URGENT! Due to last minute cancellation, we are looking for JUST ONE SECONDARY SCHOOL for our project (see below for more details).

We have already a partnership established with 5 organization (3 schools, 1 teacher training provider, 1 university, from Germany, Spain, Italy, and Slovakia), and the project is already prepared.

RESPOND TO THIS ADVERTISEMENT IMMEDIATELY AS THE DEADLINE IS TUESDAY, MARCH 5th.

ADD YOUR PHONE NUMBER SO THAT WE CAN GET IN CONTACT WITH YOU IMMEDIATELY.

About the Project

EuroQuest: Enhance teaching and learning of sustainability with educational tabletop escape rooms (ETERs)

The project will develop an innovative Game-Based Learning methodology based on the use of Educational Tabletop Escape Rooms in the classroom (see the Annex to discover what they are) to promote teaching and learning about environmental sustainability.

There are 6 partners:

• 1 teacher training company, Europass Berlin
• 1 university, IMT Lucca
• 4 secondary schools from Germany, Spain, Slovachia, and 1 more!

Each school will provide a team of 3 teachers: 2 mainly involved in the project, and 1 as a backup.

The project will last 3 years and develop along 3 main phases.

Phase 1 (Year 1): Teacher Training and resource development

Trainers and teachers (2 from each of the 4 schools participating in the project) will meet twice for a week in Berlin to gain practice with commercial tabletop escape rooms, and discuss their educational potentialities. After this:

• Teacher trainers will create 1 online course and 1 handbook on how to use ETERs in education, and 1 escape room to teach about sustainability.
• School teachers will indicate what aspects of sustainability they are more interested to, assist in the revision of content, and translate the material from English into their native language.

Phase 2 (Year 1): Teaching and learning with ETERs in school

School teachers will implement what they learnt about the educational use of ETERs in their school. In particular, they will have their students (4 classrooms, 1 hour each activity, for each of the 2 teachers participating in the project) play and learn about sustainability with the ETER created during the first year. The teachers will need to evaluate the learning and transmit the data to the university partner to assist in a research study.

Moreover, trainers and teachers will extend the learning about ETERs in education they acquired during the first year of the project:

• With the assistance of the trainers, each school will organize 1 training on GBL and ETERs for 10 more teachers (from the school or the local area);
• Participants in the training will create at least 1 additional ETER on a theme of their choice, translate to their national language the ETER created by the other schools participating in the project, and have 1 of the ETER created of their choice played in their classroom (4 classrooms, 1 hour each activity, for each of the 2 teachers participating in the project).

Phase 3 (Year 3): Dissemination

Schools will help the project partners to disseminate the results of the project in their local area (e.g., training to local teachers, conventions for teachers such as DIDACTA).

Please indicate your availability to these activities:

• Would you like your teachers to train other teachers in the area?
• Would you like to visit some local conventions for teachers?

We can include more or less extended involvement of your school in these activities.

Looking for Partners specialized in

• Secondary

What qualities we seek in potential partners

Motivation to engage in game-based learning.