One of the camps we partner with has a camp during Easter break and they want it to be less in the classroom and more active. In theory that shouldn’t be too difficult, the only problem being, we don’t have anything like that quite yet.
We needed to brainstorm, so I talked to a good friend of mine who also does English camps and he mentioned using escape rooms to help teach English. I had just done my first two escape rooms earlier that year and loved them, so I was immediately all in.
For those of you who aren’t aware of escape rooms, let me explain the concept a bit before talking about how we will be using them in camps. An escape room is a thematic room that has clues, puzzles and riddles spread throughout the room. Some of the puzzles are straight-forward word scrambles while others require much more brain power to solve. Normally the rooms take an hour to complete and the goal is to find a code that you use to “escape the room.”
The tricky part for our use is that we need a portable escape room or one that does not require a lot of set-up. This would allow us to bring the escape room wherever we have a camp. Most escape rooms are set up for months at a time and therefore can be much more involved. We, on the other hand, will need to come and go within a week and will probably only have a few hours to set up the room for a couple uses and then have to take it down again.
I’ve been tasked with designing the escape room. I’ve done research by going to multiple escape rooms with different numbers of people and discussing with them what worked, what didn’t and how we could adapt some of the good aspects to make it portable. I’m not an escape room expert, but with the help of my friends, I’ve been able to get some very good ideas down on paper.
The second tricky part is that we will want to use these escape rooms for a multitude of themes, so instead of designing one escape room, instead I am designing a template that a theme could be added onto. From that template we could easily adapt the room to fit whatever theme the camp requests…in theory.
The last tricky part is creating something that with only minor tweaks could work with students who know very little English all the way up to conversationally fluent students. Not sure how we will handle that quite yet, but we’ll figure it out.
To me, this is exciting. It is a challenge for sure, but to design something that the kids can learn through that doesn’t even feel like learning is worth the work!
For months now I have been praying and seeking wisdom about what will happen next. When I originally came to Germany, the plan was to stay for four years, maybe more. I always said, “at least” four years, but I wasn’t sure what was beyond those four years. After three years in Germany I was asked to consider doing some leader development training, but it would mean I had to stay an extra year…so I did and I don’t regret that decision at all.
As my 4th year ended and my new agreed upon length of stay approached, I knew the decision loomed ahead. I needed to figure out what life was going to look like for me going forward. Where would I live? and what job would I have? were the most pertinent questions I needed to address. I’m an over-analyzer so you better believe I had plenty of “options” to choose from. I had seriously considered all of the following (though some were more plausible than others):
Return to Toledo and open a boardgame cafe
Move to Freiburg and open a boardgame cafe
Return to the US and get my doctorate in Instructional Design or User Experience
Return to the US and work as an instructional designer
Return to the US and work at GEM’s headquarters in one facet or another
Return to the US and work at MTI (where I had my pre-field training)
Stay in Kandern with eDOT
Stay in Kandern, but switch to EuroTeam and work with TEFL
I’m sure there were other options that came to mind at some point, but these were all of the ones I at least spent time researching. The problem I ran into was that all of these options were enticing for one reason or the other.
The boardgame cafes were interesting because I love boardgames and have a lot of ideas on how to run a community impacting cafe.
I’ve always wanted to get my doctorate, because I’m weird and I like school.
I enjoy writing curricula and thought working for a large organization designing their training could be a tough challenge for me.
I like the idea of recruiting people to join GEM, or helping them get to the field or designing and leading orientation.
MTI is an amazing experience and helped me adjust to life as a missionary. Having a chance to help others would be incredible.
I like my team and we do good work, so why change?
I love camps and curricula development and believe I am skilled to do both.
I could justify any of those. It was like staring at a counter of cookies and being allowed to only choose one. But they all look so good!
I did have a few major concerns, though, including, “Where does God want me?” and “Where do my passions lie?” After a long while, God finally got me to recognize something I had said many years ago while working at COSI (hands-on Science center) where I wrote curricula and taught camps. I said, “If I could do this full-time and make a living doing so, I would work here in a heartbeat.” COSI barely paid a living wage and I wasn’t ready to do that kind of work full-time yet anyway, but God has been preparing me for this ministry choice for years. I will soon get to say that I am developing curricula and leading short-term teams to teach at English camps full-time.
This is what I get to do…and I’m ecstatic about it. Don’t get me wrong, it was not an easy decision. I didn’t come to this lightly, nor consider all of the things that I would be giving up by living here. I thought about silly things like not being able to get a good hamburger or not having stores open pretty much all day everyday. Then I thought about more difficult things like being far away from my mom and brother and how hard that is at times. I thought about not being there to watch my nieces and nephews grow up. There are many things that made this a difficult decision, but in the end, I am confident this is the right decision; this is where God wants me and so I have said “Here am I, send me.”
So What Does This Mean For Me?
Well, in the short term this means I will be still with GEM eDOT until around March of next year when I make the official switch to GEM EuroTeam. I will continue to develop the Narnia (Adventures in the Wardrobe) curricula and complete my leader development studies. At the end of April I will return to the US for a mandatory year out of Germany (laws are weird!). While in the US I will be talking to churches and individuals about partnering with me and filling in my faithful ministry partners on what things will look like after the year in the US. I am also going to be recruiting short-term teams to come and teach at one of our camps the year I get back (if you are at all interested, please let me know). Potentially I will also be going to colleges to help recruit future TEFL missionaries. I’m not sure if this will happen, but I hope it does! When I return to Germany in 2019, I will work with GEM EuroTeam in the running of TEFL camps and the development of English as a foreign language curricula.
But What Does It Mean For You?
If you are currently a ministry partner of mine, all it means is if you want to continue that partnership you don’t have to do anything. You can certainly alter the partnership with zero hard feelings on my end (contact me if you need more info), but if things are staying the same, then you are already done! If you aren’t a ministry partner of mine, but are curious of learning more, then please let me know and I would be happy to talk with you!
Just before Easter I found myself in Athens with a team from California who came to teach English. The curriculum we were using was the Adventures in the Wardrobe curricula I have been co-writing for quite a while now. The curriculum is based on the Lion, the Witch and the Wardrobe movie and has been used in Germany before, but this was the first time in Greece. I wrote more about how the camp went on the eDOT site, head over there and find out what some of my student’s favorite colors were.
I was very happy with how the curriculum was received and as one of it’s designers it confirms that what we are doing is worth the time and effort. That alone would have made our time in Greece worthwhile, but what happened the day after the camp ended touched me deeper than just about anything ever has before.
The day after the camp we went to one of the refugee camps in the area to deliver diapers and wipes. 11 of the 50ish students we taught currently live in one of two nearby refugee camps. Most of them came from Afghanistan, but two of them were from Syria and it was these two boys and their mom who this story will center on.
Because of relationships that had been built between one of the leaders of the ministry we partnered with and the people in this camp the two boys were invited to a blatantly Christian camp. Even though they were not Christian, their mom said they could come because they have brains of their own and she wanted them to be able to learn English and have a good time.
My co-leader ended up teaching them during the camp and these boys ate up the lessons. They asked questions, were engaged in the lessons and loved speaking what English they could, whenever they could. They didn’t always understand what we were saying, but they tried as hard as they could to give the best answer they could. They certainly did not lack enthusiasm, that is for sure!
While at the camp we were given diapers and wipes to take to specific cabins. Immediately a young boy found my teammate and I and wanted to help. He grabbed my hand and, to no one’s surprise, started swinging from it. He lead us successfully to the first cabin and we delivered the diaper’s to an appreciative mother. After the success with my new friend we decided he could probably help us find the others we needed to find…yeah, that didn’t work out so well. He lead us, confidently, to many wrong places until eventually he scattered off to find other friends.
While struggling to find one of the cabins we ran into one of the Syrian boys from English camp and after helping us find the right place he dragged us, willingly, to his place to meet his mom. As we arrived we found my co-leader there already talking with his mom and with a plate of food in front of her. We had eaten lunch before we came to camp, but that didn’t seem to matter to his mom, who quickly stood up, shook our hands and then produced two more places of Tabouli and another dish of which I can’t remember the name.
In some cultures it is offensive to leave a plate with food on it and in others a clean plate means you want more. So, somehow we needed to tread this fine line of not offending our host, but also not getting even more food since we were already pretty full. My two teammates didn’t want to be rude, but realized they would not be able to finish eating their plates of food. When the mom ducked inside her place I became the recipient of their remains. Since it would be obvious that I had more food on my plate than before she went inside I had to eat their share quickly. My stomach was full…but I did what needed to be done, or at least, what I thought had to be done.
In the meantime more of our team came and joined us, eventually we had 5 teachers and 3 of the leaders from the camp at our table. At one point one of the leaders called the other in as “backup” because he knew how much food was about to be consumed.
When the mom came back out, I had successfully eaten the rest of the food on my plate (which was delicious by the way) and then my jaw about dropped to the floor with what she was carrying with her. Out on the table she placed a giant pan with saffron rice, potatoes, eggplant and chicken. We weren’t leaving anytime soon and my stomach was not going to be any less full.
Again, we didn’t want to offend anyone, so I took one for the team and had a plate full of this dish. Unfortunately I made the mistake of allowing the mom to serve me. I’m not sure how she managed to get so much on one plate. I did what I could and in the end, I finished my plate. The smile on the boys’ mom’s face was enough to deal with the slight discomfort I was feeling.
Why do I tell you this? Well, it is not to tell you that refugees have it better than you thought, because they don’t. Or that they can make giant meals for anybody that comes to visit, because they can’t. The reason I tell you this is because it was the curriculum that allowed us to meet these wonderful people who opened up their limited resources to us to show their appreciation. There was no way we were going to disrespect this family by not eating what was served, because to them it was an honor to serve us. They loved that we would spend time with them, love them and care for them.
This is what our partner ministry does in Greece. This is what we do with our curriculum. It is through these relationships that we can share the Gospel and it will be heard because they know we love them and care for them. It is through these relationships that God will bring more into His kingdom and if I have to eat a ridiculous amount of food to help establish those relationships, then that is exactly what I will do!
In the last post on what instructional design is and the 30,000 foot view of what instructional designers do, this post will bring it all down to the ground level and look specifically at the design of one activity.
For our Narnia curriculum we wanted a fun activity that had the students using the vocabulary from that day’s theme, which was clothing. We wanted the activity to be engaging to the point where the students almost forgot that they were “reviewing” their vocabulary.
Our plan was to play a game, but we were struggling to come up with a game that was fun. One of the major tools in an instructional designer’s tool belt is taking something that already exists and changing it to fit their needs. Honestly, this is one of my favorite things to do as a designer.
My colleague suggested taking a game called 6 Nimmt Junior and adapting it to clothing. The basics of 6 Nimmt Junior is that there are four rows of “stables” and the players are trying to get all six animals into a row, allowing them to take the cards. Each card can have between one and three different animals. If an animal on the card does not appear in a row already the player has to put it in that row, but if all of the animals are already in every row then they get to choose in which row to put the card.
The game is pretty simple and lent itself very well to adaptation. If you are familiar with the first Chronicles of Narnia movie (The Lion, the Witch and the Wardrobe) then you know the children go through a wardrobe to get to Narnia. Well, what goes in a wardrobe? Clothes, that’s what. Essentially all that needed to happen was a change of theme of the game. Instead of putting animals into a stable, the students will now be putting clothing into a wardrobe. Simple.
But that is not all that it takes to make an activity for a TEFL curriculum so the next step was changing the rules to provide reasons for the students to use their new vocabulary (the items of clothing). Instead of just playing a card like in the original game, in our game the students have to say what they are putting into the wardrobe. So if the card has a shirt, pants and a hat on it, then the students would say “I am putting a shirt, pants and a hat into wardrobe #3.” By the end of the game they should be pretty used to all of the types of clothing in the game and using them in a simple sentence.
This adaptation was pretty simple and not all adaptations can be created as easily, but sometimes they are.