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QR Challenge: Teach Like a Champion: Assessment Chapters 1-5

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. Some basic formats to respond using this technique are a) You provide a cue; your student uses it to find the answer, b) Another student provides the answer; the initial student repeats the answerNo Opt Out
2. This technique means that when you respond to students’ answers in class, you set a high standard by holding out for all-the-way right or, if there is no “right” answer, holding out for thorough, rigorous answers. One of the four main criteria for this technique is asking the following question: Is this the right answer at the right time?Right is Right
3. Champion teachers find a way to make the material students need to know meaningful and engaging. In this technique, teachers sometimes, unconsciously, a) tell students that something will be boring, b) classifying students as unable to learn challenging material, c) blaming some outside entity for the fact that they are teaching certain material, or d) diluting material under the rationale of making it “accessible” to minds they’ve already assumed will be receptive.Without Apology
4. You would go through this sequence in order to have daily success in the classroom: a) Start with unit planning, then lesson planning, b) Clearly frame an objective for each lesson, c) Determine how you’ll assess your effectiveness in meeting your objective, ideally every day.Begin with the End
5. Displaying your lesson plan objective where others can see it, in the same location every day, so that everyone who walks into the room – students, peers, administrators – can identify your purpose is the target of this technique. It helps students pursue the objective more intentionally and will help peers give you useful feedback on whether you are doing what you set out to doPost It

 


Teach Like a Champion: Assessment Chapters 1-5: QR Challenge

https://www.classtools.net/QR/decode.php?text=Some_basic_formats_to_respond_using_this_technique_are_a)_You_provide_a_cue;_your_student_uses_it_to_find_the_answer,_b)_Another_student_provides_the_answer;_the_initial_student_repeats_the_answer

Question 1 (of 5)

 


Teach Like a Champion: Assessment Chapters 1-5: QR Challenge

https://www.classtools.net/QR/decode.php?text=This_technique_means_that_when_you_respond_to_students’_answers_in_class,_you_set_a_high_standard_by_holding_out_for_all-the-way_right_or,_if_there_is_no_“right”_answer,_holding_out_for_thorough,_rigorous_answers._One_of_the_four_main_criteria_for_this_technique_is_asking_the_following_question:_Is_this_the_right_answer_at_the_right_time?

Question 2 (of 5)

 


Teach Like a Champion: Assessment Chapters 1-5: QR Challenge

https://www.classtools.net/QR/decode.php?text=Champion_teachers_find_a_way_to_make_the_material_students_need_to_know_meaningful_and_engaging._In_this_technique,_teachers_sometimes,_unconsciously,_a)_tell_students_that_something_will_be_boring,_b)_classifying_students_as_unable_to_learn_challenging_material,_c)_blaming_some_outside_entity_for_the_fact_that_they_are_teaching_certain_material,_or_d)_diluting_material_under_the_rationale_of_making_it_“accessible”_to_minds_they’ve_already_assumed_will_be_receptive.

Question 3 (of 5)

 


Teach Like a Champion: Assessment Chapters 1-5: QR Challenge

https://www.classtools.net/QR/decode.php?text=You_would_go_through_this_sequence_in_order_to_have_daily_success_in_the_classroom:_a)_Start_with_unit_planning,_then_lesson_planning,_b)_Clearly_frame_an_objective_for_each_lesson,_c)_Determine_how_you’ll_assess_your_effectiveness_in_meeting_your_objective,_ideally_every_day.

Question 4 (of 5)

 


Teach Like a Champion: Assessment Chapters 1-5: QR Challenge

https://www.classtools.net/QR/decode.php?text=Displaying_your_lesson_plan_objective_where_others_can_see_it,_in_the_same_location_every_day,_so_that_everyone_who_walks_into_the_room_–_students,_peers,_administrators_–_can_identify_your_purpose_is_the_target_of_this_technique._It_helps_students_pursue_the_objective_more_intentionally_and_will_help_peers_give_you_useful_feedback_on_whether_you_are_doing_what_you_set_out_to_do

Question 5 (of 5)