Providing feedback to students is important. I find that the more specific the feedback is, the better. Teachers use many ways to give feedback, whether that’s verbally or through written form. Ideally, I’d like to be able to meet with every student in my class and offer them undivided individual feedback to improve understanding and enrich. That’s not always possible so stations or workshop models become part of the classroom norm. Math workshop models can improve opportunities to give 1:1 feedback.

During the past two weeks I’ve been using QR code activities (1) (2) for one of my math stations. One of these activities can last 3-4 math sessions depending on the math concept being covered. These types of stations involve questions that I’ve found through my PLN. Some of the QR activities that are used involve scavenger hunts. Students answer questions in groups or individually and check their answers by scanning the QR Code. The QR code is unlike the actual teacher’s manual as student’s can’t immediately peek over to see what the answer is.

Instead, students have to scan the code to check their answer. Students then document and turn in a sheet that indicates whether the students answer was correct or what mistake happened. I’m looking into creating feedback codes that help students with common errors with particular problems. Students are also asked to write in their math journals about problems that were incorrect. I’m using this site to create the codes as SMS messages. If used correctly, QR code activities can increase student reflection opportunities and engagement. For more information or practical ideas on how to use QR codes in the classroom check out Denise and Edutopia‘s resources.

On a side note, I’m looking forward to using the idea of clickable paper in the classroom at some point.

How do you use QR codes in the classroom?

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## Published by Matt Coaty

I've taught elementary students for the past 13 years. I enjoy reading educational research and learning from my PLN. Words on this blog are my own.
View all posts by Matt Coaty

I’ve used QR codes exactly like this, in stations, with some success. You’re never quite positive that they aren’t just scanning first and writing down the answers though. (I teach squirrelly high-schoolers, maybe you have angelic middle-schoolers?) 🙂

But — your post gave me an idea. What if the station has a problem and the kids work it out. Then we have 3 or 4 different possible answers and a QR code for each. “If your answer is 5.4, scan this code.” Then the code gives targeted feedback. “Sorry, that’s incorrect. Double check your subtraction of a negative number.” or whatever, based on the pitfalls we can anticipate. I guess each station would have to have a “If you answer isn’t listed, scan here” and then give some steps to set it up or something.

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I think this idea has potential. Giving multiple QR code answers also gives a “choose your own adventure” type of feel with direct feedback.

As far as cheating w/the QR codes …. I had my students rotate through the stations by answering all of the questions first. Then students complete a second rotation where they check their answers. This isn’t a perfect method but it seems to help.

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