When I was first introduced to mobile devices in 2012, QR codes were becoming all the rage. We now see them on drink bottles, food packaging, newspapers and posters.
Our staff received some PD opportunities to scan a QR code to find out information, watch videos, complete scavenger hunts and be directed to websites.But there were still reservations on how teachers could use them, why it was a big deal to actually create their own and if it could engage students. Being one of the first classes to have access to iPads, I set about making sure that my students knew what a QR code was, how to use it and eventually, how to create their own.
One of the first ways I used QR codes was to develop a ‘flipped classroom’ type of approach. Instead of sitting down as a class and watching short video clips about different aspects of Australian Explorers and the First Fleet (AusVELS, Level 4 History), I chose 6 Youtube clips that I felt were appropriate. Using the QR stuff website I transformed these Youtube clips into QR codes, printed and laminated them and placed them around the classroom. Armed with a worksheet (yes, sorry, a worksheet!) to record some of their findings, and one iPad between two students, I asked my class to try and find the answers to some of the questions on their sheets by watching the videos. Students could watch the videos in any order, watch them as many times as they liked, fast forward, rewind and pause the video and work collaboratively to try and find the answers. I gave the students about 35 minutes to watch the videos and work on their answers. This lesson provided such rich conversation at the end of the allotted time and posed many questions, many of which were ‘Can we make our own videos?’.
As part of our Daily 5 program, my students participate in a Word Work time. This focuses on spelling, parts of words and other other uses of words. When we were focusing on synonyms, I felt that there could be a more engaging way to teach my students new words rather than whipping out the thesaurus.
I decided to use the Web 2.0 tool Bingo Baker, introduced to our staff by @LyndaCutting. The creator fills in the bingo board squares with the ‘answers’ (in my case, synonyms) and then generates a Bingo Baker Board. By copying the Bingo Board link into QRstuff, it creates a QR code that produces a randomly ordered bingo board each time it is scanned! So no two students will have the answers in the same order! I then inserted the QR code into Microsoft Word, along with a list of words that matched the ‘synonyms’. To play, each group member scanned the QR code and the bingo board would be displayed on their screen. As one of the group members called out a word from the list, (e.g. ‘hot’), the rest of the group members would have to search their board for the matching synonym (eg. boiling). Once they’ve found it, they simply tap the word on their device screen to mark it. My students loved playing this and I’ll definitely be making a few more versions with different synonymns!
For a copy of my Synonym Bingo, click here.
When writing narratives this year, my class used the Storybird website. As their final products were so amazing, I wanted them to be able to include their narratives in their Portfolio to take home, as well as self and peer assess their story. I created a video using Explain Everything for them to watch and listen to, in order for them to turn their narrative into a QR code. Once they printed it twice, one copy went onto their assessment sheet for their Portfolio, while the other one was blu-tacked to our outside window for students from other classes to come along and scan to read. To see how we managed it all, click here. The (very simple) assessment sheet can be found here.
I have also used QR codes in Maths for self-checking answers, but haven’t created anything for those lessons myself. I’m aiming to get my students to do a lot of the QR code creating this year to highlight and demonstrate their own maths skills!