Link Student-Created Videos to Study Guide w/ QR Codes

I am so excited to share with you this week's #Made4Math post, because it is not something that I made at all...it is something created by StuDEnTs (I just helped facilitate)!!!  If you have read for any length of time, you know I love projects in which students create videos to explain the ins and outs of solving a specific problem.  We have created math projects filmed as a silent movie, stop motion animation, and just plain old screencasts.  In fact, there is not a week that goes by in which students are not required to utilize technology to demonstrate learning, because I truly believe...

you learn 95% of what you teach, even if you are teaching to an audience via video.  So, to prep for the college Trig final this year, I handed students a 20 question Study Guide and taped a sheet of paper with a table numbered 1-20 to the classroom door.

I invited them to sign up to demo one of the questions on the Study Guide...with a partner, of course (to hold their phone).  The students, now pros at explaining mathematical "how-to's" and "why's" eagerly volunteered to explain a problem (well, let's be real for a moment...these were seniors about to fly the coop so, I offered bonus points - something I rarely, if ever do - to everyone who actually spoke and demonstrated their mathematical prowess in the video).  It was amazing to see how quickly the students volunteered to explain how to work a problem of their choosing!

The students uploaded their videos to You Tube (something else they learned this year) and then shared the link via a Google Form.  I created a QR Code  of their link using QRStuff and took a screenshot of the code (it also let's you save the image if you want).

I inserted the image into the corresponding square of a clean copy of the original table numbered 1 - 20.

The QR Code Table was shared with each of the students and updated regularly until all of the student videos were added.  It has always been a dream of mine to be able to hand students a Study Guide and a sheet with links to relevant student-created videos to support their studies.  So, this was my year!!!  I really had students sitting in class wearing earphones and using a cell phone to scan QR codes to watch their friends explain math problems.  It still makes me smile in July!

Made 4 Math: QR Code Scavenger Hunt

Ok, you know I love my QR Codes.  I have used them for a little bit of everything, but this is my first QR Code Scavenger Hunt and I can't wait to see the students' reactions!  This #Made4Math activity was designed to get kids out of their chairs...way out!  We are going outside (which makes me a bit nervous) and we are using our BYOD cellphones in public (which makes me A LoT nervous).  Before the activity, I plan to send a quick email to my principals (2 campuses/2 principals) to let them know what we are doing and during the activity, each group of students will carry a hall pass (included in the project file) complete with a brief explanation of the task and necessary supplies (specifically, the cellphone!!!).

Planning the activity was quick and easy.  I started with 7 quadratic equations for solving ranging from pretty basic to completing the square with a leading coefficient other than "1".  I entered each problem into QRStuff to create the codes.

QRStuff was easy to use with the text elements (math problems).  I like the way the equations show up immediately on the students' phones when I select "embed text into code as is".

As always, I used Promethean's trusty ActivInspire to take screenshots of the QR codes and pasted the codes into a Publisher document for printing purposes.  I will tape the codes in various places on campus, though you could just as easily keep this hunt within the confines of the classroom. When students scan the code using a QR Reader like i-nigma and BeeTagg, they will immediately see this:

After working the problem, they will use the answer choice key to be directed to the next location. I made 6 variations of the key so that the groups will not be moving from location to location in a specific order.

If by chance a computational error occurs and the students end up at the wrong location, the code they find will advise them to check their work again.

A few codes were added that create a "twist" in the hunt (I am trying to re-connect with my inner sense of fun and adventure:).  One reads, "Oh no!  Into your plans, someone has thrown a wrench.  The real clue can be found beneath an outdoor bench."  (I think they will like it...)

Never one who likes to be confused on the "day of", I included the location on the codes so that I will know where to post them. We will try it this week and I'll let you know how it goes:)

Math imPossible: Part Deux

I was so excited about last week's Math imPossible online scavenger hunt.  I worked hard.  I planned.  I included audio and video and still the result was... less than sizzling.  Not that it was bad, but it turned out that page after page of math problems didn't yield the same excitement I imagined (but honestly, I thought 5 pages with 2-3 problems per page packaged as an online scavenger hunt style was hardly unreasonable for a review practice).  So why write about it again?
Well, one, because I fixed it and two, because I think it is important to reflect.  Regardless of how long I've been teaching, everything doesn't always work out the first time.  It is important to remember, I can't give up.  I can't quit trying new things.  I must continue to push the envelope.  I must re-evaluate.  What worked?  What didn't?   Don't sweat what didn't work...just fix it.
So, where did I miss the mark?  The fun-ness factor fell sharply after the initial discovery that our class website had been hacked.  But for that one moment of discovery, emotion was high!  The kids faces when they saw our regular site bearing the symbol of the hacker was priceless.  They bought in. They were hooked.
After they began working through the math problems though, the activity became more like an online worksheet (NOT what I was going for!).  I could see the enthusiasm waning as they worked their way through the website, so I asked a few kids what they were hoping for when they started the Math imPossible adventure.  Some suggested QR codes. Some wanted to run around the school.  Some thought the clues should be presented differently (the clues were obtained by playing "Guess Who" with only 5 questions).  All great suggestions and all feedback was appreciated!  Why? Because I want to get better.  I want them to have a positive emotional reaction to math, so that they don't dread it or fear it, but actually look forward to it.
This week's #Made4Math project is Math imPossible: Part Deux.  Better and Improved.  I kept Page 1 featuring the Powtoon video and activity explanation.

The clues were changed from the "20 questions/Guess Who" format to photos displayed after each correctly worked problem set.  Now every year, the culprit will be a senior boy with brown hair who plays sports (sorry, future students).

I added two "get up and move" opportunities.  In one, they run to the flag pole to get a key code which will virtually "unlock" the next picture clue.

In the other "get moving", they head to the library to scan a QR code clue which will reveal the color of the culprit's hair. (The QR clue was created with QR Code Kaywa.)  I hope "running wildly through the school" will add the fun factor the activity initially lacked (and yet, not get me fired!)

On the last page, I changed the actual "guess" process from entering the suspect's name in Rafflecopter to a Google form with a digital feel.

The initial activity was academically sound; the content was spot-on, no typos, not too hard, not too easy.  But if I work hours on a project, I want it to sizzle, not fizzle.  By making a few tweaks, I think this might just do it.  I'll get feedback again from my students and make adjustments as needed.  If this works (fingers crossed), expect an Amazing Race in my near future:)

Made 4 Math: Bulletin Board Update

Bulletin boards are a challenge for me! I have tons of them in my room and I am always at a loss as to what to put on them.  For the past 3 or 4 years, I have put one up in August and pretty much left it alone until May.  Today, I am thrilled to say, I put up my 2nd board of the year...that's two in 6 weeks!  It's not math-y, but I am considering it this week's #Made4Math, because it is appropriate for the seniors I teach...in math class:)

To make the bulletin baord, I put the logo for the iTunes App Store in the middle of the board with a little "3" in the top right corner (hoping the kids will send out apps to at least 3 of their top college choices in the next few weeks).  I then "googled" the iTunes app logos for colleges and universities around our area and copied and pasted the images to Publisher.  You know I love my QR codes (which you can barely see in the pic, but they are really there in the bottom right corner of each college logo); they direct students to the respective college's undergraduate admissions site.  I figure, I'm good on keeping this bulletin board at least until mid-November, when a majority of early admissions apps are due.

Favorite Find Friday: Rafflecopter

Okay, I found Rafflecopter a couple of weeks ago and actually incorporated it into a blog post for my first online giveaway.  I loved it!  It allows people to click to enter, answer questions, post to Facebook or Twitter, or whatever else the creator of the raffle can dream up to have entrants do.  I opted to have entrants click to enter (called an "easy entry") and answer a question (mine was related to how the participant was utilizing mobile technology in the classroom).  When I created my giveaway, I noticed that you could award bonus entries and extra entry points for different tasks.  Setting up the online giveaway was a piece of cake and Rafflecopter pulled the winner for me when the raffle expired.
I began to consider how this tool could be used in the classroom to engage students.  In fact, I have fiddled with the idea like one fiddles with a loose tooth until I was able to work out the details in my mind.  I was inspired by several English-teaching friends who employ a "red ticket review" to engage students in discussions; in their classes as students answer review questions, the teacher hands them a red ticket on which they write their name and drop in a fish bowl for random prizes awarded each Friday.  I wanted to use Rafflecopter sort of like the red tickets but on bigger scale (more school wide) to have students complete review questions related to the Math portion of the ACT.  (Our high school math department is working together to create test prep questions to use in class each day in hopes of familiarizing our students with the test:)  As we discussed the project in our department meeting, we agreed that it would be fun to encourage participation and accurate answers by drawing for prizes at the end of each week...enter Rafflecopter.

But how?  The Classroom Cafe Gals (me and Kathleen) and friends (Sonya and Stephanie) hosted a professional development session this past Monday on QR Codes...then, it it me - I can use QR Codes to route students to the online raffle.  When they arrive, they can enter their name and their answer to the test prep question.  Rafflecopter will show not only how many students entered, but also who entered and what they answered.  Everyone will be directed into the same random generator and our winners will be chosen from the group of students participating!

Setting up the raffle was easy with Rafflecopter:

Once I got the code:

I embedded the widget on a webpage (could also be a blog or not at all just use the "share" code (but it didn't work as well for me)):

And then, I created the QR Code to route the students to the entry form:

I'll place the code on the power point slides for the ACT Review Question of the Day and the students will  automatically be entered when they scan the image to answer.  So excited and loving #MyFavFriday, Rafflecopter!

Curriculum Camp 2012: Ideas to Engage, Enrich and Inspire

     This year marked Evangel's fourth annual Curriculum Camp!  The three day, fun filled event was packed again this summer, as participants learned more about teaching on block schedule, using qr codes to enrich lessons, flipping the classroom, and professional development opportunities accessible from home.
On Day 1, Cathy Carroll introduced a quote by John Strebe, "Teaching in a block schedule is like eternity, and eternity is spent in one of two places."  According to Cathy, planning will make all of the difference.  She was supposed to share a wealth of ideas for teaching English on block.  What we quickly realized however, was that this mAstEr TeaCHeR was sharing GreEAt teaching StraTeGies that would work in AnY SuBjeCt.  Her practical tips included having students record notes on butcher paper posted around the room, allowing students to write on the board, giving students graphic organizers to complete during direct instruction, whiteboard races, red ticket review, exit slips, pipe cleaner structures, old timey show and tell (students bring something from home related to content being studied), incorporating music in the classroom (maybe have the students select songs that relate to content), work one - check one (pairs of students are assigned two problems each works JUST one and checks the other), and voting with your feet (students stand by a poster with a number 1 - 3 that reflects how much they agree or disagree with the topic being discussed).  This veteran teacher of 37 years encouraged us to inspire students to become lifelong learners by making the content relevant to their lives.  She said, "If you show the kids how the subject relates to them, THEN they will learn it."

Image

     Kim Caise was booked to discuss QR Codes in the classroom.  Unfortunately, due to technical difficulties we were unable to connect to Kim live, but we were able to link to a previously recorded Classroom 2.0 Live session.  With phones loaded with QR readers like I-Nigma and BeeTag, we followed along as we saw QR codes placed in textbooks, on artwork, in libraries, and more! The webinar made such an impression that everyone continued to discuss the use of these quick read codes for the duration of the camp.

Image and More Info

     On Day 2, our own Kathleen Frey introduced the idea of flipping the classroom.  In a flipped class, a teacher leverages technology outside of class in order to maximize class time for student interaction, discussions, and projects. This idea caused quite a stir as camp attendees contemplated the possibilities.
     Paula Naugle joined us via Skype to present PD in Your PJs.  She shared a wealth of free resources in which participants can use learn about anything at almost anytime.  Some of Paula's favorites include webinars, YouTube channels, podcasts, Twitter, Diigo, and Pinterest.  From #edchats to Saturday morning educational programming, resources are readily available to continue to grow professionally.

The PoWEr of CoLLaBorAtion :)

     On Day 3, Charity Moran of Baton Rouge led us through Standards Based Planning for Block.  Charity modeled great teaching on the block during the 90 minute presentation in which she shared a unit planning web, lesson planning graphic organizer, lesson planning menu (my favorite!), an activity scaffolding template, and a sample for planning for science differentiation.  We practiced planning for the first day of school, the tenth day of the year, and sometime near midterm:

Oh, so many ideas packed into just three short mornings!  Thank you to all who presented and those who attended.  I don't know about you, but the collaboration and camaraderie left me feeling ENeRGizEd, ExciTed, and EaGeR for next year.  

Equipment Tracking with QR Codes and Google Forms

 As a high school math teacher, I loan lots of graphing calculators to students.  While I write down who I loaned what to, as the weeks go by, I forget where I put the paper I wrote it on or the student forgets they even borrowed it. I have tried having students leave me items in exchange, but I don't really want to be responsible for their wallet, cellphone or shoe (ewww!).

After seeing the Classroom Booksource,  which allows teachers to create a free online database for a classroom library and tracks check ins or outs, I knew I needed to create something like that for my calculators.  Dan Mourlam shared an idea about using QR codes linked to Google Forms to track equipment.  So, this week I tried it!

Code linked to Equipment Tracking Form

I used a Google Form and QR Hacker to customize my code with a picture.  Now, to check an item  in or out, the student scans the code with a QR code reader (I like I-nigma) and fills in the form.  I have an electronic record of who has what - no more papers!



Details of the form I created: