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QR Challenge: Blended Learning: Building a Common Language

Created using the ClassTools QR Treasure Hunt Generator

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Teacher Notes

A. Prior to the lesson:

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

3. Print out the QR codes.

4. Cut them out and place them around your class / school.

B. The lesson:

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!

C. TIPS / OTHER IDEAS

4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.

Questions / Answers (teacher reference)

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 Learning2
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 Learning3
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 Learning4
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 Learning5
6. Teacher creates a wiki site for an online literature circle. Students read assigned chapters and respond to the prompt as well as respond to one another. Online Learning6

 


Blended Learning: Building a Common Language: QR Challenge

https://www.classtools.net/QR/decode.php?text=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.

Question 1 (of 6)

 


Blended Learning: Building a Common Language: QR Challenge

https://www.classtools.net/QR/decode.php?text=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.

Question 2 (of 6)

 


Blended Learning: Building a Common Language: QR Challenge

https://www.classtools.net/QR/decode.php?text=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.

Question 3 (of 6)

 


Blended Learning: Building a Common Language: QR Challenge

https://www.classtools.net/QR/decode.php?text=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.

Question 4 (of 6)

 


Blended Learning: Building a Common Language: QR Challenge

https://www.classtools.net/QR/decode.php?text=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.

Question 5 (of 6)

 


Blended Learning: Building a Common Language: QR Challenge

https://www.classtools.net/QR/decode.php?text=Teacher_creates_a_wiki_site_for_an_online_literature_circle._Students_read_assigned_chapters_and_respond_to_the_prompt_as_well_as_respond_to_one_another.

Question 6 (of 6)