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I am a huge fan of stations. Always have been. Using self-checking stations has always been a great way that I “tricked” my students into practicing their Algebra. It was great; however, it got old.
I am a huge fan of stations. Always have been. Using self-checking stations has always been a great way that I “tricked” my students into practicing their Algebra. It was great; however, it got old.
Last year, I wanted to spruce it up, and I wanted a better visual of who was “getting it” and who was not. This was also the year that my district started the “Bring Your Own Device” policy. Finally, I wanted to cut back on some of my grading. (Time is always an educator’s most valuable commodity.)
Through Google Forms, I created stations for my students. Students travel from one “hidden” Google Form question to the other based upon their responses. If they get it right, they are told by the Google Form where to go to scan the next “hidden” QR code question. If they get it wrong, they are told by the Google Form the location of another “hidden” station where they scan a different QR code to watch a short remediation video and answer a question until they get it correct to move on.
Here is how you can do it, too:
First, design your 10 Multiple-Choice questions, and find/create YouTube videos (1 to 2 minutes) that will help remediate each question asked or let one location be a teacher intervention station.
Then find 20 “Hiding Places” around your classroom or school. Examples: Under flower pots, under student seats, in books on shelves, under desk supplies, behind doors, in drawers, etc. I try to arrange the remediation hiding places so that they are in one half of the room. Then I can visually see who answered incorrectly and also assist in one general area versus the entire room.
I used this spreadsheet to help organize my questions/remediation and hiding places: https://docs.google.com/spreadsheets/d/10yfaM0mG84t2EOnhizMMRro9Z6gl16b9RGG8Vs0814M/edit?usp=sharing
Next, make copies of each “Scavenger Hunt” Form Template in this folder.
Make Copies:
- After clicking on the link, click on “Add To Drive”.
- Select all of the files.
- Right click, and choose “Make A Copy”. (These copies will show up outside of the folder. You can delete the “shared” Scavenger Hunt folder and make your own to click and drag the “copies” into your new Scavenger Hunt folder.)
In your copies that you just made, insert the questions, remediation videos, and hiding places where the template requests the information. For example, insert the correct answer for #8 in Question #8’s form where it says {insert correct answer}.
After you have changed all of the information in these question forms, create QR Codes using your spreadsheet. I use QR Code Monkey. You will need to copy the links of each of the “Question” Forms and use them to create each QR Codes. Download, save and print these.
How I implement this activity:
- Group the students into 10 sections.
- I explain to them that there are 10 questions “hidden” around the room that they must complete, and the only way for them to discover the next “hidden place” is to complete the questions correctly. The Google Forms will tell them where to find the next question, since the Form is using the “Go to ‘page’” based upon the student’s answer. I warn them to be careful, because they will be “detoured” if the get the question wrong.
- Then I pass out the second copy of the individual question QR codes to scan as their starting point.
- If they complete 10 different questions then they have completed the scavenger hunt. For some of my classes, I pass out a table like this one for them to record the problems and work: https://docs.google.com/spreadsheets/d/1vcRhP2ZEk6E9vIU04UuvGd38aZToRxdnioSX9NCwV1Y/edit?usp=sharing .
From the data I collected in Google Forms, I could quickly see how the class was doing through the summary section of the “Response” page of the forms. I could also see individual results in the Response Destination Sheets, which I used to decide who I needed to work with during our Response to Intervention class period, called “SOAR”. I also made notes during the activity when I saw a student travel to a remediation “hidden” location because that meant they answered incorrectly the first time.
Hopefully, you and your students will enjoy this activity as much my students and I did!
Sharing is caring so please forward on if you think others will enjoy this as well!
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