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. Teaching is supposed to be a professional activity requiring long and complicated training as well as official certification. The act of teaching is looked upon as a flow of knowledge from a higher source to an empty container. The student’s role is one of receiving information; the teacher’s role is one of sending it. There is a clear distinction assumed between one who is supposed to know (and therefore not capable of being wrong) and another, usually younger person who is supposed not to know. However, teaching need not be the province of a special group of people nor need it be looked upon as a technical skill. Teaching can be more like guiding and assisting than forcing information into a supposedly empty head. If you have a certain skill, you should be able to share it with someone. You do not have to get certified to convey what you know to someone else or to help them in their attempt to teach themselves. All of us, from the very youngest children to the oldest members of our cultures should come to realize our own potential as teachers. We can share what we know, however little it might be, with someone who has need of that knowledge or skill. | persuasive | 2. In any archaeological study that includes a dig, the procedures are basically the same: 1) selecting a site, 2) hiring local workers, 3) surveying the site and dividing it into sections, 4) digging trenches to locate levels and places to excavate, 5) mapping architectural features, 6) developing a coding system that shows the exact spot where an object is found, and 7) recording, tagging, cleaning, and storing excavated materials. Neilson C. Debevoise, writing on an expedition to Iraq in the early 1930s, described the typical “route” of excavated pottery. Workers reported an object to staff members before removing it from the ground. The date, level, location and other important information were written on a piece of paper and placed with the object. At noon the objects were brought in from the field to the registry room where they were given a preliminary cleaning. Registry numbers were written with waterproof India ink on a portion of the object previously painted with shellac. The shellac prevented the ink from soaking into the object, furnished a good writing surface, and made it possible to remove the number in a moment. From the registry room objects were sent to the drafting department. If a clay pot, for example, was of a new type, a scale drawing was made on graph paper. Measurements of the top, greatest diameter, base, height, color of the glaze, if any, the quality and texture of the body, and the quality of the workmanship were recorded on paper with the drawing. When the drafting department had completed its work, the materials were placed on the storage shelves, grouped according to type for division with the Iraq government, and eventually shipped to museums. Today the steps of a dig remain basically the same, although specific techniques vary. | inform | 3. Culture shock is precipitated by the anxiety that results from losing all our familiar signs and symbols of social intercourse. Those signs or cues include the thousand and one ways in which we orient ourselves to the situation of daily life: when to shake hands and what to say when we meet people, when and how to give tips, how to make purchases, when to accept and when to refuse invitations, when to take statements seriously and when not. These cues, which may be words, gestures, facial expressions, customs, or norms, are acquired by all of us in the course of growing up and are as much a part of our culture as the language we speak or the beliefs we accept. All of us depend for our peace of mind and our efficiency on hundreds of these cues, most of which we do not carry on at the level of conscious awareness. | inform | 4. Individuals differ greatly in the degree in which culture shock affects them. Although not common, there are individuals who cannot live in foreign countries. However, those who have seen people go through culture shock and on to a satisfactory adjustment can discern steps in the process. During the first few weeks most individuals are fascinated by the new. They stay in hotels and associate with nationals who speak their language and are polite and gracious to foreigners. This honeymoon stage may last from a few days or weeks to six months, depending on circumstances. If one is very important, he or she will be shown the show places, will be pampered and petted, and in a press interview will speak glowingly about goodwill and international friendship. | persuade | 5. In the fourth stage, your adjustment is about as complete as it can be. The visitor now accepts the customs of the country as just another way of living. You operate within the new surroundings without a feeling of anxiety, although there are moments of social strain. Only with a complete grasp of all the cues of social intercourse will this strain disappear. For a long time, the individual will understand what the national is saying but is not always sure what the national means. With a complete adjustment you not only accept the food, drinks, habits, and customs, but actually begin to enjoy them. When you go home on leave, you may even take things back with you; and if you leave for good, you generally miss the country and the people to whom you became accustomed. | inform |
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