QR Codes in the classroom

QR (quick response) codes are the latest way to engage students and integrate technology into the 21st Century Classroom. If you are thinking of integrating them into your lessons, here are a few ideas.

First things first: what are QR codes?

What are QR codes?

But: why would I use them?

Just a few ideas to get us started.

Next: how do you make QR codes?

Free QR code generator

Finally: How do students use QR codes?

Scan with iPad or iPhone, or android

LESSON PLANS for QR CODES:

1. One of the most popular uses of QR is to produce Scavenger Hunts. In these lessons, students use individual devices (or work in small groups with one device between them) and hunt around the school or school grounds for information. This type of lesson can be used for review, with each “station” posing a question that must be solved, to start a new unit with a “bang” or to get students on their feet during an otherwise stationary lesson. Once students have solved all of the questions, they return to the classroom. You can use a map of the school to guide students, or have each QR provide a hint to the next clue.

Click here for more ideas about QR Scavenger Hunts.

2. Worksheets: QR code worksheets can easily be generated to create deeper, more dynamic learning. Rather than creating two or three different lesson plans (one mainstream, one bonus activity, and one modified activity, for example), you may choose to produce a single worksheet that allows students to choose the level of engagement. For example, design a worksheet with the framework: Problem 1, Problem 2 and so forth, with questions becoming more difficult as they go on (this style of workbook can be seen in math resources, such as JumpMath).

Worksheets can also be designed to provide bonus activities, answer keys, and links to videos and websites that will help students complete their work:

3. Language and Literacy: if you are interested in using technology to increase students reading comprehension and vocabulary, there are several innovative ways to integrate QR codes. One method is to provide QR codes with reading comprehension questions in the actual books that are assigned to students. For example, while students are reading a literary circle novel, certain pages may be book marked with QR codes that ask students specific questions about the text (theme, plot, characterization, stetting), or provide side notes on difficult or interesting aspects of the novel (new vocabulary, concepts, etc). Another method is to provide a worksheet (as shown above) with QR codes pointing students to new ideas and concepts, or definitions to new words.

Another method may be to have students use QR codes instead of stick notes. Often teachers ask students to book mark and stick note their novels during reading, so that they can refer back to these notes later when doing a report or discussion. Students might read and work with a device that allows them to create their own QR codes in  place of these notes. One advantage to this is that students may find themselves doing more thorough research. A disadvantage is that they may become distracted while reading…

4. Math Class: create “math menus.” These booklets allow students to watch videos, play games or link to apps that will challenge a particular skill they are learning. These booklets can be placed in bonus activty bins for students who have completed their work, or integrated into daily lessons.

Click here or here for more information

5. Social Studies/History Class: create museum tours using QR codes. Codes allow students to access oral histories, photos and artifacts on a particular subject. These codes can be placed in textbooks or provided as worksheets. What is interesting is that your local archives, as well as museums around the world, have endless online resources. Many of them already have QR codes in place, within their exhibits, that you may be able to use.

Students may also wish to create their own museum within the classroom, with QR codes that guide other students, teachers and parents around their classroom.

Click here for an example of a self-guided exhibit tours using QR codes.

6. Science Class: what could be better than direct links to labs, scientists, and experiments that get students excited about science? One of my favorite uses of the QR code in science has been for complicated images, such as the periodic table. Note: there are some excellent Apps that provide similar help.

More and more, students are integrating QR codes into Science Fair projects, as well as posters for the classroom and hallway.

Click here for a great article on Science and QR codes.

7. Station Activities: a great way to create group work and self-checking activities is to implement QR work station activities.  Just as you would create typical work stations, add QR codes on laminated cards to provide additional support to students. Another method may be to provide visuals that require further “decoding,” such as maps

This teacher uses QR Codes for the “equity game,” a popular activity that challenges students to explore distribution of resources within a city, country or globally.

Here, students explore the environment to explore and share research for an ecology unit.

QR codes can also be used by students to sign out material:

or solve mysteries!

8. Book Reports: Students use the format of literature circles to form opinions, vocabulary and understanding of the themes and characterization of a novel. After completing their literature circles, students create book reports using multimedia (video, photos, voice, etc). These movies are uploaded and linked to a QR code. QR codes are then printed and placed within the back of the book they reviewed, allowing students to access book reviews from their classroom, and even their school library.

Click here or here for more information.

9. Flip Classrooms:  QR code learning can also be used with “flip classrooms” by providing students with guided learning outside the classroom, and Q&R work time within the classroom. As with a regular flip classroom, students use a classroom blog to learn a lesson (usually at home or in a specific learning block). Their goal is to gain information from a lecture, website or video (teacher generated or otherwise), just as a classroom lecture would instruct them. During class time, students would use the time to answer questions, complete worksheets and experiments, etc, under the guidance of the teacher. QR codes can be used for more comprehensive and accessible access to information; the major advantage being that links can be difficult to copy from a worksheet, or in providing direct information, so as to avoid “I couldn’t find it” conversations the following day.

These lessons scratch the surface of potential for integrating QR codes into the classroom. Check out Karen Mensing’s enthusiastic TED talk on the “Magic of QR codes” for more inspiration.

Forty Interesting Ways to Use QR Codes in the Classroom

Prop Boxes for Early and Middle Years Learners

Even before Mr. Dressup iconicized the “Tickle Trunk,” kids have been using their sibling’s hand-me-downs, their mother’s old dresses and wooden sticks from the forest to live out their wildest fantasies.

The power of the prop is the ultimate tool to set the mood for a new topic in the classroom. Whether you are introducing a new topic in science, a famous mathematical theory or setting the stage for histories greatest battle, a prop box allows students to let down their guards and become fully immersed in the learning. Moreover, students of any age will find these random experiences more memorable than you can imagine!

Prop boxes come in a variety of forms: costume and prop boxes, small item “tool” kits, and formal theme boxes.

I. Costume and Prop boxes:

Costume boxes, or “tickle trunks,” are compilations of hand-me-downs, vintage clothing and old costumes from school plays, thrift stores or Halloween. The DollarStore also provides great little props, such as pirate, princess, and police paraphernalia. But also try to think outside the box. Include scarves, towels, hats, aprons, feathers, curlers and so forth. Students will let their imaginations do the real work. Include props such as swords, jewelry, face paint and other small items. Don’t worry about keeping these boxes orderly- they tend to get a little out of hand in all the fun. I keep my hats, scarves and wigs in a large plastic Tupperware bin, and the costumes in another. Students have added to the collection over the years, not to mention scavenging at Halloween sales!

II: Small “tool” kits

Include items such as fake money and coins, plastic animals and people, stuffed animals, plastic fruit and vegetables, geometry kits, musical instruments, Lego, balloons, Popsicle sticks, fabric samples, masks, cue cards, construction paper and so forth in these kits. The goal is for students to make their own props and costumes, or to create small diagrams and sets.

III. Formal Theme boxes:

These kits take the most planning. They include novels, non-fiction, flashcards, costumes and props and sometimes even scripts. The goal of these kits is to provide an independent experience for the kids. In other words, once the kit is in their hands, the teacher has very little work to do. Using the self-directed kits, students let their imagination guide their experiences.

Here are some example of kits that I have used successfully in the classroom:

FRENCH KIT:

– post cards of France

– wigs and mustaches

– French skits/ plays (for example “Louis La Grenouille“)

– access to costume and prop box

– flashcard making material

– stuffed animals

FORENSIC SCIENCE KIT

– CSI field kit, complete with paintbrush, black ink pad, rubber gloves, index cards, “caution” tape, scissors, tweezers, zoplock pages, permanent marker, flashlight,  magnifying glass and evidence log.

– murder mystery instructions and script OR worksheets from  The ScienceSpot

– file folder to hold worksheets, reference cards, vocabulary cards, etc

– camera

– Eyewitness books “forensic science” and other non-fiction literature

– Harriet the Spy (Louise Fitzhugh), The Club CSI series (David Lewman)

– optional: laptop

MAD SCIENTIST  “guess who” KIT
– microscope

– mustaches, green afro wigs, costumes, white lab coat and glasses (3-D glasses with lenses popped out)

– handouts for each student with a famous scientist bio and picture

– worksheet for each student: “fact card” (For example: “I discovered the theory of relativity. I did not graduate high school, etc”

– “Hello, my name is” stickers

* for this prop box, students study their character and create a persona for them. They play a game similar to Guess Who. One students receives a “Hello, my name is” card with a scientists name on it. For example, Einstein. They must interview various people to discover the real Einstein. Once they have identified them they give them the name tag to wear.

– books: Eyewitness science books , A Short History of Nearly Everything (Bill Bryon), biographies

ANCIENT CIVILIZATION KIT

– skits “Archemede’s Bath” (Read-aloud plays: Everyday life in Ancient civilizations)

– prop box and costumes

– video camera

* for this prop box, groups of students each had a different play. They rehearsed and filled their plays, previewing them for the class after editing them.

EARLY MAN KIT

– sticks, rocks, brown, red and grey felt

– Eyewitness books

– handout: stone tools

– script writing worksheet

– Science experiment: students watch”Ice Age DeathTrap” (NOVA). Stop movie at 24:30. Ask students to write down their theories about what happened to the animals. Students are given a box filled with sand, a jug of water and a plastic mammoth (or elephant). The answer is shown at 28:26…

* for this prop box, students played outside, recreating moments from the books provided. Their goal was to create an interactive museum that “tourists” could look at, but also interview. The students explained how they made and used tools, how they lived and what their challenges were. We watch the film (which they LOVE) and try the experiment. Students write out the scientific process of their experiment.

FRACTIONS PROP BOX

– empty pizza box

– construction paper “toppings”

– measuring cups and spoons

– pizza orders (for example: 1/4 pepperoni, 1/2 cheese)

– play money

DECIMALS & PERCENTS PROP BOX

– math menu

– play money

– cash register

– props and costumes

* for this prop box, students were asked to plan either their “vacation budget” or “Christmas shopping list” (in groups of two or three). Once they were done, they were informed that their allowance for the budget was $150. They went back to the drawing board and made major cuts to their original list (this helped them practice subtraction of decimals). Next they came with their new list to the cash register to purchase their items. I pretended to ring through the items. At the end they gave me the money but I informed them they did not have enough. They had forgot to include the 12% tax (this led into an excellent conversation about why we pay tax, where the money goes, how much other countries pay, etc!). Students RE-tallied their results yet again, subtracting some purchases and then adding the tax. Once again they came to the cash register with their play money. I rang each item through “beep, beep” and then they paid me. It was wonderful to see them problem solving together, helping other groups and feeling like they had TRULY purchased their items. PS- these are 13 year olds! No age limit on play here!

These are just some of the ideas that I have used over the years. There are hundreds more, for so many age groups and themes. I find these an excellent way to introduce a new topic or theme. Students get into role and become APART of the learning. I know that these are the moments in the classroom they remember!

Please leave a comment about your own successful prop box. Which age group did you create it for? What would you like to try in the future?

 

A movement away from textbooks: videos, powerpoints and the internet

More and more I see a movement away from one-dimensional tools, such as textbooks,  towards videos, photos, on-line simulations, forums and “vicarious” experiences in the classroom. These are the tools that create long-term reading, which engage students and which answer the tough questions.

Some recent sites that are inc credible, graphically and informational are:

Ted-ED: short 3-5 minute animations on all subject areas.

NOVA: excellent history, math and science videos, lesson plans and labs

Molecular Workbench:  provides visual, interactive computational experiments for teaching and learning science.

Discovery Channel: Math and science videos

Engineering an Empire: (YouTube) action-packed videos that er perfect for middle school Social Studies

National Geographic: science, math and history videos and lesson plans

Flocabulary: educational hiphop  on all subject areas with lesson plans and worksheets

There are just some of the resources that are available. My students are still talking about a video I showed them in September (PBS: Ice Age DeathTrap)

I have moved towards a PowerPoint/ Keynote format for my lectures. I usually show one chapter per class. We start with a key question/ key questions (KWL of sorts) and move on to graphics to support the lesson. I pop in a video or two throughout the lesson. A great example was teaching the students about papyrus. I popped in a short 1.3 minute video that showed the plant growing and then being made into paper.TED

I have attached the Ancient Egypt PowerPoints below, which  was designed to go with “The Ancient Egyptian World” , produced by The World in Ancient Times series.

There is  A LOT of detail in these PowerPoint. The teacher’s guide is great because it includes chapter quizzes as well as additional links. I tried to include as many movies, photos. links and tidbits as possible, with the hope that it is more approachable format than a one-dimensional textbook.

Enjoy!

Ancient Egypt Units 1-2