Learning Apps

QR Codes for Labs

QR codes are simple and easy to make codes that allow classroom resources, like videos, websites, and assignments to be accessed with little effort. These codes can be made easily using the Chrome extension goo.gl URL shortener or a website like qrstuff.com. They can be displayed on an interactive whiteboard, printed on an assignment, or printed and taped to a wall at a station or on a lab desk. QR codes take away the barrier of typing in long URLs or shortened website links, and get students to resources quickly.  

Strategy Resources (3)
Students In Action
 
 
Strategy Explanation
 
 
I created this screencast to show one of the tools I use to create QR codes. Goo.gl URL Shorterner is a great chrome extension to use to make QR codes quickly. It not only creates a shortened link, but creates a QR code you can copy and paste onto a document to share, display, or print for your students. I've found this tool can easily be used by my students, as well as by me in our blended classroom.
Strategy Explanation
 
 
I created this screencast to demonstrate how I use qrstuff.com to create QR codes for my classroom. This particular website is very easy to use, and gives me several options for how I can share resources with my students via QR codes.
Students In Action
 
 
Strategy Explanation
 
 
I created this screencast to show one of the tools I use to create QR codes. Goo.gl URL Shorterner is a great chrome extension to use to make QR codes quickly. It not only creates a shortened link, but creates a QR code you can copy and paste onto a document to share, display, or print for your students. I've found this tool can easily be used by my students, as well as by me in our blended classroom.
Strategy Explanation
 
 
I created this screencast to demonstrate how I use qrstuff.com to create QR codes for my classroom. This particular website is very easy to use, and gives me several options for how I can share resources with my students via QR codes.
Jessica Anderson
Powell County High School
Deer Lodge, MT


 

About this strategy

Prep Time:
Quick
Subject:
Science
Grade:
Ninth grade
Similar Strategies
Small-Group Instruction
Guided Microscope Investigations

Guided Microscope Investigations are investigations done by two students. The student pairings are usually chosen by the students or made by me as a result of the students’ progress on their current level. During these investigations, students examine slides they've created during labs. They work as a team to complete a task related to the content being covered in class. Students often record what they see in the microscope using Educreations, an app on the iPad. As a result of having a blended classroom where students progress in a self-paced way, I’m able to provide this one-on-one guided instruction without having to worry about what the rest of the class is or should be doing. 

 
Time and Space
Music Time Indicator

Music is used to transition students at the beginning and end of the class period. Students spend the first four minutes of class logging into their learning management system Haiku and Classcraft account (gamification platform). We have established as a class that all iPads (we are 1:1) should be charged and open during this period of time. This length of time is indicated by a 4:34 minute clip of music. During this time, I take attendance, fill out advanced make-ups, and talk to students who have been absent or have questions.The last three minutes in our class are indicated by transition music. This music lasts 2 minutes. It indicates that students can log out of Haiku, close their apps and their iPads. If students are in the middle of an activity, they wrap-up what they are working on either by saving it as a draft or submitting their assignment. If students close their iPads before the music sounds and have stopped working, they are deducted health points (HP) on Classcraft. I do this because I want students to use every minute for learning as I would if I was using direct instruction in my class.

 
Academic Culture
Leaderboard

The leaderboard is a display of both academic and behavioral progress for my students. The results are tabulated separately in the academic and behavioral games. In the academic game, the focus is on the experience points earned by students in academic activities. Experience points in the academic game are only awarded to students once they have mastered an activity. Once they have mastered the activity, points are added to the leaderboard. We review the academic leaderboard and recognize individuals who have made it to the top or who have made significant progress in the class. For the leaderboard in the behavior game, I use Classcraft to display students' points. This display can be sorted by experience points, health points, or action points depending on what is the required view. From my experience, the two leaderboards help steer a cooperative sense of competition among a lot of my students. It also motivates them to continue learning and sharing. Although much of this is external motivation at the beginning of the year, I see a shift towards internal motivation in regards to behavior and academic progress as the year continues. Students are much more willing to learn for learning's sake instead of a prize or written/verbal recognition as they become more accustomed to these behavior and academic qualities. The academic leaderboard displays the rankings of students in all three of my earth science classes. The behavior game on Classcraft is solely based on the students in that particular period.

 
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