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Lots of good tools and how-to steps!

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Florida State College at Jacksonville (FSCJ) Libraries Libguides are licenced under a Creative Commons Attribution 4.0 International License (CC BY)

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LibGuides: Escape Rooms: How to create a digital escape game

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Skip to main content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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Breakout EDU - Educational Games for the Classroom

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Breakout EDU gamifies learning to create an engaging and empowering experience for students of all grade levels.

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Zombie Outbreak - TEACHER SITE - Breakout.edu

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Zombie Outbreak - TEACHER SITE - Breakout.edu

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Digital game, free
Team building game

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The STARTALK Principles for Effective Teaching and Learning describe characteristics of highly effective language teaching and learning. Each STARTALK principle is focused on creating learning experiences that allow learners to develop their linguistic and cultural competence. Educators apply the STARTALK principles to ensure that learners are engaged in meaningful, real-world learning experiences that prepare them to use the target language beyond the classroom. Each of the STARTALK principles is explained in the context of teaching and learning identifying learner experiences that are possible because of the work done by the teacher.

Implementing a Standards-Based and Thematically Organized Curriculum

Principle in Action (Learner Experiences & Teacher Responsibilities)

Infographic

Additional Resources

Teachers use units that incorporate the World-Readiness Standards for Learning Languages, providing a meaningful and purposeful context that is cognitively engaging and relevant to learners. Units follow the backward-design process by stating what learners will be able to do for each mode of communication, aligning performance assessment tasks and learning experiences. Lessons support the goals of the unit by sequencing clearly stated lesson can-do statements that indicate what learners will know and be able to do in order to prepare them for the performance assessment tasks.

Conducting Performance-Based Assessment

Integrating Culture, Content, and Language

Using the Target Language and Providing Comprehensible Input

Facilitating a Learner-Centered Classroom

Adapting and Using Age-Appropriate Authentic Materials
Download a print-friendly PDF

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STARTALK Principles for Effective Teaching & Learning

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The STARTALK Principles for Effective Teaching and Learning describe characteristics of highly effective language teaching and learning. Each STARTALK principle is focused on creating learning experiences that allow learners to develop their linguistic and cultural competence. Educators apply the STARTALK principles to ensure that learners are engaged in meaningful, real-world learning experiences that prepare them to use the target language beyond the classroom.

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Cliquez sur Linguini (sur l'image ci-dessous). Lisez le texte éntier pour apprendre ce qui s'est passé, pour commencer cette activité, et pour découvrir des ressources utiles... Après, n 'oubliez pas de cliquer partout sur l'image.

Click on Linguini (in the image below). Read the entire text to learn what happened, to begin this activity, and to discover helpful resources... After, don't forget to click everywhere on the image.

You have forty (40) minutes to solve the riddles. Good luck!

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Cliquez sur Linguini (sur l'image ci-dessous). Lisez le texte éntier pour apprendre ce qui s'est passé, pour commencer cette activité, et pour découvrir des ressources utiles... Après, n'oubliez pas de cliquer partout sur l'image. Click on Linguini (in the image below). Read the entire text to

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STARTALK Classroom Activities and Resources

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STARTALK Classroom Activities and Resources

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Welcome | National Foreign Language Center

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11 Powerful Characteristics of Adaptable Learners

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11 Powerful Characteristics of Adaptable Learners

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What do you think of his list? Which characteristic resonates the most with you?

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Most of what is learned in the traditional approach to school is not adaptable learning. It is discrete learning. It's focused on a specific body of knowledge and isn't always transferable to new situations. Yesterday's learning is in silos with distinct separation among the disciplines. It's the type of learning that was useful in a world where you could train for a profession and be assured of relative stability in that profession for many years. How can we deal with this increased complexity and uncertainty? Change is accelerating. And that creates a need for a different type of learning. In How are these characteristics being developed in your classroom or school? Are your students ready? Will they thrive in an unpredictable world? Leave a comment below or respond on
Gone are those days.
Our world is moving extremely fast. We can't even fathom how fast things are changing. We're too close to the change to get a sense of the magnitude.

So what makes an adaptable learner? Here are 11 characteristics.Future Driven, I write that adaptable learners will own the future.
1. Recognize Your Environment Is Constantly Changing
Adaptable learners are ready. They embrace change. It's not just small changes we're talking about. It's a tidal wave of change that's coming. Change is accelerating exponentially. You must be willing to adapt.
2. Reject Comfort and Complacency
You can't adjust to the changes, meet the challenges, or take advantage of the opportunities without stepping out of your comfort zone.
3. Take Ownership of Results
It's not helpful to blame poor outcomes on changing circumstances. The adaptable learner looks inward first to find solutions. There's a stubbornness to find a way or make a way.
4. Show Willingness to Collaborate
No one person can have all the skills needed to meet the challenges of rapid change. But together, it's possible to leverage our shared abilities for the good of our team.
5. Build Resilience and Perseverance
In an uncertain learning environment, there will be mistakes. It's important to learn from these mistakes and press on. It's critical to stay with difficult problems and try different solutions.
6. Demonstrate Care for Others
I believe adaptable learners are caring learners. People find better solutions when there is a larger purpose. When people are caring learners, it makes the learning meaningful.

No one has it all figured out. Have strong opinions loosely held. If presented with new evidence, be willing to take a new position.

Our methods and practices must change with the times, but our process of adapting can continue. And ultimately, the mission can continue.

7. Be Open to Changing Your Mind Adaptable learners are constantly picking up new skills and adjusting previous skills. There has to be a willingness to do something new even if it's hard at first.

Feedback is a necessary ingredient to learning. Don't feel threatened by feedback. Pursue feedback. And use it to adapt and learn. 8. Be Flexible in Your Methods, Focused on Your Mission

Most people are frightened by the thought of rapid change. But the adaptable learner feels a sense of confidence. When you believe in your ability to learn and solve problems, you view challenges as opportunities.
9. Be Eager to Try New Things and Learn New Skills 10. Be Open to Feedback 11. Develop Confidence in Your Ability to Learn Facebook or Twitter. I want to hear from you.

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11 Powerful Characteristics of Adaptable Learners

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Most of what is learned in the traditional approach to school is not adaptable learning. It is discrete learning. It's focused on a specific body of knowledge and isn't always transferable to new situations. Yesterday's learning is in silos with distinct separation among the disciplines.

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An online community for teachers

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With Catalyst, world language educators of all levels can connect with others to engage in meaningful collaboration and receive feedback on teaching practices. Workshop facilitators, department heads, and other professional mentors can encourage and support professional growth toward shared goals. Synchronous mentoring allows for real-time feedback.

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With Catalyst, world language educators of all levels can connect with others to engage in meaningful collaboration and receive feedback on teaching practices. Workshop facilitators, department heads, and other professional mentors can encourage and support professional growth toward shared goals. Synchronous mentoring allows for real-time feedback.

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The mission of the Teacher Effectiveness for Language Learning (TELL) Project is to define what effective language teachers do and facilitate their growth to prepare for, advance and support language learning.

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The mission of the Teacher Effectiveness for Language Learning (TELL) Project is to define what effective language teachers do and facilitate their growth to prepare for, advance and support language learning.

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Welcome to the ACTFL Proficiency Guidelines 2012 online. Here you will find the most current version of the ACTFL Proficiency Guidelines for Speaking, Writing, Listening, and Reading made interactive through the inclusion of glossed terms and multimedia exemplars. You can explore the Guidelines by skill or by level, listen to and read samples in English that represent abilities at each of the major proficiency levels.

Download the complete text of the ACTFL Proficiency Guidelines 2012 document in a PDF format.

Download the Guidelines Pyramid suitable for printing: (PDF) or (PDF).

Purchase the Oral Proficiency Levels in the Workplace 24 x 36 poster or it for printing (PDF).

The ACTFL Proficiency Guidelines 2012 may be used for non-profit, educational purposes only, provided that they are reproduced in their entirety, with no alterations, and with credit to ACTFL. Any redistribution or reproduction of part or all of the examples in any form is prohibited other than for non-profit, educational purposes. You may not, except with ACTFL's express written permission, distribute or commercially exploit any media content.

General Preface to the ACTFL Proficiency Guidelines 2012

The ACTFL Proficiency Guidelines are a description of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context. For each skill, these guidelines identify five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. The major levels Advanced, Intermediate, and Novice are subdivided into High, Mid, and Low sublevels. The levels of the ACTFL Guidelines describe the continuum of proficiency from that of the highly articulate, well-educated language user to a level of little or no functional ability.

These Guidelines present the levels of proficiency as ranges, and describe what an individual can and cannot do with language at each level, regardless of where, when, or how the language was acquired. Together these levels form a hierarchy in which each level subsumes all lower levels. The Guidelines are not based on any particular theory, pedagogical method, or educational curriculum. They neither describe how an individual learns a language nor prescribe how an individual should learn a language, and they should not be used for such purposes. They are an instrument for the evaluation of functional language ability.

The ACTFL Proficiency Guidelines were first published in 1986 as an adaptation for the academic community of the U.S. Government's Interagency Language Roundtable (ILR) Skill Level Descriptions. This third edition marks the third edition of the ACTFL Proficiency Guidelines includes the first revisions of Listening and Reading since their original publication in 1986, and a second revision of the ACTFL Speaking and Writing Guidelines, which were revised to reflect real-world assessment needs in 1999 and 2001 respectively. New for the 2012 edition are the addition of the major level of Distinguished to the Speaking and Writing Guidelines, the division of the Advanced level into the three sublevels of High, Mid, and Low for the Listening and Reading Guidelines and the addition of general level description at the Advanced, Intermediate, and Novice levels for all skills.

Another new feature of the 2012 Guidelines is their publication online, supported with glossed terminology and annotated, multimedia samples of performance at each level for Speaking and Writing, and examples of oral and written texts and tasks associated with each level for Reading and Listening.

The direct application of the ACTFL Proficiency Guidelines is for the evaluation of functional language ability. The Guidelines are intended to be used for global assessment in academic and workplace settings. However, the Guidelines do have instructional implications. The ACTFL Proficiency Guidelines underlie the development of the ACTFL Performance Guidelines for K-12 Learners (1998) and are used in conjunction with the National Standards for Foreign Language Learning (1996, 1998, 2006) to describe how well students meet content standards. For the past 25 years, the ACTFL Guidelines have had an increasingly profound impact on foreign language teaching and learning in the United States.

Acknowledgements

ACTFL is deeply indebted to the many individuals who contributed to the previous editions of the Proficiency Guidelines.
In addition, ACTFL wishes to acknowledge the principal authors and editors of this 3rd Edition of the Proficiency Guidelines: Elvira Swender, Daniel J. Conrad, and Robert Vicars; and the invaluable contributions of the project consultants: Mahdi Alosh, Karen Breiner-Sanders, Ray T. Clifford, Helen Hamlyn, David Hiple, Judith Liskin-Gasparro, Pardee Lowe, Jr., Cynthia Martin, Karl F. Otto, Jr., Benjamin Rifkin, Mildred Rivera-Martinez, and Erwin Tschirner.

Finally, ACTFL is most appreciative of the comments and feedback from the many members of the profession who contributed generously of their time and expertise in reviewing earlier drafts of this document.

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Welcome to the ACTFL Proficiency Guidelines 2012 online. Here you will find the most current version of the ACTFL Proficiency Guidelines for Speaking, Writing, Listening, and Reading made interactive through the inclusion of glossed terms and multimedia exemplars.

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The Roadmap to Language Competence

What Are the World-Readiness Standards?

The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural competence to participate in multilingual communities at home and around the world.

This publication is a collaborative project of AATA, AATF, AATG, AATI, AATJ, AATK, AATMG, AATSP, ACL, ACTFL, ACTR, ASLTA, CLASS, CLTA, MLA, NCOLCTL, and National Standards Task Force for Hindi.

The World-Readiness Standards for Learning Languages define the central role of world languages in the learning career of every student. The five goal areas of the Standards establish an inextricable link between communication and culture, which is applied in making connections and comparisons and in using this competence to be part of local and global communities.

View a video overview of the World-Readiness Standards here:

Download the Summary

Get the Two-Page Summary PDF

Get your copy of the two-page summary of the World-Readiness Standards for Learning Languages

The History of the Standards

With the help of a three-year grant from the US Department of Education and the National Endowment for the Humanities, an eleven-member task force, representing a variety of languages, levels of instruction, program models, and geographic regions, undertook the task of defining content standards - what students should know and be able to do - in language learning. The final document, Standards for Foreign Language Learning: Preparing for the 21st Century, first published in 1996, represents an unprecedented consensus among educators, business leaders, government, and the community on the definition and role of language instruction in American education. This visionary document has been used by teachers, administrators, and curriculum developers at both state and local levels to begin to improve language education in our nation's schools.

The National Standards for Learning Languages have been revised based on what language educators have learned from more than 15 years of implementing the Standards. The guiding principle was to clarify what language learners would do to demonstrate progress on each Standard.

The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural understanding. "World-Readiness" signals that the Standards have been revised with important changes to focus on the literacy developed and the real-world applications. Learners who add another language and culture to their preparation are not only college- and career-ready, but are also "world-ready"-that is, prepared to add the necessary knowledge, skills, and dispositions to their résumés for entering postsecondary study or a career.

These Standards are equally applicable to:

learners at all levels, from pre-kindergarten through postsecondary levels

native speakers and heritage speakers, including ESL students

American Sign Language

Classical Languages (Latin and Greek)

Buy the Standards

Purchase the Standards

The Standards are available as downloadable ebooks, combined with your preferred language. You can also get the Standards ebook with all available languages included at our bookstore.

Statement of Philosophy

Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in their first language.

Perfect for your classroom!

Get the 5 Cs Poster

Purchase the poster, which highlights the Standards goal areas- also known as the 5 Cs (Communication, Cultures, Connections, Comparisons, Communities). A description of each of the 11 standards is also included.

How do I cite the Standards in my writing?

The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author.

The National Standards Collaborative Board is a collaborative effort of the American Association of Teachers of Arabic, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Japanese, American Association of Teachers of Korean, American Association of Teachers of Modern Greek, American Association of Teachers of Spanish and Portuguese, American Classical League, American Council of Teachers of Russian, American Council on the Teaching of Foreign Languages, American Sign Language Teachers Association, Chinese Language Association of Secondary-Elementary Schools, Chinese Language Teachers Association, Modern Language Association, National Council of Less Commonly Taught Languages, and National Standards Task Force for Hindi.

To cite the language-specific Standards: Each language-specific Standard is considered a part of the general World-Readiness Standards for Learning Languages publication and are considered 'chapters' within the publication. They do not have separate identifiers or ISBNs.

View the Standards Summary web page.

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world language teaching; language assessment; foreign language teaching

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ACTFL | World-Readiness Standards for Learning Languages

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TONS of resources from inception and design to implementation and assessment (and everything in between!).

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Zombie Outbreak - Play the game on Breakout.edu

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Zombie Outbreak - Play the game on Breakout.edu

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Deck.Toys - Learning Paths for Lesson Adventures

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Just drag-and-drop your teaching content to build paths and activities for your students.

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Inspired by scavenger hunts, Goosechase is an online platform that helps you create interactive experiences.
Get started

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Invite your
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It's GOose
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Participants complete Missions in the app

Track live
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View stats and participant engagement

Create your
Experience

Set up in just a few clicks!

Track live
results

View stats and participant engagement

Add
Missions

Make your own or choose from ours

It's GOose
time

Participants complete Missions in the app

Invite your
participants

Take part in teams or as individuals

How people useGoosechase

One-of-a-kind experiences to easily activate communities

Integrate Goosechase into your next festival, fundraiser, or community event to help raise awareness and have fun for participants of all ages.
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What's better than a demo? Access to the full platform! Build and run a game today. Create as many missions as you can muster, invite up to 3 teams, and see how easy Goosechase is to use, by easily using it.

Copyright © 2023 GooseChase Adventures Inc.

Copyright © 2023 GooseChase Adventures Inc.

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The Original Interactive Experiences App | Goosechase

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Inspired by scavenger hunts, Goosechase is an online platform that helps you run real-world interactive experiences for your communities. Try it today for free!

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What is your favorite tool for making breakout rooms / escape room / games of this nature?

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What is your favorite tool for making breakout rooms / escape room / games of this nature?

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Duplicate of Manie Musicale 2021 | GooseChase

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Custom photo and video scavenger hunts played through an app on smartphones, tablets, and other mobile devices. Create an account to try it for free!

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Release your creativity and build custom escape rooms

ROOM ESCAPE MAKER is a free online editor for you to easily create point-and-click games with puzzles, clues, locks, and much more.
Challenge players to escape from the rooms you design.

Share your virtual rooms with others

Escape games can also be a great way to celebrate special occasions and create engagement through gamification.
Design specific puzzles as challenging as you want.

Join the community of creators

Developed by an escape room enthusiast, ROOM ESCAPE MAKER is a growing platform with more than 30,000 creators and new games every day. Be a part of the amazing community 🤗

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ROOM ESCAPE MAKER uses cookies to provide you with a good experience when browsing the website.
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2023 - ROOM ESCAPE MAKER

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ROOM ESCAPE MAKER is a free game editor to create escape rooms online. Build point-and-click games and challenge players to escape from your virtual rooms.

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Share any thoughts, ideas, favorite tools, etc. here!

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Share any thoughts, ideas, favorite tools, etc. here!