at Walt Disney World in Orlando, many of those days with my Scottish BFF, Gillian Penman; my former student teacher, Stephanie Pimenta(and her awesome family of Peppers!); my former UOttawa student, Kiera Brant (and her incredible mom, Gail Brant-Terry)
  • In the fall, I visited (for the first time in my life) the park Walt actually walked (and lived!) in, Disneyland. I travelled with #DisneyCAST, my brother Charlie, his partner, Ashton and their friend, Travis. 

11. My grade 3/4s and I had an Imagineering Day to build a Global Citizenship Museum.

  • Our school year was all about rethinking education and making sure that we created the best possible learning space and opportunities for all. 
  • Together, we explored our passions, practiced design thinking strategies, improved our research and communication skills and considered ways we could change the world. 
  • Students learned about citizenship in their own country and around the world and compared their lives to those of "Kid Citizens," children in a country of their choice. 
  • Together with parents, other teachers, volunteers, student teachers, and of course, my students, we collaboratively created our learning unit and outlined the outcomes and success criteria for our project. 
  • Our research culminated in a one day creation blitz, where volunteers (including members of my family, students' families and my former students) helped my grade 3/4s use their blueprints and plans to create models of their museum exhibits. 
  • Later that week, we welcomed other classes and our families in to the Global Citizenship Museum and blew them away!

10. I did stand-up comedy.

  • No, there is no video. 
  • Yes, it went well, which surprised no one more than me.  
  • No, I'm not planning to do it again. It was for a project that I'll share more about soon.

9. I left my class with another teacher for two months.

  • Captain Handsome headed to Toronto without me. Six weeks later, I had packed my classroom and house, and followed him. 
  • My amazing Gladiator Snails were left in the very capable hands of a colleague, and I was lucky enough to stay in touch with them via email and Skype until the end of the year. I was so so lucky to teach that incredible group of students for nine months. 
  • We did a lot of awesome things. I learned a lot from my youngest class ever and was consistently amazed by their incredible minds, work and resilience. 
  • For the first September in thirty years, I didn't spend the first days of September in a classroom. 

8. I participated in international PD.

  • I attended my first two international (as in, not in my home province of Ontario or neighbouring province of Quebec) education conferences. 
  • I presented an Ignite presentation and led (with Melissa Eddington) a "Weirds of a Feather" session at ISTE in Philadelphia. 
  • I joined educators from around the globe at the first ever Edcamp Magic in Orlando and got to co-moderate a Q&A with author Jeff Dixon. I helped out with collecting sponsorships and donations for this event and made a goal of gathering enough prizes so that every participant could go home with something. We accomplished this. 
  • Attending these events were really incredible because I got to meet online friends in person and make brand new friends. It was so fun to see my online communities come to life. 

7. I played.

  • I went to Comic Con Ottawa with my former colleague, Erin (before she moved to the Middle East, fully trumping my 4.5 hour move!). 
  • Captain Handsome and I attended a ton of comedy, including the Just for Laughs festival in Montreal. We saw some of our favourites, including (among others): Norm MacDonald, Neil Patrick Harris, Mark Forward (several times!), TJ Miller, Louis CK, Sam Simmons, Rhys Darby, Chris Hardwick, Sean Cullen, James Harnett, the cast of Silicon Valley, Chris Hardwick and John Mulaney. 
  • We saw four Broadway shows: Fish in the Dark (and met the star, Larry David), Hedwig and the Angry Inch (twice, starring Michael C. Hall and then the original Hedwig, John Cameron Mitchell, who BROUGHT IT despite a terrible knee injury), and the absolutely heartwrenching Constellations. We saw Madonna in concert. 
  • Our six-year old nephew cheered his lungs out at a hockey game and got to meet his favourite player (and played it WAY cooler than I ever have when meeting one of my heroes). 
  • We watched movie premieres, with their directors and stars, at the Toronto International Film Festival. 
  • We were in NYC the night of the SNL 40th anniversary, and got to see so many comedy heroes before and after the show (which we watched at a nearby pub). 
  • I played in six Escape Rooms, three of which my teams escaped. I considered how to use Escape Rooms in education and led an #eduescape chat, coached teachers in designing these challenges with their students and put together a model for creating educational Escape Rooms.
  • My brother, our friend Tess and I created brand new ways to play Pokemon (including our, patent pending, Pokemeals). 

6. I celebrated the graduations of former students.

  • I was invited to attend the high school graduation of my last class of grade 8s and cheered them on with tears in my eyes. 
  • Via Periscope, I attended the grade 6 graduation ceremony of my last class of grade 5s. 

5. I thought a lot about what it means to be a leader AND a woman.

  • Attending ISTE, I was shocked at the inequalities in male and female representation in the high levels of education leadership. Most of the best selling education authors, well respected education leaders and speakers are men. 
  • There are many underrepresented voices in education and edtech and a change needs to happen. 
  • I thought a lot about where I see myself in the conversation and how to amplify my voice and the voices of others. 
  • I collaborated with an inspiring group of brilliant female educators to come up with ways to share our ideas and stories and help others to do the same. 
  • We have a long way to go in this area and I will continue to help diversify the landscape in the coming year.  
  • Why does this need to change? Because it's 2015

4. I felt the love.

  • I am pretty uncomfortable being the centre of attention, but, thanks to some exceptionally thoughtful friends and colleagues, I was showered in love this year. 
  • My friends and family threw me two birthday parties (which included Chinese food, karaoke, steak and a pub, some of my favourite places!)
  • My Gladiator Snails and their families threw me a surprise going away party. As did the grade 6 members of my Leadership Club Executive
  • My former teaching partner and dear friend, Tiiu, threw together an enormous going away party with former students and their families at my favourite place in Ottawa, a kids' arcade. 

3. I failed. A lot.

  • Taking a lot of risks this year led to both successes AND failures. 
  • Due to over-exhaustion, I got really sick and had to miss the premiere of the final film in the Hunger Games series. For the past four years, former students have filled a theatre in Ottawa to watch the films on their premiere night. I was devastated to miss the final premiere.
  •  For the first time, I participated in NaNoWriMo, with the goal of writing the first draft of a 50 000+ word novel in the month of November. I didn't come close to completing "The Last Camp on Earth." 
  • I applied to go on an educator's discovery trip to Israel and to present at several conferences in the coming year. I got lots of lovely form and personalized letters of rejection in response.
  • I applied to be a teacher in my new city. Similar outcome. 
  • I participated in a Back to the Future scavenger hunt. I missed the big prize by minutes. That's the one that hurts the most.

2. I participated in the first Team Molly bike ride without our team captain.

  • In Molly's life and since her death, her family and friends have raised more than $100 000 to help other kids with cancer. 
  • The balloon release in the morning, signifying the incredible kids we lost this year, was highly emotional for all of us, but it felt great to be continuing the tradition, in Molly's memory.

1. I wrote a book.

  • In March, I was asked by Bob McLain, of Theme Park Press, to submit a proposal for a book that incorporated Walt Disney and teaching. It was the book that I'd been searching for in my research on Walt and EPCOT and I was thrilled to be asked. 
  • He accepted the proposal, and within nine months, I had my 1.2 lb 304 page baby in my hands. Creating Classroom Magic: Using Lessons from the Life of Walt Disney to Create an Experimental Prototype Classroom of Tomorrow. It's available on Amazon, both in paperback and digital versions. 
  • Two of the most exciting things in the world are: seeing copies of my book on my bookshelf, reminding me of the result of the emotional rollercoaster of pouring my heart, soul and brain out; and getting messages on Facebook, Twitter and email from people as they discover the book and reflect on the ideas within. 

Monday, 14 December 2015

Using the Internet for Awesome

Some people hate Twitter chats. I am not one of those people, but I'm always interested to understand WHY people love or hate things. The complaint about Twitter chats is often that they are one-hour long echo chambers about the same topics that have been discussed over and over.

I have benefited greatly from a huge variety of Twitter chats. When I first joined the initially overwhelming stream of discussion topics tied to #edchat hashtags, I liked the questioning format of: How do you define x in education? How do you use x in your teaching? What are the problems with x in education? What are some resources to learn more about x? I connected with interesting people, got to share stories from my classroom and was inspired to try new things.

As I become more comfortable with online collaboration, 140 characters at a time, I want to push the envelope (like my friends Sean "#2pencilchat" Farnum, Doug "#weirded" Robertson and Ross "#totallyrossome" LeBrun). A few weeks ago, the incredible team at #cdnedchat (who l am thrilled to be a part of this year) embraced the idea of a virtual escape room, and #eduescape was born. The chat bucked the convention and participants were issued challenges that they had to complete before unlocking the questions about how to create immersive, interactive experiences in their classrooms.

When the other moderators at #cdnedchat invited me to host a chat about my new book, "Creating Classroom Magic: Using Lessons from the Life of Walt Disney to Create an Experimental Prototype Classroom of Tomorrow," I wanted to do something a little different. Because I believe strongly in practicing what I teach, I couldn't write a chat that stuck to the familiar format. Instead, I wondered if participants in a 60 minute chat could, in fact, use the power of social media and a PLN (Professional/Personal Learning Network), to make magic. Rather than talking about magic, we're going to try to make it. My hope is that we will be able to make a real change to someone in our hour together.

One of the recurring themes in edchat conversations is how wonderful it is to be a "connected educator" on Twitter and how powerful social media is. I want to test those assertions. How powerful can our voices be?

In the 24 hours leading up to the chat, as I refined the format and questions, I tweeted to members of my PLN who I know have wonderful ideas and great networks. I asked them to both join us and retweet the invitation to the chat. Several retweets and comments have made me optimistic that we'll have a large crew present to:
  • Amplify our voices, stories and ideas in real time
  • Be Brave to share the things that mean the most to us, our students and our communities
  • Collaborate to raise awareness or funds (or even items) for something we care about
  • Determine causes, stories, issues and ideas that would benefit from our help
  • Empathize with others
  • Find ways to take action
(extra points if you noticed how that list was organized!)

Some things to think about that will help you participate in this chat experiment:
  • Let's do something unexpected. Creating magic is about surprising someone, giving them more than they expected and filling them with wonder. How may we do that using Twitter?
  • I am going to try to create as much of a collaborative learning space as possible. If you have suggestions on how to make this better, please share them!
  • What do you think to yourself, "I wish everyone knew about...." (I wrote a post this summer after a tweet I posted about a dead raccoon went kind of viral, exploring what I wish went viral, including #unicorns4molly)
  • The format may be a little different than you're used to, but we'll use Q1/A1 to sort out our thoughts
  • The ideas and stories that engage us might be different. I'm not sure what the result(s) of this chat may be, but want to make sure that everyone feels good about what we accomplish together!
  • You will likely become engaged with other participants and want to continue the conversation, you can do so in the chat with the hashtag #cdnedchat, in DMs (direct messages) and/or long after the chat has finished. If you break off and have a conversation or planning session in DMs, please come back to the chat and share what you've planned!
  • It's totally fine if you have to catch up once the hour is done! We'll monitor the hashtag for a while afterwards!
  • Consider bookmarking interesting links that are shared during the chat so you can come back later and read further.
  • I hope that we can be productive, hopeful and have an impact in one hour. I know that we can do all of those things in a day, a week, a month, a year or a lifetime. I hope that you'll find something in this hour that you want to pursue well beyond it. 
If you follow me on Twitter, you may notice that I often post videos, stories and pictures with the hashtag #DailyCry or a description of "all the feels" or the goosebumps said link produced in me. I search for and post things like this because I believe, despite everything, that humans are good. Watching the news, or even scrolling through a Facebook feed, it can be hard to remember this. In addition to exploring tough issues, I think we need to embrace and share the stories of people doing good, and, as Mr. Rogers said, "look for the helpers."

Over the past week, there have been tons of wonderful news stories, and stories of helpers. Here are just a few I found:

  • Safyre Terry now has boxes filled with Christmas cards. This young girl was badly burned and lost her family in a house fire caused by arson. She lives with her aunt, who shared a photo of Safyre, by a Christmas card tree, and a wish that the tree be filled up.
  • A Florida McDonald's Drive-Thru had a 250 person streak of "paying it forward."
  • Sports Illustrated's High School Athlete of the Month is a big brother that led his community in fundraising to create an inclusive playground, so that his little brother, who has Cerebral Palsy, could play with his friends. How did he fundraise? He carried his brother on his back for two treks (totalling nearly 100 miles) he calls the "Cerebral Palsy Swagger."
  • Students are wearing orange to support a schoolmate with cancer who was being bullied online.
  • Residents of a drop in and rehab centre, who are homeless, donated money to the Children's Wish Foundation. The money was raised by collecting and recycling cans.
  • High school students practiced empathy in a project called, "Walk a Mile in Her Hijab" where students who don't normally wear a hijab spent a day wearing them.
  • A grade 8 student made a video board to help his friend communicate. Because he was struck by lightning, his friend was unable to communicate effectively. This young inventor created a device ethat his friend can control by moving his head to answer "yes" and "no." 
  • This has been an exciting week in Canada, as the newcomers (Syrian refugess) that are sponsored privately and by our government begin to arrive to their new homes. Teach Kids News has an article about the newcomers to Canada (this is a great website that features articles written in kid-friendly language, and has curriculum connections for every news story.
  • children's choir in Ottawa (my hometown) learned and performed a historical Arabic song to welcome newcomers.

Some of the above stories have gone viral. All of them, and so many more, deserve to.

Who would benefit from our help? Let's figure it out together? Edvengers (yes, I went there) Assemble!

I can't wait to hear YOUR stories and help make some magic in tonight's #cdnedchat.

Wednesday, 2 December 2015

#eduescape - Escape Rooms in Education

My brother, Charlie (this post is dedicated to him, the day after his birthday! Happy Birthday, Charlie!) and his partner, Ashton introduced me to Escape Rooms nearly a year ago. We were in New York City for New Year's 2015 and they insisted that I come play an immersive game with them.

We spent an hour locked in a tiny apartment with a family we'd never met before and, together, solved riddles, puzzles and challenges to get enough keys to unlock a lockbox to let us out of the room.

Immediately, my teacher brain turned on and I began to think about ways to play with my students like this. The idea has continued to percolate as, in the months since I've:
  • defused a bomb with my little cousins in Orlando (Shauna's Escape Rate: 100%)
  • escaped from a deranged killer's wine cellar in Ottawa (SER: 100%)
  • stayed captured in the scariest serial killer basement in Vancouver (SER: 66%)
  • escaped from a dream in Vancouver (SER: 75%)
  • failed to find a detective's missing daughter in Vancouver (SER: 60%)
  • brainstormed with a teacher in Ottawa about how to turn her Hallowe'en Haunted House into an Escape Room for grade 1-6 students
  • gotten totally derailed from an American Thanksgiving #totallyrossome chat in a side-conversations with educators about #eduescape - our ideas for Escape Rooms in education
  • hosted a virtual Escape Room for educators in #cdnedchat
Tweeting about #eduescape has led to connecting with more educators who are keen to experiment with their students to use Escape Rooms in education. In preparing to talk to two Ottawa educators about their developing #eduescape plans, I put my thoughts down.

Below and linked is a summary of my research, thinking and development of how to use Escape Rooms in Education. There is a link for a Planning Template that you can use, as well as other resources to explore.

I am so excited about this innovative teaching method. If I can do anything to help or support you as you experiment and prototype Escape Rooms in your classroom, let me know!

Escape Rooms in Education

“Escape Rooms are live-action, team-based activities where players discover clues, solve puzzles and accomplish tasks in one or more rooms in order to accomplish a specific goal (usually escaping the room) in a limited amount of time.” (source: Scott Nicholson)

In education, we can use the concept of Escape Rooms in a number of ways to excite learners and help develop their skills, teaching them content through immersive, engaging play.

Why Would You Want to Use Escape Rooms in Education?

In Escape Rooms, students use gameful attitudes and teamwork to solve riddles, challenges and problems.

Gameful Attitude:
Jane McGonigal (author of Super Better, link below) says, “Being gameful means bringing the psychological strengths you naturally display when you play games - such as optimism, creativity, courage and determination - to your real life. It means having the curiosity and openness to play with different strategies to discover what works best. It means building up the resilience to tackle tougher and tougher challenges with greater and greater success.”

Skills Developed: teamwork, delegation, communication, risk taking, attention to detail, perseverance, critical thinking, lateral thinking, time management, optimism, creativity, courage, determination

Advantages of Using Escape Rooms for Learning: engagement, fun, immersive experience, build sense of community, experiential learning

Curriculum Tie-Ins: the sky’s the limit! You can teach or practice any content through the storyline and/or challenges you incorporate in your Escape Room. There are obvious storylines from history and current events that can be used. Challenges can incorporate math, science, technology, art, reading, writing, finances, literature, music, geography, physical activity and other disciplines.

Planning an Educational Escape Room

Key Elements:
A great Escape Room should include the following elements:
  • mystery
    • to increase excitement, there should be a mystery, players have to wait to see what is in store
  • a goal
    • set the purpose of the challenges - what are players trying to do?
    • Possible concepts:
      • be an adventurer
      • carry out a heist
      • defuse explosive device
      • engage with supernatural
      • escape an unpleasant place
      • find a missing person
      • free another person or animal
      • gather intelligence
      • help create something (potion, cure)
      • investigate crime
      • military operations
      • send a message
      • solve a murder
      • solve a mystery
      • survive
  • opportunities for collaborative problem solving
    • some challenges should need multiple players to solve them
  • multiple challenging puzzles
    • variety is best
  • time limits
    • many Escape Rooms have to be solved in 60 minutes
  • gamemaster (the “host” of the game)
    • sets the scene, tells the story
    • giving hints
    • ensure that there is a fair experience and that challenges are working correctly
    • intervene only when necessary to allow players to engage with challenges, make discoveries and learn
  • debrief at the end
    • gamemaster explains any unsolved challenges
    • discuss strategies that worked and didn’t work
    • how can the challenges be better in the future?
    • how can players work better in the future?

An exceptional Escape Room may also include some of the following elements:
  • a theme
    • consider using an Escape Room as part of a unit and create it to match the time/topic
  • a story or narrative
    • giving the players context
    • build up a backstory
  • immersion
    • suspend player’s reality and allow them to be in a different time or place
    • decor/decorations to transform the classroom
  • role playing (including a game master in character)
  • red herrings
    • false clues to throw players off

Possible Challenge Types:
  • abstract logic (a puzzle, like Sudoku)
  • assemble a physical object (such as a tower or jigsaw puzzle)
  • ciphers
  • counting
  • engagement with characters
  • hand-eye coordination (such as hitting a target)
  • hearing
  • hidden messages (such as those written in “invisible pen”)
  • light (including black lights)
  • liquids
  • locks
  • mapping
  • math
  • mazes
  • mirrors
  • morse code
  • noticing something “obvious” in the room
  • out of the box thinking (using something common in an unusual way)
  • physical agility
  • prior knowledge
  • research using information sources
  • riddles
  • ropes or chains (such as undoing knots)
  • search for objects in images
  • search for physical hidden objects
  • shape manipulation
  • strategic thinking (like Chess)
  • team communication
  • touch
  • visual patterns
  • word patterns
  • word puzzles (such as crosswords and word searches)

  • Do you need players to solve challenges in a certain order?
    • Does the solution for one challenge lead to something else (for example, do you have to unlock a box that holds a magnet before you can use the magnet to remove a key from a maze?; do you need the code for a padlock that opens a box with a clue for another puzzle?)
  • How many players are needed to solve each challenge?
  • How can you immerse your students in the story
  • What guidelines and rules do you need to set?
    • do players have to take turns?
    • outline areas or objects that are off limits
    • make sure players know that they won’t need to break anything to solve challenges
    • Some people are concerned with the name “Escape Room” in an educational context. Here are some possible alternate names: Adventure Room, Challenge Room, Mystery Room
  • Will you incorporate a penalty for any hints?
    • you may subtract time if players use hints
  • What is your success/escape rate?
    • Balance how difficult the overall challenge and individual challenges are
  • How can we prove that this is learning?
  • What are the Success Criteria/Expectations?
    • go through your standards/curriculum and make a list of what expectations you will address

To Make This More Student-Led
Use Design Process (loosely based on The Design Sprint from Google Ventures)
  • Define
    • Collaboratively, define the problem
    • How may we (HMW)
      • create an interactive, immersive adventure with multiple challenges that addresses X standards/expectations?
      • tell a story that players can be a part of through active play?
    • Who are our users? What do they need from us?
    • Set a deadline: when do we want to launch this?
  • Unpack
    • Share what you know
      • Brainstorm essential elements of Escape Rooms
      • Share experiences or stories about Escape Rooms
    • Split the task up into steps
  • Rapid Brainstorming
    • As a group, share ideas for themes, storylines and individual challenges
      • accept and record all ideas
    • Individually, students use “Crazy 8s” model to brainstorm and iterate ideas
      • Remind them of the HMW question (from “Define”) they are solving
        • Each student folds a legal-sized sheet of paper in eight
        • In each of the eight sections, they have 30 seconds to visually represent an idea to solve the HMW question
  • Develop an Idea
    • Tell the “User Story”
      • Individually, students consider their eight ideas and pick one to develop
      • Each student creates a three panel storyboard developing the story for that idea (you can give them a template with three boxes, a page with three large sticky notes or have them create their own)
      • the storyboard should have the HMW question at the top and the story should be clear to a viewer without any further explanation
  • Feedback
    • Students look at their peers storyboards and offer written or verbal feedback in the form of “I liked it when...Next time…”
  • Decision Making
    • through discussions and/or voting (anonymous or public), decide on which (and how many) ideas to develop further
  • Prototype
    • Students revise their storyboards and create rapid protoypes of their ideas (make props out of paper, show challenge through dramatic play, etc)
      • These are protoypes and should be created so that they communicate the purpose of the element, there is a focus on testing the idea, not in creating something flawlessly beautiful
  • Test
    • Students test each others’ prototypes and offer feedback in the from of “I liked it when...Next time…”
  • Iterate
    • Students make improvements or rework protoypes
  • Test
    • Students’ test each others’ iterations and offer feedback
    • repeat as many times as needed
  • Put it Together
    • Students’ contributions are combined to solve the HMW problem
  • Provide product/service/experience to users

Use the ideas above to think about your Escape Room and then fill out the details in this Planning Template.

I hosted an #eduescape Twitter chat for #cdnedchat. If you want to see how to fill out the Planning Template, here is the plan for that game: #cdnedchat Escape Room.