Escape Box - אורט דפנה קרית ביאליק, קבוצה 5

In this project, students create escape boxes and tutor younger students to create their own boxes. 

In the teaching process, the teacher imparts knowledge and at the center of the learning process while the student is passive. The responsibility for acquiring the student's knowledge lies with the teacher, and the student has the duty to prepare homework (a source of friction and an unpleasant climate) and the obligation to examine. Almost no attempt was made to build knowledge in various frameworks and ways.

Is this how it should be? Everywhere they talk to us about a custom suit: in the bank, in the hairdresser, in the store, why do we continue to teach our students all the same way we were taught?!

Many times we give our students a personal or group task. They demonstrate creativity, original thinking and teamwork, but it is evident that they lack performance skills - entrepreneurship.

Through a good quality teaching, in a model of "escape boxes" in which the various subjects are presented as a network of connections, playfulness and collaborative work. Students are active in the learning process. Besides achieving the required achievements and high-order thinking skills, the students also develop important skills of the 21st century: , Independent learning, the ability to work in a team, ethics and problem-solving skills, and in addition, the class climate improves and the students' relationship with the teacher and between them, the pace of work and personal learning - entrepreneurship.
 

Responsible Research and Innovation (RRI): 

One of the key aspects of OSOS is the inclusion of RRI - Responsible Research and Innovation principles (more information at RRI-Tools.eu). This is how the Escape Box - iSTEAM project fits into the RRI model: 

• Ethics: Learning through boxes Escape requires students' maturity and responsibility, teamwork and trust between students - within the group and between groups.
• Science education: Interdisciplinary learning of various STEM subjects. Developing high-order thinking, creativity, and problem-solving skills. The content of the escape boxes will be in this STEM project, but this does not have to be the case, and content can also be integrated into the humanities and social sciences, for example. However, students use technology to create and solve the boxes - and therefore use technological skills and scientific knowledge that requires them to succeed in cracking puzzles.
• Open access: As part of the final product in the form of a physical escape box, students will create a file with a "recipe" for making their box, as well as a solution indicator. This file will be uploaded to the OSOS International Portal.
• Public engagement: The project emphasizes cooperation with the community outside the school. One factor will be parents from all schools, who will be exposed to the learning process and the final outcomes. In addition, there will be structured cooperation between students from different schools in the city and their parents - so that they will form a learning, creative and sharing community.
• Gender Equality: The presence of female students in each group should be ensured.

Opportunities for collaboration with community stakeholders: 

• Joint work of several schools. In this project middle school students serve as mentors for elementary students - so that students of different ages and schools develop together boxes of escape.
• Parental Involvement: The involvement of the students' parents and their families has a positive impact, but an innovative pedagogy may be incomprehensible and even encounter resistance in the absence of agreement on the school's goals and functions. Students will present the final outcomes on the day of exposure to parents.