The use of QR codes in my practice was inspired by @deputymitchell and his blog post from a couple of years ago. At a staff meeting focused on inclusion two weeks ago, I discussed how I have attached QR codes into books to document and record evidence of work digitally created by children with special educational needs. This idea went down well with all members of staff and since introducing the idea, QR codes are now being used in Nursery, Reception, Year 1 and Year 4 in a multitude of ways.
So often, children create digital texts and produce work using technology that is ‘forgotten’ or ‘left behind’ after it is created. QR codes help document these activities and keep a record of the rich learning opportunities that children experience , including providing evidence of the skills they apply in the process. In my classroom, we are using QR codes in a variety of ways. After @nicoladarling78 ‘s response to my tweet about them the other day, I thought I’d share some of these ideas.
Recently, my Year 6 colleagues and I have been evaluating the impact of our guided reading sessions and reflecting on the issue of evidence collection. In Year 6 now, as well as a guided reading session with an adult, individual reading and paired reading, children (in groups of 2 or 3) are now given a text, a set of question/thought prompts and are sent off with an iPad to record their discussion. A QR code is then created that links to their video and stuck in their books alongside the evidence stickers that members of staff have recorded.
In Numeracy, I have been using the simple screen capture tool on ActiveInspire (Promethean IWB software) to capture pupil’s modelling of methods of calculation. I (or the child) then quickly create a QR code linked to the video that is uploaded to our school video account, which is stuck in the Numeracy book. This provides a rich picture of the child’s mathematical development and can be used to help others who may need to revisit the method later or can be scanned by the child to remind themselves of the method when they use it to solve a range of other problems.
In Literacy, the children have been using our class blog to publish some of their writing. These posts have often received comments that have helped the children develop and extend their understanding. QR code links to the specific blog posts are stuck in Literacy books to document this high quality assessment for learning. Often, children are keen to write their own posts from home, including short stories or recounts of events. These texts can then be documented in the child’s Literacy book, again providing a wide picutre of them as a writer.
Our WW2 topic has seen us create scribble maps and storybirds of an evacuees journey. These digital texts, which previously may have been forgotten, are firmly embedded in the whole record of learning for each child.
Outside of the classroom, I have displayed QR codes in the school welcome area with links to parent and child questionnaires made using Google Forms to gather thoughts, reflections and suggestions on learning at our school. In the Early Years, staff are sending codes home to share videos of children’s learning with parents.
I wouldn’t say they have particularly ‘revolutionsied’ my practice but they have certainly become an effective ‘tool’ for learning and teaching in my classroom.
Links for more:
See Tom Barret’s Interesting Ways series for more ideas.
There are loads of great posts that can be found via twitter and a simple google search.
Check my class’ blog for a ‘How to make a QR code’ video that is soon to be created by children in my class.