Week 10- QR codes

Today was our last input together. I can’t believe how quick it has gone! We were looking at QR codes and further improving outdoor learning. QR codes – something I was so unfamiliar with- as I previously stated in one of my first blogs. Thankfully, it is not as stressful as I thought and pretty self- explanatory when explained. A QR code can be scanned by smart phones through camera roll which will automatically take you to the link online or through an app which can be downloaded. “A QR code is a pattern of black and white squares that can be read by a smartphone, allowing the phone user to get more information about something.” (Collins dictionary)

Incorporating QR codes into outdoor learning is an excellent way to allow children freedom within their own learning. When in a safe surrounding area and the children know their boundaries, the children are free to explore in ways they wouldn’t be able to in the classroom as we have limited resources. This experience would provide them with a multitude of activities and memories that hopefully would hopefully stick with them. (Learning and teaching Scotland, 2010). This experience enhances a childs development of vital skills such as leadership/ communication and problem-solving skills when adding curricular subjects into their outdoor learning experience such as maths, science or social studies. We linked our task to the following experiences and outcomes:

  • I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a
  • Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others. MNU 2-03a

 

We were tasked with creating a lesson in groups using QR codes for our peers to then solve. We included the following set of instructions:

Code 1: I am thinking of a number… I am an even and squared number and you’ll find me in the 8 times table

 Remember your answer and go to the reception area to find your next question

Code 2: From your previous answer:

  • Add on 6
  • Divide by 10
  • Finally, double this number

Take note of this number and head to the union shop to complete the next question.

Code 3: In the shop… your previous answer is how many bananas you have in your basket. How many bananas will each person get if there are 7 people in the group?

Go to student union.

Code 4: ?, 4, 8, 16, 32, 64, 128, …

What is the 8th term in this sequence? *note ‘?’ stands for previous answer!

Go to the revolving doors for your next question.

Code 5: I am the number from your previous sequence. Divide me by 8. Add  3 to me and divide me by 7.

Return to the student union for your final question.

Code 6: Finally… what is the difference between me and the number of wooden chairs in the student union.

The final answer was 2

 

Overall, during our time creating this activity we discovered how time consuming this is. Timing is limited as a teacher; we have a lot to get through in such a short space of time. Therefore, I am not sure I would utilise QR codes in the classroom with children. However, I would not deprive them from this experience if they were keen to try it- I would use it as a chance to develop my own understanding.

 

Learning and Teaching Scotland (2010) Curriculum for Excellence through outdoor learning. (Online) Available: https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf

 

 

Collins dictionary https://www.collinsdictionary.com/dictionary/english/qr-code

 

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