Day Two - QR Codes and Task Analysis

QR CODES

Today we learned about QR codes – how to create them and use them. They can be read on iPad/phone that will open many links on a topic (video, google map, documents, etc.) You need to download app to generate QR codes. Put in the website that you want kids to go to in the generator app. Select “create” then save the QR code. QR codes can be printed out or read from iPhones/Pads.  We were shown an idea for creating a “calming” QR – for students with sensory issues. Students scan the code and it takes them to the various websites for calming.  We were also shown a whole book on iBook Author that has various calming strategies for students to use, all using QR codes. I wanted to know more about how QR codes could be used in the classroom. I found this blog through my research:

10 Ways to use QR Codes in the Classroom

I especially like the idea of using QR codes for book reviews. However, I would adapt this idea by having students create their own book reviews or even book trailers (in the same format as movie trailers) and positng a QR code to link to that review on the inside cover of the books in our classroom library. This idea could be easily adapted for all reading levels and learners in the classroom.

TASK ANALYSIS

Our discussion about task analysis certainly opened my eyes to the amount of work that goes into a task as "simple" as reading. It truly makes you think about what we're asking kids to do when we want them to engage in classroom work.  To read a short story we're asking kids to:

1. Attend to the task by being emotionally engaged, motivated, able to focus, well rested, etc. If any of these are off (executive function/self regulation) then more brain energy is expended and they are less likely to read.
2. See using eyes, brain, optic nerve. Hear using auditory (phonological awareness), spatial awareness and accessing prior knowledge.
3. Recognize that the symbols are letters, words, english - left/right top/bottom - all from experience (memory). The letters are mapped to sound (phonological and decoding issues).
4. Use sequential processing and short term memory.
5. Read! When reading every single letter is recognized by our brain, which then strings together to form words that our brain (usually) recognizes. This is all based on memory. When we read the title we start to make associations with what we know - before we start reading. This is also based on memory. Words that are familiar are easy, words that aren't are more difficult (example: names of places). We need prior knowledge to make words work. This interferes with our visualization (taking the language and converting it to imagery to give us more meaning). As we continue to read we are always making connections with our memory. It's all brain processing!  There is no genetic code for reading - it has to be learned.  We need to have many many oral language experiences before they meet print (developing language and their brain to respond to auditory maps, phonetics, etc.)

If you add any form of disability (memory, phonological, auditory, visual, etc.) can lead to inability to read, communicate and sheer exhaustion.

The following video is very simple, but points out how even asking students to copy words for spelling can be overwhelming when you break down the task. I think this video is a good indication of how tasks can be overwhelming if you add even one, seemingly small, learning issue such as trouble counting to the task.