Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
85 - Pub quizzes
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
This is based on the type of quiz commonly held in UK pubs, which uses common question formats for different rounds of the quiz. This is a useful way to inject some competition into a group session. It is particularly good at making a dry subject like referencing more interesting.
Break a larger group into teams – let the groups self-select their teams or choose them yourself. Try and arrange each team at a separate table. Ask each team to come up with a suitable team name and explain that you will be asking them questions in a series of rounds. You could include the notion of a joker round, counting double. Provide answer sheets and ask teams to swap answer sheets for marking at the end of each round. Use sweets or similar incentives for the winners of each round and/or the overall contest.
Run through the quiz – typical pub quiz rounds include identifying pictures or sounds, so see if you can work these in. For example, for a referencing pub quiz you could have rounds on referencing books, journals, websites, etc. The picture round could be a simple missing word on the screen or the referencing of a picture. The sound (music) round could be to fill in the missing words on a sound file – give your quiz invention free reign.
✓ BEST FOR
• large groups
• referencing or other dry topics.
+ MORE
• Try running this within a VLE or online – teams could play against one another in real time or play the machine by using time-released answers.
: WATCH OUT
• Be sure to get your timing right with the rounds – allow discussion and marking time as well as time for deciding on the team names. This nearly always takes longer than you expect.
• Pub quizzes are common in the UK but might not be understood in some cultures. Call it whatever you want, as the concept is not exclusive to a pub environment!
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 220 - 221Publisher: FacetPrint publication year: 2011