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Mixed Up: QR Codes and

Francis Jim Tuscano

A Scenario
Teacher A is going to teach his or her students the
importance of reading legends or alamat in
their life as students and as Filipinos.
If you are Teacher A, what strategy would you use
to achieve your desired goal for the lesson stated
How will you know that they have learned what
you have planned to teach them?

Fr. Aristotle C. Dy <

Questions to Ponder
How can we check if our students
are really thinking during our
What do we do to check if they are
thinking well?

the challenge to make thinking visible

We learn best what we can

see and hear. Thinking is an
invisible action. We usually
just see the end result of it if the student responds
correctly or not to our tests.

the challenge to make thinking visible

What we are targeting here is
one crucial part of learning the process of thinking. We
have to make thinking visible
so we can guide them as they
learn and think for themselves.

the challenge to make thinking visible

when students thinks visibly, they learn

to think about what they think


VISIBLE THINKING works well when

they become routines of students in

routine - any procedure,

process, or pattern of action
that is used repeatedly to
manage and facilitate the
accomplishment of specific
goals or tasks

a visible thinking routine

is goal oriented in that it targets specific types of


gets used over and over again in the classroom

consists of only a few steps

is easy to learn and teach

is easy to support when students are engaged in the


can be used across a variety of context

can be used by the group or by the individual

visible thinking routines are categorized

into four areas:




Think Pair Share

A routine for active listening and explanation

Think Pair Share involves

posing a question to students,
asking them to take a few
minutes of thinking time and
then turning to a nearby
student to share their

related to: Turn and Talk

What Makes You Say That?

Interpretation with justification routine

The routine involves the

following questions:
1. What's going on?
2. What do you see that
makes you say that?

I Used to Think Now I Think

A routine for reflecting how and why our thinking has

Remind students of the topic you want them to consider. It could be the
ideal itself fairness, truth, understanding, or creativity or it could be
the unit you are studying.
Have students write a response using each of the sentence stems:
I used to think... But now, I think...

A routine for capturing the essence
This routine draws on the idea of newspaper- type headlines as a
vehicle for summing up and capturing the essence of an event, idea,
concept, topic, etc. The routine asks one core question:
1. If you were to write a headline for this topic or issue right now
that captured the most important aspect that should be
remembered, what would that headline be?
A second question involves probing how students' ideas of what is most
important and central to the topic being explored have changed over
2. How has your headline changed based on today's discussion?
How does it differ from what you would have said yesterday?

Compass Points
A routine for examining propositions
1. E = Excited
What excites you about this idea or proposition? Whats the upside?
2. W = Worrisome
What do you find worrisome about this idea or proposition? Whats the
3. N = Need to Know
What else do you need to know or find out about this idea or proposition?
What additional information would help you to evaluate things?
4. S = Stance or Suggestion for Moving Forward
What is your current stance or opinion on the idea or proposition? How might
you move forward in your evaluation of this idea or proposition?

Claim Support Question

A routine for exploring truth claims
1. Make a claim about --> the topic
2. Identify support for --> your claim
3. Ask a question related to your claim

Claim: An explanation or interpretation of some aspect of the topic.

Support: Things you see, feel, and know that support your claim.
Question: What's left hanging? What isn't explained? What new
reasons does your claim raise?

Color Symbol Image

FUN with QR CODES in the Classroom

FUN with QR CODES in the Classroom

"For more information scan this code."

A Quick Response Code is a digital image that can be

scanned without the beam of light needed to scan barcodes
at the supermarket.
When scanned, the QR code may show students texts,
images, websites, link to videos to watch etc.

IDEAS: QR codes in the classroom

1. Use it to show students hidden messages, i.e. questions,
clues, ideas or even instructions to a certain activity.
2. Use it to save time copying long links to websites to read or
videos to watch.
3. Use it to make announcements in the classroom.
4. Have students scan codes to find out correct answers to
their practice tests.
5. Make learning stations in the classroom with different QR
codes for different activities.

How to create and scan QR Codes

Download any QR code generator or scanner in the AppStore
or Google Play Store

QR Scanner
QR Code Reader
QR Droid Code Scanner

Simulation: Class with

Ed Tech Integration
Visible Thinking Routines + QR Codes

Sample Lesson on Characterization

The Legend of the Pineapple

Think Pair Share

What are some of the familiar legends or alamat
that you have read already?
Why do you think we have stories such as
legends? What do we get or gain when we read

Our Legend for Today:

The Legend of the Pineapple

The legend says that a long time ago on a fruit

plantation there was a pretty little girl called Pina, who
lived with her hard working mother. Pina was a spoiled
girl who got everything she wanted, and never did any
chores, and just used to play all the time.
Every time Pina's mother asked her to do a chore, she
started but stopped halfway and laid it aside for
tomorrow, but tomorrow never came, instead she
started to play, using excuses for not finish what she
was asked to.

One day the mother was very sick, and could not do
anything, so she asked Pina to cook some rice for her,
but when Pina went to the kitchen, she couldn't find
the utensils, at some point even stop looking, her
mother then yelled at her: "I hope you grow a
thousand eyes so you can find whatever I ask you to
After a long time, the mother noticed that Pina never
replied and the house was really silent, and she
started to cry for her daughter, but only the neighbors
were the ones that responded.

After some days passed by, Pina's mother asked

everyone on the fruit plantation about her daughter, but
no one knew where she was. One day while cleaning the
backyard, the mother noticed a fruit of the size of a kid's
head that sprung from the ground, and thought it was
funny that this fruit had a thousand black eyes.
When she saw it a little bit closer, she that it was Pina,
who was transformed for the curse she put on her that
day. And so, to honor her memory, the mother decided to
take the seeds of the fruit and planted them, and when
there was a lot of this fruit, she gave them away to

The Thinking Triangle

Base 1
Each base contains
QR codes which
you need to scan.

Base 3

Each QR code contains

questions or
instructions for the
activity that you will do
in each base.

Base 2

The Thinking Star

Each base contains
QR codes which
you need to scan.

Base 1

Base 2

Each QR code contains

questions or
instructions for the
activity that you will do
in each base.

Base 3

Base 3

Base 2
Base 1


Base 1
Each base contains
QR codes which
you need to scan.

Base 3

Each QR code contains

questions or
instructions for the
activity that you will do
in each base.

Base 2

Preparing for the Next Activity

needs to know more

worries me

excites me

suggestions to do better


Mixed Up: QR Codes and

Francis Jim Tuscano