1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. Students do a POL (Presentation of Learning) at the end of each semester. During their presentation, the students are asked to “Defend their Learning” using the semesters past projects that they have completed.” The students are graded on their ability to defend their learning as it aligns to the states standards. | Competency Based Learning | 2. Teacher posts link on BCPS One to a New York Times article for students to read at home. During class, students are presented with a yes/no question associated with the article. After quickly reflecting on the article, students engage in a philosophical chairs discussion to explore contradicting viewpoints. | Flipped Learning | 3. After reviewing the exit tickets on linear inequalities, the teacher categorizes each as mastered, needs review and needs remediation. During the next class session, students who demonstrated mastery and needs review are paired to provide support for each other while the teacher works closely with those students who need remediation. | Customized Learning | 4. Teacher provides students with two articles, one website and one video on genetic biotechnology. Students are instructed to choose at least one article and one additional source to explore in order to learn the new content. | Personalized Learning | 5. In a French class, class session begins with students learning how to talk about their food preferences in French through choral repetition with teacher modeling and use of visuals. Then, students video chat with French-speaking students in Montreal to ask questions and talk about food preferences in French. | Blended Learning | 6. Rather than lecturing on Native American legislation, students can engage in a Research Task Simulation. In groups of four, students individually receive multimedia sources to analyze (primary documents, secondary documents, political cartoons, maps). Each student is focused on the same essential question: How has U.S. legislation and policy concerning Native Americans impacted the quality of life for the Native American? After analyzing their chosen documents via the placemat strategy, students share their insights to create a final answer to the essential question in the center box. | Learning centered Environment |
Students do a POL (Presentation of Learning) at the end of each semester. During their presentation, the students are asked to “Defend their Learning” using the semesters past projects that they have completed.” The students are graded on their ability to defend their learning as it aligns to the states standards.&choe=UTF-8
Question 1 (of 6)
Teacher posts link on BCPS One to a New York Times article for students to read at home. During class, students are presented with a yes/no question associated with the article. After quickly reflecting on the article, students engage in a philosophical chairs discussion to explore contradicting viewpoints.&choe=UTF-8
Question 2 (of 6)
After reviewing the exit tickets on linear inequalities, the teacher categorizes each as mastered, needs review and needs remediation. During the next class session, students who demonstrated mastery and needs review are paired to provide support for each other while the teacher works closely with those students who need remediation.&choe=UTF-8
Question 3 (of 6)
Teacher provides students with two articles, one website and one video on genetic biotechnology. Students are instructed to choose at least one article and one additional source to explore in order to learn the new content. &choe=UTF-8
Question 4 (of 6)
In a French class, class session begins with students learning how to talk about their food preferences in French through choral repetition with teacher modeling and use of visuals. Then, students video chat with French-speaking students in Montreal to ask questions and talk about food preferences in French.&choe=UTF-8
Question 5 (of 6)
Rather than lecturing on Native American legislation, students can engage in a Research Task Simulation. In groups of four, students individually receive multimedia sources to analyze (primary documents, secondary documents, political cartoons, maps). Each student is focused on the same essential question: How has U.S. legislation and policy concerning Native Americans impacted the quality of life for the Native American? After analyzing their chosen documents via the placemat strategy, students share their insights to create a final answer to the essential question in the center box. &choe=UTF-8
Question 6 (of 6)
