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. You are a new teacher and the first day of school is a few days away. You are completely lost, you do not what to do, or how to control your class. So, you need to find advice and tips for how to implement certain routines at different points within the school year, lessons, and units. What should you do? | You need to go to the library to get a book, or resource, that will help you get ideas for some routines you can use daily in your classroom. You found the book, Core Instructional Routines: Go-To-Structures for the 6-12 Classroom. The routines suggested in this book come from existing literature on effective classrooms (Honigsfeld & Dodge). You started reading the book and found that the very first day of school is extremely important because it sets the tone for the rest of the course (Honigsfeld & Dodge). The way you start the year in your classroom will have lasting impressions and ramifications (Honigsfeld & Dodge). The climate and culture of your classroom depend on routines you create and the basic values you and your students follow each day (Honigsfeld & Dodge). | 2. It is the first day of school and it is the beginning of the first lesson. You are debating why the beginning of your lesson is important. Why is the beginning of your lesson important? | From the text you read, you know that the beginning of a class, or lesson, is important since it will allow you to grasp your students’ attention (Honigsfeld & Dodge). | 3. Now, it is the end of the lesson. You are deciding how to end class. What should you do? | At the end of class, you may want to summarize the day’s lesson. However, presenting a lesson review yourself, instead of allowing students to provide their own routine for closure, contributes little to enhancing their retention and memory (Honigsfeld & Dodge). Closure should not be conducted as a teacher’s oral review, but in a way that students have their brains engaged (Honigsfeld & Dodge). | 4. Now that you understand how to successfully implement routines into lessons, you are running the class successfully. However, you are starting to begin a unit and you would like to try to find some successful routines to implement. What should you do? | You started to read, Core Instructional Routines: Go-To-Structures for the 6-12 Classroom again. As you read the text, you found that the text stated, in the beginning of each unit, there should be routines used to help activate, assess, and build students’ background knowledge (Honigsfeld & Dodge). These routines will build curiosity, develop interest, inspire new learning, and help students connect the new unit of study to background knowledge (Honigsfeld & Dodge). During each unit, there should be countless opportunities for small-group explorations of the target content and skills through academic conversations (Honigsfeld & Dodge). This will allow students to build academic language and use it to make connections among key ideas, which are critical to their understanding and skills (Honigsfeld & Dodge). | 5. It is near the end of a unit. You are completely lost and do not know how to conclude it. What should you do? | As you read, Core Instructional Routines: Go-To-Structures for the 6-12 Classroom, the text stated at the end of each unit, students should synthesize their learning through a choice of routines (Honigsfeld & Dodge). The text encouraged additional opportunities for students to engage in collaborative reviews, discussions, and presentations in addition to summative assessments (Honigsfeld & Dodge). | 6. Until this point, you have implemented successful routines in your class that allow you to implement successful lessons and units. However, it is near the end of the school year and you are trying to seek help and advice for how to conclude the school year successfully. What should you do? | You went back to reading, Core Instructional Routines: Go-To-Structures for the 6-12 Classroom. You saw that the text stated learning should be taken beyond the walls of the classroom (Honigsfeld & Dodge). Teachers should provide students with authentic opportunities to practice what they learn within the classroom (Honigsfeld & Dodge). Furthermore, teachers should present instructional routines that lead to opportunities for authentic interactions with the real-world (Honigsfeld & Dodge). Students should have additional opportunities to bring closure to the course, unit, and lesson by allowing them to choose from a choice of meaningful and engaging routines (Honigsfeld & Dodge). When students can reflect on their learning and practice transfer through various assessments that focus on application of knowledge and skills, retention increases (Honigsfeld & Dodge). It is important that we allow students opportunities to reflect on, and predict, their performance. This is one of the most dynamic influences in enhancing student achievement (Honigsfeld & Dodge). |
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