(laid back music plays)

Okay, hello everybody. Welcome to the VEX Classroom. My name is Alaina and we are here tonight to talk about Thinking Outside the Classroom and more specifically, planning for a VEX Camp or planning for camps in a more general standpoint. So we're going to go over a few different things tonight. I know there were some very specific conversations we had in the PD+ community, which was great, and we'll get a chance to go over a little bit about that conversation later on in the session. But I want to get through some of the larger topics first because it slots in really nicely with some of the things that I want to talk about.

For those of you who may not have gotten a chance to read my Experts Bio page yet, my whole background is actually in camps and informal education. So this is a topic that's near and dear to my heart. I'm very excited to share about camps and some of my experiences, so hopefully you can take that information and move forward with it to really bring those exciting experiences as well.

Now, one thing before we get started, we talk about camps and a lot of times people assume that we're talking about summer camps. Now, this doesn't always have to be the case. Camps can happen during winter break, it can be a weekend workshop. There's a lot of ways to apply camps in different settings as well. So let's go ahead. I'm going to pull up some information and we're going to look at how we're going to structure tonight's topic.

So here we're all in hopefully in the right session, and I will send this recording to you as well. Later on tomorrow, you'll get a link to the recording as well as to my slides because they have all the links inside of it. So I'll send an email to you all. We're going to structure everything around these "W" questions. Questions to ask yourself, to ask others, "Why are you hosting a camp?" "What is it that's making you excited to host a camp?" "What are the intrinsic benefits that you have or extrinsic benefits that you're looking for?" And then some more tactical questions. "When is camp?" "Where is camp?" "What is going to be happening during the camp?" which is our really all-important schedule conversation that we're going to have in a little bit, as well as "Who is attending camp?" and "Who is working that camp?" and how do you get everyone prepared to be a part of your camp, whether they be campers or those staffers as well.

The first thing that I want to talk about, which is possibly my favorite topic, is "Why are camps important?" Now there is a great article, I have it linked here so you can look at it in a little bit. That was by one of our other educators, Amy Defoe. This is an Insights post, all about the false dichotomy between play and learning. What camps do is take away a lot of the rigidity of a regular classroom day and bring you out into this more free space. So you're not worried as much about meeting specific standards alignment, you have a little bit more freedom with your time as well. It gives you that opportunity to have that fun and engaging manner.

One thing I wanted to point out from this, let me pull up the article here, is some great tips that are in here around ways that you could also bring this in on an everyday structure as well. Making the most of your transition times, including varieties of games when practicing concepts and content. There are a lot of teachers who already do this really well, but this is really the big part of being able to bring that into your classroom and into your camp specifically. Part of camp, one of my favorites, is that free choice or freedom of choice when you have it. So building into your camp time some of that freedom is a really nice way to incorporate play.

Thank you all for joining me tonight. I hope you found this session helpful and inspiring. Please feel free to reach out if you have any questions or need further information. Have a great evening!

Now, another Insights article that I just want to show off real quick. If you want more information about why non-formal education and learning is such a valuable piece, this is another Insights post on the power of camps and non-formal education. You can read even more of my exodus on camps and what is really a wonderful piece about how you can bring inquiry and excitement into the classroom.

One of the other things that we can talk about when discussing the "why" of camps is that you get a chance with camps to also bring in some extrinsic benefits. There are many competition teams who use camp as a fundraising source. They can use game parts from previous years and actually structure a whole camp with these new students who may not be familiar with VEX or the competitions. They can have them playing the VIQC game from a previous year and use the funding from camp as a way to fund their team for the upcoming competition year as well. So that's another piece of the importance of camps and some of the really cool ways that you can take these benefits of camp and bring them to other places as well.

So now we're going to get into moving on from the "why camps." We're going into the more tactical setting of camps here. Thinking about all of these tactics is part of what is outlined at camps.vex.com. Sorry, I'm going to move between screens for a moment. Here we have our page at camps.vex that talks about running a camp or learning about the resources that are provided. We're going to walk through that.

Now, we're going to actually skip inside of a camp here so that we can see some of these resources. If I open up the Space Race 123 camp, you'll see a video that kind of walks you through what's included in that camp. But the document that I really want to look at right now is this "How to Plan" document. I have it open here. All of these documents are editable, so they're ready to use at will. Let me close this up. We'll make this a little bit larger 'cause I know this might be a little harder to read.

Talking through the questions of camp, one important aspect is the location of your camp. You need to make sure that you are asking questions of your leadership as well. Ensure that you have permission to use specific classrooms and that you're discussing what kinds of kits you are using. Not all kits may be able to be used during the summer, and that's totally okay as well. We also want to talk about the number of kits and devices, making sure that you're prepared with your kits, that you have the correct number, and that you know where those are if you need to order them ahead of time. Again, these are all part of the tactics of camp.

Also, if you have any questions as we go along, feel free to put them in the chat. There is someone else monitoring the chat right now, so they can answer questions as we go through. I should have brought that up a little bit sooner, but that's okay. They're there to answer questions as well.

When you're talking about the location of your camp, you also want to think about where the campers are going to be throughout the day. Consider lunches and how they will be stored. One of the common issues I've had in camps previously is when you have too many lunch boxes, and all of a sudden, they're overflowing a bin and taking up a whole corner of your classroom. Thinking even as far ahead as lunches in those tactics can really help make a smooth camp day as part of it. You also can think about the classrooms and the restrooms in the building. All very common tactical issues that, if you're in a school setting, are most of the time set up for you. However, it's something important to think about as you go through.

Now we have the "when" of camp.

Thank you for taking the time to explore the importance and logistics of camps with us. We hope this information helps you in planning and executing successful camps. If you have any further questions or need additional resources, please don't hesitate to reach out.

Thank you once again, and we look forward to seeing the amazing camps you create!

So what is the duration and dates? If we look back at our VEX Camps page, you can see there are different options here. There's a 1-Day camp option and a 3-Day camp option. With all of our VEX Camps, we offer them in three styles: 1, 3, and 5-Day camps. Every single one that you see will have a 1-Day option; however, not all of them will have 3-Day or 5-Day options. You can also sort them by that length.

We do this at a very generalized level, so it takes up roughly a six to seven-hour day of camp, which is our pseudo day. This does not necessarily account for lunchtime or the different breaks that you may have as part of it. That's something to keep in mind as well. You have those three options as part of it, and we'll also talk a little bit later.

With 123, those are younger students. These are our kindergarten through second-grade students, and they may not be able to stay as engaged throughout an entire day. So, you have a lot more breaks built in because those are younger students who need that help with their focus as well. You have the options of what kinds of camps you are running, how many days they are, and what the hours of your camp are. This is really tactical information because it could help you search for what type of camp you are running, which is kind of the next bit that I want to get into.

Talking about what kind of camp, we've discussed the space race camp. I've pulled that one up so far, and this one really gives you an idea of all the different resources or how you could sort through what camp to choose or what camp to choose to start to modify as part of the VEX Camps resources. Here, the first thing we have is our camp schedule. We will dive more into that, but we want to know more about this camp first before we choose it.

I want to look at what you're going to cover in a 3-Day camp. This provides you with different learning targets, skill levels, as well as a 3-Day overview. What are some of the things that students are going to be doing during this process? In this particular case, the students are going to meet a 123 robot through an interactive story, create a set of rules for working with the 123 robot, code the 123 robot to drive around the moon in a space race, and then complete Mars missions to collect samples, return them to base, as well as detecting obstacles using the eye sensor and clearing a landing area for Mars. There are a lot of things covered as part of those 3-Days.

In comparison, if we look at the 1-Day, we see that these are just very similar types of overview. They just aren't getting into the Mars-specific elements. They're stopping after driving around the moon in a space race. Let's say I know that my camp is going to be 3-Days. I know that this is what I want to cover with my 123 students, campers, excuse me, my campers. Now I can take a look at something like the camp schedule.

Here with the camp schedule, there's a lot of information in here to help you look through everything that's available. First, we have our delineation between 1-Day and 3-Day. This is really helpful. We keep it all in the same document so you don't have to be flipping back and forth between documents because you may want to edit this particular camp schedule to fit more along what you need. In this case, I know we're doing the 3-Day for our pseudo camp that we are planning today, and now we can say that we're ready to begin preparing for camp. This becomes a really important part as you go through and you want to prepare for camp.

Let me make this a little larger. Now, as you're preparing those materials, if you have enough kits, you do want to make sure you do that. We have prepared for that before already. We also want to make sure we're organized.

Thank you for your attention and participation. We hope this information helps you in planning and executing a successful VEX Camp.

So, making sure that you're getting started with your 123 kit means you are ready to be a part of that and have them ready to go. This involves checking your firmware, making sure you have any updates cleared, as well as naming your battery and brains, et cetera. Or, excuse me, naming your 123 robot and your coders. With 123, you also need to think about what coding methods you want to use. There are different levels for your students, from the 123 touch buttons, the coder, as well as VEXcode 123. You could run this lab, or excuse me, this camp at any level, but you want to make sure that you know what type of coding you're going to use so that you can better tailor this particular schedule for your own use.

Now, these schedules themselves, with 123, you'll notice that there are time estimates. However, if I pull up a VEX GO camp, let me pull up the adventures and engineering schedule. We have the same information, a 1, 3, and 5-Day breakdown, the before camp outline, and then we have our schedule itself. Here, this is broken down into morning and afternoon. Because these students are older, you can structure your activities a little bit looser with those time periods. These are set to be roughly three-hour chunks: three hours for the morning, three hours for the afternoon. In comparison, what we saw with the 123 camp schedule is seeing the more delineated times. You'll notice that there is purple text and black text. Purple text is something that we recommend you edit as you go through to make sure it meets your needs. For example, we have this camp from 9:00 to 12:00. Let's say we actually want a camp that runs from 9:00 to 2:00. Well, now we need to go in and add a few different activities, or we could add something like our extension activities to the day in order to fill up that additional time that we have.

These are all of our schedules and roughly what they look like, at least for 123. This is the in-person schedule. Now, in comparison, oh excuse me, let me put this back. This has been going through our in-person camps. We also have virtual camps as an option. If we look back at our VEX Camps page, we have things like VEXcode VR. If I look at VR, it's a really great filter here to look through that. Let's say I really want to use the Coral Reef Cleanup camp. I can look at these camp resources. I see the same video that I saw previously and the same materials. However, this time we're going to point out the difference between the in-person tab and the virtual tab. If I look at my virtual schedule, this is going to be slightly different. It's the same breakdown of what you are doing each day. Let me scroll down, excuse me. Preparing our materials, our before camp. One thing that's really important, especially for a virtual camp, is how your campers are going to be working together. That can be something that can be difficult. You may want to use breakout rooms or something similar if you are still working virtually.

From here, the schedule will look very similar to the in-person, but you have those additional supports pointed out, especially when we get into the camp manual. I'm going to go ahead and close this schedule. Let me go back to... here we go, going back to our camp here, we've talked about our camp schedule, our "How to Plan" document. There are also additional pieces here to help you get ready for that first day of camp. We have the welcome letter. The welcome letter goes through and explains what your campers will be doing in camp so that you can send this home to parents and guardians. Sending it home to the adults of your students is a really great way to connect with them and let them know just what's happening inside of that particular camp.

Here we have different things that are in the purple text, especially because we do not know if you're going to be running a 1, 3, or 5-Day camp. So you can change that as you go through. The welcome letter was one of the things from my days in a camp setting that was really beneficial. Parents really do want to know and understand what their students are going to be doing roughly on each day and how they're going to be accomplishing that so that they have a better idea of what questions to ask their campers when they get home from that particular evening of camp.

"What did you do today?" doesn't always lead to the best responses from our campers as we've seen with our own students in everyday settings. So being able to say, "Hey, today you were learning about VEX GO and making your idea come to life. What did you make with VEX GO today?" is a much more leading question that allows you to ask them, excuse me, it's a leading question so they can continue to have that conversation with you as well.

Now because of specific protocols, we do have that outlined as well just because different buildings, especially nowadays, have different protocols regarding health and safety. So there are sections in the welcome letter for that as well as information about check-in and check-out procedures as part of it. So our welcome letter is a great way to connect with parents. This is the in-person letter.

If we look at the virtual letter, it gives you a position. If I go down to this page, it gives you, instead of "check in" and "check out," we have "login" and "logout" as well as what they should be doing with their cameras. What are the things that your students need to have during the day and how you go ahead and have a successful camp using a virtual setting, which is a really big question nowadays of how you can do these virtual settings and still ensure success for your students. So that covers our schedule and our welcome letter as part of our plan.

Now one of the other things that we've talked about is, let's see, is some other specifics camp schedules. So here we've talked about how you can modify or how you might want to modify things. And what I did was took that Space Race camp and made my own modifications. So here I know that I want to do our Space Race camp, but I wanted to include more literacy activities. Let me zoom in on this one as well. I wanted to include more literacy activities. So I added things like role play robot STEM lab.

Now for this, what could be really great is because this is a Space Race camp is provide students books that are related to space. So things like you could even do something like Rosie Revere Engineer or additional books. I know that Audra in the community would be a great resource to look for different specific books to connect to space for ones that I can't think of off the top of the head right now. But being able to connect more literacy with space is a great way to take a twist on a camp that already exists and still being able to inject that into the schedule.

You can see there's also different activities here listed as well as extensions. And let's say now on this new planet or on Mars, we find the big bad wolf for your part of these stories now. So you can make transitions from a theme of space to a theme of literacy as you go through. It's really anything that you want this camp to be. So this particular camp combines all sorts of different things. Literacy, space as part of this and different activities and STEM Labs that may not be something that you would usually use.

So in this case, there's a STEM lab that's written for VEXcode 123 but you could use the coder to also solve the STEM lab. So it gives you a lot of options for what you could do with your students as part of it.

Now, the other question that we talked about, and this might be a little too specific because I made this list a little earlier when we were first talking about it, is different activities depending on each grade level. So, coming up with ideas for science, ELA, and math for kindergarten all the way up through sixth grade, I believe, or seventh grade. I'm not going to go through all of this right now; however, I will send out this document so you have a link to it. But I think if anyone has any additional ideas for things to do with this wide range of ages and settings, we can talk about that more in a different setting, in the community. I'd love to hear everyone else's ideas as well because we've started having a really good conversation in the community, and I'd like to keep going with that. But I do have this to share as just a jumping-off point when we move forward as well.

So let's see, excuse me, let me go back to adventures in engineering. So we know what our schedule is, we know how we are going to head and communicate that to parents with the welcome letter. Now we can look at things like our camp flyer. So how are we getting our campers to camp? And that's something where you can use the camp flyer as a way to advertise. So these are actually made based on the recommended schedules, and they're made for all of the camps that exist currently. These are editable PDFs. So you can put your information down here like dates, times, cost, whatever you might be, and actually print those out, pass them out to current students, whatever you might want to do. But this is a great way to get everyone involved with everything as you're going through, excuse me while I take a drink, but this is a great way to communicate what you're doing with your camps to parents or any other stakeholders.

Beyond the camp flyer is something that might be one of the largest documents that I personally have ever written. It is the camp manual, but I think this is a beautiful document. Let me actually open, this is the virtual version. Let me also open the in-person. So everyone knows that in order to run any kind of event, you have to have guidance for staff, guidance for anyone who is a part of that group. And in this case, we have the camp manual. So this camp manual goes through and shows you all different information from staff expectations to safety considerations, camp procedures, as well as facilitating camp and key contact information. This is a conglomeration of policies or procedures or ideas for policies that we have collected from different organizations and different camps or outside sources that we have all worked with. So this is not an exhaustive list of ideas; however, it is a pretty comprehensive one for that.

Now, while we have all of this information, much of it is in that purple text so that you can go through and identify what is specific to you, remove things as needed. But what I would love to talk about is our facilitating camp section. Facilitating camp goes back to why are we at camp. So one thing to remember is that a staff member is there to make camp come alive. We talked about how camp brings the fun and excitement for students, and there is no reason why camp can't be exciting for those leading it as well.

One of my favorite camp stories was when I had to veer wildly off of plan because I didn't have materials that I needed because another camp was using them, and I ended up making a miniature golf course for our robots in my classroom. It took over my entire classroom, but it was the fun idea that I could come up with in just a few seconds. The students were so engaged, and we came up with an entire course, and then they coded their robots to be the golf balls and actually go through this miniature golf course, and they tried to get hole-in-ones on every hole. So they were engaging with each other.

They were being creative, and I would've never had a moment like that had I not been missing some of my supplies from another camp counselor that day. There is something to be said for making camp come alive and being engaged in the process as a camp staff member. This is all just ideas for how to make that best experience: having fun, learning, experimenting, and making memories. Any of these things might impact students.

We talk a lot at VEX about how STEM starts early. Students start to form negative perceptions of STEM by fourth grade, at one of the earliest ages. Whatever we can do to get them excited about learning and growing is really a valuable thing, not only for these students but for our future as a whole society. Engaging these students can help change that future generation, as cheesy as it may be.

With these ideas, we talk a lot about facilitating activities. What are different things to be aware of? You may have different levels of enthusiasm from campers. That's true of all students. We've seen that, and it's why we need differentiation for everything. Now you have ideas for how to handle those different groups that finish early or those campers that are slow to complete.

This camp manual may seem very straightforward to teachers. However, a lot of camps, especially those run by competition teams, are run by students or college students who may not have the same experience with young children. This is really who that target audience is for: those college students and high school students who are helping run a camp as a fundraiser, really trying to help them understand what their role in camp is and how they can make things a successful implementation as well.

Being flexible is important. I've talked about the fun part of being flexible with something like the miniature golf course. However, there are times where things are not going to work, and you need to be able to carry on even if there are issues. The schedules that we outlined show morning and afternoon, not an hour-by-hour or minute-by-minute breakdown, for a reason. Sometimes the group as a whole may become very invested in a specific activity, and sometimes they may not. It's really good to be able to move around and change what you are doing depending on the interest level of your students, but also what is important and valuable for what you've set up the time for and what your goals for camp are.

Knowing what your goal is should come from something like those learning targets that we saw for the 1, 3, and 5-Day options. There are specifics depending on what kind of camp you are running. Here, there is a breakdown for VEX IQ because we have STEM Lab challenges, and competitions are a big part of the VEX IQ STEM Lab units. That is an important part of understanding how to run them in a camp setting as well. Very specific information will also appear. We have information about facilitating group work and brain breaks, mask breaks, if that is something you are using in your camp.

Here we go. This is one of my favorite sections: Promoting positive social skills in camp. This is your social-emotional learning for camp section in our manual. Being able to set ground rules for respect and kindness, and understanding how to help campers talk through potential problems with one another is really important. They still need to understand that there is structure to camp. Camp is not a complete free-for-all, wild West situation. There is still structure. There are still rules to be followed, and a lot of that will come in with those ground rules of respect and kindness, of what they can expect from you and also what you expect from them especially. Being able to talk through conflict is important.

When we talk about robotics, we talk a lot about failure.

A big part of coding is the process of failure and then debugging that particular code. It's a great process, and being able to celebrate that frustration is really important. It may be as simple as congratulating students on their first failure. Something like the penguin awards, which we've talked about before, can be a great way to celebrate that failure and say, "Yes, good job, you tried!" That's what matters.

However, not all students handle frustration well. There are different tips for managing students who may not be willing to deal with that frustration. It's also important to make time for learning about one another and creating space for nonverbal responses. This is especially directed at young people who may not be familiar with these students. It's crucial to think about the kind of classroom culture you are creating and how your mindset going into camp affects your students. Creating a balance is key to making camp feel like a safe, fun, and exciting place where students can learn and explore without it becoming chaotic.

One of the things we discuss in facilitation is using VEX. The 123 camp manual is slightly different because 123 camps are inherently different. Kindergarten students have very different needs than those of fourth and fifth graders, so it's important to ensure the manual reflects their needs. We'll look at that in just a moment.

For VEX GO and VEX IQ, we recommend becoming a certified educator. As PD+ members, you can become certified and go through the training courses associated with these platforms. The introductory training course for VEX IQ will prepare you to use VEX IQ in a classroom. It goes beyond what you'll cover as a certified educator because those are all video-based lessons. It's like a one-on-one tutoring session with myself, Lauren, and Matt for VEX IQ, rather than reading texts on a page. If you learn better through video, I recommend doing the training courses as part of that. These are available for every platform we offer camps for, including EXP, IQ, and VR.

If you have any questions during camp, visit help.vex.com. As PD+ members, you can also post in the community, which is a big part of how we can get information and resources.

This is our main camp manual for 123. We'll quickly look at that because I don't want to go through the entire camp manual again. I'll pull up Space Race to look at the differences between them. Camp manual.

(instructor sings to self)

The biggest and most important section here is facilitating camp with young campers. This also applies to those of you who are familiar with these students on a day-to-day basis. Make sure you're energetic, as camp thrives off of energy. I am never as tired as I am at the end of a camp day, even compared to being in school. I expel so much energy to be there and be excited for campers, and I think that's really important.

Next, ensure you have a clear routine. While this is important for older students, young students especially thrive under the idea of a clear routine.

Thank you for your attention and dedication to creating a positive learning environment for your students. If you have any further questions or need assistance, please don't hesitate to reach out.

So as you go through, make sure that they know this happens first, then we're going to do an activity, then you have a break, then we do an activity, then you have a snack, whatever that procedure may be. Being very clear about the procedure can help set you up for success, especially if you're functioning more on that 5-day camp window.

Being flexible, as we talked about, is important. Another idea that's very important with young campers is movement breaks. So, ideas of getting up, moving things around to act like your robot that you just did, or just wiggling, turn on some music.

[Music Cue: 30-second silly song break]

Getting a chance to move and do those breaks is really important. There are ideas for brain breaks here as well. So have a snack, play a game, take a walk outside. Giving them a break from devices is really important. This is kind of the crux of the difference between 123 and the rest of our camps as well.

Lastly, you'll see a lot of other materials here. We have the contact list, a release form, an intake document, and an attendance tracker. All of those things are there to help you keep track of things and try to give you one less thing that you need to do as part of a camp implementation. We're trying to make this as simple as possible for you as the camp counselor, as the leader of camp, to get started.

I think that covers more than everything. That is a lot of information. If we have any questions, I can go ahead and we can start on our questions as well.

---

Okay. So Alaina. Hi, it's Tina. I don't really have a question but I just wanted to chime in with a couple of comments.

Sure. All that information was extremely helpful, I think, for what we're going to be doing with our planning. A lot of our camp is pretty much already pre-planned. It's just us, like I think we said in the conversations we were having before, just picking out lessons and things for the VEX time that they're all going to be given throughout the day. But what I think was helpful is it wasn't until now that I really started looking through some of those links of just the camp parts.

What I noticed in a lot of them is, unfortunately, a lot of that we've already taught in our regular school year, but I found bits and pieces of different ones that I think we might be able to pool and put together, if that makes sense.

Absolutely, yes. But one of the important parts was IQ. I don't have much experience with IQ and neither did Desiree, and I think I really like that one that was the Robot Olympics.

Yes.

I pulled that up and was looking at that, and I think that might be a good thing for them to do for IQ. And then with my VEX GO kids, I think I was looking at some of the stuff on that math mania because one of our biggest things that we see is the kids that we leave in the spring and come back in the fall, math kind of goes to the wayside when they're not constantly engaged. So one of the things that I wanted to write in was just math fact kind of games.

Yeah. So I was kind of pulling that one up too for VEX GO to relate to math.

Yeah. There's a really great VEX GO activity that uses the robot arm and the magnet where you can put math facts on little fish, and it's "Fishing for Facts," I believe, is the name of that activity. I actually have that old game in my classroom with the fishing rods and the fish that I do the exact same thing with multiplication with that little fishing game. So look that up. Yeah, it's a great way to do that.

One of my favorites is the coordinate grid also, so using the battle boats to learn about coordinates or how you read a coordinate as you're doing your little battleship game with VEX GO. I think that's another great way to incorporate math also. I just pulled that one up as well. I'm interested in that one.

Yeah, there's some really cool ways to incorporate math and make it really fun and engaging. It's that gamified version, so you get that intrinsic motivation of a game and that fun that still can come in, allowing them to do math during camp and be very excited. I was looking at that one for the IQ also, because we have no experience working with IQ. We're trying to figure out some things they could do differently but also maybe incorporate some things they've done throughout the year to kind of button up what they should have been doing.

I think for IQ especially, activities are a really good way to go if you're looking for those shorter time periods. There are some great engineering IQ activities that you can do that have a lot of level-up options. For example, you can take something like the animal rescue VEX GO activity series and adapt it to use with IQ. You can do the same types of building a ladder to reach a cat in a tree or something along those lines where they're still building and constructing things or thinking with that engineering brain but using something very familiar that you may have already used before, like a VEX GO activity, just tweaking it around for IQ.

Cool. We've technically got about 10 minutes left, so we'll leave it open for questions or comments for a couple more minutes. If anyone wants any feedback on some of their camps or wants to dive deeper into another resource, we can. If not, we'll let it go at about 7:20.

(cross talk)

Sorry, what was the activity again where you used the magnet for the math facts? That is fishing for facts, I believe, for VEX IQ. Okay. Yeah. Thank you. Absolutely.

One other thing I'll show really quickly. We talked about some of the more specific resources. I did want to pull up something in the camp manual as well. I'm not sure if anyone is using a virtual camp, however, pulling in things like how to facilitate activities in a virtual camp can be very difficult. Building in that engagement is a little bit harder on any given day. So that could be something to look up if you're considering any kind of virtual camp or just in case your camp does end up going virtual. Having these kinds of tips in your back pocket is really helpful. Having them continue to work on a project if they're excited is a great way to make the most of your camp time.

One of my favorite ideas is creating a virtual bulletin board. You could do that in your classroom as well. Creating screenshots or sharing project images, sharing images of their projects or builds, and creating that kind of group space during a camp so that they have their own camp board. You could post those during the school year of all the different camps that were done, whatever it may be. That could be a really cool documentation aspect as you go through.

Obviously, if you have any additional questions, you can always reach out in the professional learning community. That thread is open. I will send an email tomorrow with the link to this session, the recording, and a link to that community thread as well so we can keep talking and keep discussing as we go through.

Yes, I would definitely like to keep the conversation going. I am always happy to talk about camps. It's one of my favorite things. Anyone on the education team will let you know that this is one of the things that makes me the most excited: hearing what everyone's going to do and then also hearing about how it goes when you do run your camps as well. I miss the camp classroom.

You are more than welcome to come down to our camp this summer. I would love it.

We'll see. We'll have to see if we can arrange a time. Okay. If there are no further questions, I'll go ahead and give you eight minutes of your day back.

I really appreciate everyone being here to talk through the who, what, when, where, and why of camps and all of the different information and resources that we have for you. We aim to make this as simple as possible as you go through and use your VEX Camps.

I will talk to you all in the community.

Thanks. Thank you.

(music plays)