Classroom competition can increase learning for all students. In a lot of my tests, I pit the girls against the boys or half the class against the other half. Lower secondary and upper primary students love the quiz so much that some students will try to break the rules. So be aware and set rules that punish those who “cheat”.

This particular strategy introduces the element of competition in the questionnaire between two parts of the class, for example, left side against right side; girls vs boys, you need a scoring system and scorers for each team to get started.

This is how I play the two-sided quiz.
• The questions asked of each group can be the same or different.
• I got points for correct answers, a chance to pass, and maybe negative points for an incorrect answer.
• The answers that are passed can be answered by the other team equally, more or less points. More points encourages both teams to work hard to get the answer before passing.
• If neither team gives the answer the first time, the original team may choose to give a new answer. You could penalize an incorrect answer here, offer more points for the correct answer, or go back to the original points of the question.
• With more difficult questions, I would increase the points for a correct answer.
• I mainly select who answers the questions. Alternatively, each side may choose to give the answer to the captain. This would be difficult to control with larger groups.
• A time limit may be imposed. (So ​​you will need to decide on a time, say 10 seconds, and select timekeepers, one for each team, with the member of the opposing team being their opposition’s timekeeper.)
• These quizzes can be noisy. Then I would warn the teachers next door or go to a “soundproof” room.
• I remained the sole judge in all matters.
• I decided on penalties for yelling answers at team members who are supposed to answer the question and other misdemeanors that I would decide. I would specify this before the quiz starts.
• Questions on the quiz would relate to class work for that teaching period. Therefore, the questionnaire acts as a review exercise.
• To create some chaos and fun, I often change the rules or the points awarded. You can keep students on task and “on their toes.”

If these quizzes are well organized, there can be a lot of fun with a lot of learning without the students knowing it. I call it “learn on the sly”.