How to implement the strategy

1. Divide the class into three teams and encourage students to select a team name relevant to the revision topic.  

2. Place 3 chairs in front of a whiteboard, ensuring the seats are facing the class. 

3. Select a student from each team to sit in a chair. 

4. Write the key word above each student’s head.  Do this after they have sat down so they cannot see the answer.  

5. Each student takes a turn to ask the class audience a question that requires a yes/no answer. 

6. If the response to the question is:

• Yes, or not applicable, the student can ask another question. 
• No, then play moves to the student on the left. 
• An incorrect guess moves the game to the next player on the left.  

7. Each correct response scores the team a point and a new player from the team takes the chair.   

8. Limit the activity to about 30 minutes to keep everyone’s attention and enthusiasm piqued.  

If you are using a wall, ensure you pre-prepare the cards and bring blue tack to stick them onto the wall.  

The purpose of the strategy

This fun, light-hearted activity can be incorporated towards the end of trimester to re-invigorate students’ interest around content and test knowledge.    

The simple act of asking or responding requires students to recall and understand content.  Working in teams brings collaboration, a touch of competition and team spirit. 

You can use the questions and responses during the game as a guide of student understanding, any misconceptions can be addressed in supplemental sessions or providing students with relevant resources.  

Read More

 This is an excellent activity to revise anatomy, body systems and works well in tutorial settings.   

The learning focus of the strategy

• Collaborative Learning

Class size that is suitable for the strategy

• < 20 students

Activity group size

• Small group < 10

Year level in which the strategy is often used

• First year

Discipline area (Academic Group) in which the strategy is often used

• Griffith Health

Phase of the learning and teaching session in which the strategy will be used

• Main phase of the session

Preparation time for the strategy

• Between 10 and 25 minutes

Duration of the strategy

• Between 10 and 25 minutes

Level of learning outcome that the strategy is designed to address

• Apply
• Remember

Learning space appropriate for the strategy

• Seminar room
• Workshop

Assessment Strategies

• Formative Assessment

Preferred Citation

Learning Futures (2019). Celebrity Heads. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/8709/view