1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. 1.Give two examples of evidence supporting the multi-store model (2 marks) | case studies, PET scans, serial position effects | 2. 2.Name the components of the working memory model (2 marks) | episodic buffer, central executive, vss, pl | 3. 3. Give two examples of evidence supporting the working memory model(2 marks) | word length effect, kf, Baddeley 1975a/b | 4. 4.'Did you see the glass?' is an example of what? (1 mark) | leading question | 5. 5. Name three studies/ pieces of research you could refer to in a question about anxiety and EWT(3) | Yerkes Dodson, Yuille Cutshall, Rinoli, Loftus and Palmer | 6. 6.Name two differences in age and recall of events(2 marks) | own age bias, effects of delay, children make more errors of id than college students | 7. 7.Name two evaluative points of the cognitive interview process (2 marks) | difficult to access effectiveness, Stein and Memon, |
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