Getting Back on Track

Last week was conference week. The students also had to complete their Benchmark test in math.  The test was spread out over 3 days, so between me trying to make sure I had documentation and observations ready for conferences,  and the students completing their tests and other missing assignments/videos, I wasn't too thrilled with the activities during math class. In my opinion, the level of students engagement was not what it had been in previous weeks. 

With that being said, almost 100% of my parents mentioned how pleased they were with the format of our class.  They seemed to feel that they actually understood what the kids were learning because of the videos.  I did say almost didn't I?  I had one parent express concern because their child was NOT bringing home math worksheets (like their sibling).  I explained the format of my flipped class and the reasons I have decided to organize my class this way. In the end, I did suggest they have their child use IXL for more practice items.  Hopefully, I was able to help them understand my reasons for flipping. Now that I think about it, I can also send them the link to my web page about flipped classrooms.  

I did make a Google form for the students to fill out while watching a video.  I liked having all of their responses on 1 spreadsheet.  While walking to lunch, one of my students mentioned how they liked the Google form better than having to attach a WSQ document and could I do that from now on.  Now I'm wondering did he think it was easier because submitting the google document was easier than uploading the WSQ or was it because he did not have to summarize the video on his own but respond to 3 questions on the document? 

I also made a QR Code sheet for adding and subtracting decimals and I have some different activities planned for partner and group work, so maybe we can get back on track next week.

QR Codes . . Take 2

I was having lunch with a friend of mine today and asked her had she read my recent post on using QR Codes in school.  She said, "I read that thing, but it was too complicated!"   When I asked her what she meant by that, she told me when she "clicked" on the QR code at the top of my last post, nothing happened. "The thing just got bigger". (Insert chuckle) :-) You see I had made an assumption about the prior knowledge of people who may have read my post.  Kind of like when teaching children and we sometimes make assumptions about their prior knowledge by assuming they know or have had similar experiences with something that is crucial to their comprehension.  That's when I realized I had not done my job correctly and some reteaching was needed.

So let's back up a bit.  Where do the codes come from?   A Teacher's Guide on the use of QR Codes in the Classroom has a list of code generators. I have used Kaywa Code and it was pretty easy.  You can use Google to generate a code.  This video shows how to create a code from a URL address in the address bar.  You can also create a code for text, or a phone number.

Now what?  Once you have the code, just copy and paste it into your document.  I save my codes in a folder on my desktop.

In order to read a QR code, you need to have a QR code reader, you can't just click on it.  Well, you can, but nothing happens.   The reader on my cell phone is called a "Barcode Scanner".  Most android or iPhones have them.  I found out the other day that these code readers are already on  IPads.  ooh, how I need an IPad!  Anyhow, I found you can also download QR code readers.   Once you have one, you don't click  . . . you hover over the code with the reader or hold the code up to the reader (watch below).




Once the reader reads the code, it will give you the information you are searching for.   It could direct you to another web page, take you to a video, reveal a secret message, direct someone to your class website, read a book review, send a student to a game to review a skill, take you on a scavenger hunt around your school, and get this you can even generate a code for a synthesized  voice  message. That's right, QR Codes that talk! I know I couldn't believe that one myself, but it works.   Imagine what you could do with that feature alone!

If you are lucky enough to be in a BYOD (bring your own devices) school, students literally have the world at their fingertips. Please give this a try.  There is so much you can do with these codes! Try it!  I dare you! 

QR Codes

I am so excited!  I have just stumbled upon a ton of new ways to use QR Codes (quick response codes) with my students this year.  I know, I know, I'm kind of slow.  Just last year I discovered I could add the code to newsletters and handouts for parents and they would quickly be directed to my website or a video. 

 But now I find these codes can be beneficial for my students as well.  Imagine that by just adding this code to a handout you can literally send students to videos and other resources to help them review concepts or expand their knowledge.  See for yourself . . . Mrs. White adds QR Codes directly to her review sheets.  Click here to see students using the codes when responding to literature.  Not convinced yet?  There are several videos on YouTube showing other ways to use these codes in elementary classes.  Who knew? If you are already using QR Codes, please share how you are using them in your class.

Education is changing and we're in for a fun ride!!  Are you ready to get on board?