Professional Documents
Culture Documents
QR Code Entry Tasks
QR Code Entry Tasks
This
QR
code
will
take
students
to
a
public
Google
Doc
that
asks
them
to
write
one
sentence
in
their
writing
notebooks
that
that
tells
me
what
they
did
over
the
weekend.
Tuesday:
Scanning
this
code
will
take
students
to
another
Google
Doc.
This
one
includes
a
link
to
a
video
about
nouns,
and
instructions
to
watch
it
and
then
discuss
it
with
their
neighbor.
Wednesday:
This
code
takes
them
to
another
Google
Doc
with
a
link
to
Time
for
Kids.
The
document
explains
that
they
are
supposed
to
find
a
news
article
they
are
interested
in,
read
it,
and
summarize
it
to
their
neighbor.
Thursday:
This
one
is
a
Google
Doc
with
a
link
to
a
story
creator
on
ABCYa.
The
instructions
say
to
create
a
fun
short
story
using
words
and
pictures.
Friday:
For
Friday,
there
is
a
link
to
a
fun
game
related
to
spelling
and
writing
skills.
Creating
this
activity
made
me
realize
that
QR
codes
are
not
as
scary
as
I
thought
they
were.
When
we
were
first
learning
about
how
to
implement
them
in
the
classroom,
I
thought
it
would
be
really
complex
to
make
a
QR
code
and
have
it
link
to
what
I
wanted
my
students
to
do.
Making
all
of
these
took
so
little
time,
and
I
was
able
to
personalize
each
activity
to
be
exactly
how
I
want
it
to
be!
I
also
realized
that
you
can
barely
tell
that
each
QR
code
looks
slightly
different,
so
this
would
be
a
great
way
to
differentiate.
If
I
knew
one
student
would
struggle
with
the
entry
task
everyone
else
was
doing,
I
could
very
subtly
give
them
a
different
task
by
just
giving
them
a
different
QR
code.
No
other
students
would
know
that
that
student
was
doing
something
different,
because
the
code
pictures
all
look
the
same.
ISTE
Standards
for
Teachers:
1.
Facilitate
and
inspire
student
learning
and
creativity
b.
Engage
students
in
exploring
real-world
issues
and
solving
authentic
problems
using
digital
tools
and
resources
Wednesdays
entry
task
has
the
students
use
a
digital
resource
to
learn
about
whats
going
on
in
the
world.
ISTE
Standards
for
Students:
4.
Innovative
Designer
Students
use
a
variety
of
technologies
within
a
design
process
to
identify
and
solve
problems
by
creating
new,
useful
or
imaginative
solutions.
Students:
a.
know
and
use
a
deliberate
design
process
for
generating
ideas,
testing
theories,
creating
innovative
artifacts
or
solving
authentic
problems.
d.
exhibit
a
tolerance
for
ambiguity,
perseverance
and
the
capacity
to
work
with
open-ended
problems.
The
activity
on
Tuesday
doesnt
tell
the
students
what
is
important
about
the
video
or
what
they
should
learn
from
the
video.
It
asks
them
to
draw
their
own
lessons
from
it
and
explain
that
to
someone
else.
This
is
more
open-ended
than
a
worksheet
might
be.
The
activity
on
Thursday
asks
students
to
create
a
short
story
with
words
and
pictures,
using
a
digital
tool.
This
is
also
open-ended
as
they
get
to
choose
the
theme
and
direction
of
their
story
and
come
up
with
their
own
ideas.
UDL
Guidelines:
7:
Provide
options
for
recruiting
interest.
7.1
Optimize
individual
choice
and
autonomy.
This
occurs
as
students
are
able
to
decide
for
themselves
what
news
article
they
want
to
read,
what
they
think
is
important
from
the
video
about
nouns,
and
what
kind
of
story
they
want
to
write.
8:
Provide
options
for
sustaining
effort
and
persistence.
8.3
Foster
collaboration
and
community.
This
occurs
because
the
entry
tasks
ask
students
to
summarize
or
talk
about
things
with
their
neighbor.