Learning Apps

QR Code Breakers Game

QR Codes power a classroom game to inspire collaborative problem solving

This collaborative strategy is simple but effective. Students roam the room finding new questions to answer together, and scan the code with an iPad to check their work. Then, they put all the answers together to unlock a secret code. The use of QR codes in class has greatly improved the effectiveness of student work because of their ability to stop and check their answers. Their enthusiasm for this activity is clear, and making it into a competition of sorts makes it all the more fun.  I utilize the QR codes in everything from directions to links to activities. Still, my favorite use is monitoring groups during QR code breakers. 

Strategy Resources (3)
Students In Action
 
 
Student Handout
 
 
Here is a standard QR Code Breaker activity, complete with the questions, and the secret code, all on one sheet. This is for those times that you do not want to post the questions around the room.
Student Handout
 
 
This is a version of the QR Code Breaker activity, where students must match the QR Code answer to word problems around the room. The numbers are arranged in a "code" that spells out a secret sentence or word.
Students In Action
 
 
Student Handout
 
 
Here is a standard QR Code Breaker activity, complete with the questions, and the secret code, all on one sheet. This is for those times that you do not want to post the questions around the room.
Student Handout
 
 
This is a version of the QR Code Breaker activity, where students must match the QR Code answer to word problems around the room. The numbers are arranged in a "code" that spells out a secret sentence or word.
Daniel Utset-Guerrero
Holmes Elementary School
Miami, FL


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Fifth grade
Similar Strategies
Blended Learning Model Overviews
Stephen's Model Overview
QR Codes power a classroom game to inspire collaborative problem solving

In my school, students use a lab rotation system where they go to a computer lab for set amounts of time to work on online content through sites such as Lexia and ST Math.  In my own class, I also use a station rotation system, where groups of students spend time learning in different ways.  Online sites like Khan Academy and FrontRow help to differentiate the content, collaborative skills make learning social, and teacher interventions help me to address misconceptions. My students gain valuable digital and character skills while they manage their own learning.  My model has fostered perseverance and independence among my students that I know will help them to be successful in their lives.

Number of Students: 17 students per class

Number of Adults: one teacher; one paraprofessional (20 minutes per period)

Length of Class Period/Learning Time: 90 minutes with teacher; 90 minutes in Learning Lab

Digital Content/Ed Tech Tools Used on a Regular Basis: Khan Academy; Google Classroom; Google Forms; Front Row; ST Math (in Learning Lab); DreamBox (in Learning Lab)

Hardware Used on a Regular Basis: Chromebooks (1:1 ratio); SMARTboard

Key Features: station rotation; lab rotation; student agency;individualized learning paths

 
Instructional Closings
Closing Shout-Outs
QR Codes power a classroom game to inspire collaborative problem solving

At the end of each class period, we spend time celebrating the soft skills students exhibited throughout class. Rather than focusing on academic achievements such as tests, we shout out students who show our core values, such as persistence, responsibility, or empathy. This way students get a chance to recognize one another for their support throught class. This ritual also positively reinforces these values, as students feel successful when they get a shout out.

 
Whole-Group Instruction
Whole Group Exploration
QR Codes power a classroom game to inspire collaborative problem solving

Whole Group Exploration is a form of whole group instruction where we work with conceptual models to understand the algorithm behind solving math problems. Students work with whiteboards at the carpet as we discuss and work through a series of problems that build and understanding of our skill. As students successfully prove that they are ready to work independently, I dismiss them to their seat with our practice, keeping the students who need additional support to go through more practice problems. This strategy allows me to give more support to students who need it and release students who are ready to excel.


 
 
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