“Most
teachers waste their time by asking questions that are intended to
discover what a pupil does not know whereas the true art of
questioning has for its purpose to discover what the pupil knows or
is capable of knowing.”  Albert Einstein |
Introduction
Rationale
Process
Reflection
YouTube Resources
Examples "On the Job" website
A Cooperative Learning Strategy
Varies names: Hot Seat, Hot Seating,
A "Hot Seat" educational strategy involves one or more students adopting a character or role and answering questions from classmates, fostering deeper understanding of motivations, perspectives, and concepts through interactive questioning and active learning.
This drama-based technique can be adapted for various subjects to develop oral expression, research skills, critical thinking, and teamwork by exploring themes, characters (real or fictional), or specific information.
Hot Seating is a strategy in which a character or characters, played by the teacher or a student, are interviewed by the rest of the group. This activity invites students to recount a specific event, explore motivation and multiple perspectives/experiences related to a theme, topic, event, or idea.
Before engaging in this strategy, prepare the person or people who will be in the hot seat to successfully take on their role. The person in the hot seat (teacher or student/s) needs to determine who they are in the interview; where they are (i.e., the setting for the interview); and, why they are in the hot seat (i.e., the motivation for their words and actions).
Use textual evidence, other forms of research, or personal experience to
prepare. Next, determine whether the students/audience (outside of the hot
seat role) are also in-role (e.g., as a newspaper journalist trying to find
an answer) or whether they will act as themselves. If the students/audience
are in role, they may need support to prepare questions from their personal
viewpoint to ask the character in the hot seat, or to research a different
character perspective viewpoint to think and work from in the activity. Once
the individual (teacher or student) is in the hot seat and the audience is
ready, introduce and moderate the activity. Encourage the audience to ask
strong questions that are relevant and within the dramatic situation and
reframe any questions/add to responses if they are unclear. Work to deepen
students’ critical thinking, engagement and commitment to their character(s)
by modelling a strong commitment to character and the situation in your own
performance.
(Source:
Questioning & Discussion for Teachers)
Rationale
Educational Benefits:
Active Learning: Promotes active participation and engagement in the
classroom by shifting the focus from passive listening to active questioning
and responding.
Skill Development: Enhances oral expression, critical thinking, analysis,
and questioning skills.
Deeper Understanding: Helps students understand complex characters,
motivations, and differing perspectives on a given subject.
Cooperation and Confidence: Encourages cooperation among students and can
provide a supportive space for shy students to participate and express their
thoughts.
Concept Reinforcement: Can be used to assess comprehension by having
students explain and defend their understanding of a topic.
1. In groups of 3 - 4 students, read the stimulus
article
2. Individually write down 5 questions that they
want answered
3. Each student is to write down 10 statements of fact
4. As a group, collate all questions and after discussion, make up 15 questions that are very different [no repeats].
5. Combine with another group and conduct a "Hot Seat Interview".
a. This strategy involves the first group asking the second group 5 questions.
b. The second group answers these 5 questions and once they have answered them, ask the first group 5 questions [hopefully that are totally different].
c. Repeat until both groups have all their questions answered.
d. If there are still questions that neither group can answer put them to the class to answer.
6. Collate in the original group, all the statements of fact - combining them into 10 important statements.
7. Stick these statements up in the classroom. Visit other groups' statements.
8. Were there any that surprised you?
Possible Variations/Applications
Have a group of students prepare and play as a single character to lower the
risk level (a group of students represent Charlotte from Charlotte’s Web,
not just one student).
(Source:
Angela Barnett)
READING/WRITING and SOCIAL STUDIES: Have students take on the role of an historical figure, a literary figure, a character from literature or an informational text, or a country or geographic location.
SCIENCE and MATH: Have students become a planet, an element from the
periodic table, a number, or a geometric shape. Invite them to be an expert
on cloning or nuclear energy, as way to engage with complex issues
surrounding ethics in science.
Possible Side-Coaching
Let’s take a closer look at the character’s motivations in this moment.
Would someone like to step into the role of _____ (different character name)
to answer a few questions?
- Can you tell me more about why you feel this way?
- Who has a different opinion on this topic? What is it?
Students will:
Analyse motives and characters from the stimulus material read
Ask pertinent questions related to the stimulus material
Logically retell the stimulus material through questions and answers
Material
- Any story, parable or article read by all students (students have either read the story themselves or the teacher has read the story to the students)
- 1 chair
Procedure
After the students have either listened to, or read a story, one student is chosen to sit in the chair (the hot seat) in front of the class. The hot seat student then chooses to be one of the characters from the story. The rest of the class asks the hot seat student questions. The hot seat student answers as the character in the story would answer.
(Source:
Canva)
Role-Playing: A student (or students) sits in the "hot seat" to portray a
character, historical figure, or even an abstract concept.
Questioning: The rest of the class acts as interviewers, asking questions to
explore the role-player's background, motivations, and experiences related
to the topic.
Facilitation: The teacher acts as a facilitator, guiding the questioning,
ensuring it stays constructive and focused, and providing feedback or
correction as needed.
How to Implement
Preparation:
Assign Roles: Select a specific character, topic, or event for students to
embody.
Research: Have students research their role, including background,
motivations, and key details related to the topic.
Formulate Questions: Students should prepare relevant and insightful
questions to ask the "hot-seater".
Execution: Arrange the Seating: Students in the
hot seat sit in front of the rest of the group, often in a semi-circle.
Role-Play: The chosen student answers questions while staying in character
or within the context of the chosen topic.
Teacher Guidance: The teacher guides the discussion, ensuring a constructive
flow of questions and providing feedback or clarification.
Variations:
Small Groups: Hot-seating can be done in small groups where several students
adopt roles.
Interview Practice: It can be adapted to practice job interviews by having
students answer questions about their strengths, weaknesses, and career
interests
60-Second Strategy: The Hot Seat
https://youtu.be/h9sPH_6G8ks?si=dvN3IRB0AIN-aPIG
Providing the active listeners in the outer ring of a
Socratic circle a way to jump in with their burning questions and comments
keeps all students engaged.
In Jennifer Montgomery’s 7th-grade English class in Eminence, Kentucky,
there are no students zoning out during class discussions. That’s because
she expects the students in the outer circle—the ones who are traditionally
supposed to observe and actively listen to the students in the inner
circle—to look for opportunities to jump in when they have something to add
to the conversation. She reserves a single empty seat in the inner circle
for these contributors, labeled “the hot seat,” and it’s made all the
difference for bumping up participation in her Socratic seminars.
 |
Digital Learning Selector NSW Dept of Education Hot Seat Hot seat has two popular formats: 1. The person in the ‘hot seat’ answers questions. One student is invited to sit in the ‘hot seat’ where they adopt a persona or topic element. The audience ask the hot-seater questions and the hot-seater must answer the questions whilst staying in character. It is helpful for the teacher to take on a facilitator role to guide the questioning in constructive directions. Variations can include pairing or creating small groups of students who are in character and participate in hot-seated interviews, Q&A panels or debates. 2. The person in the ‘hot seat’ asks questions. One student is invited to sit in the hot seat and the name of a person, object or event is displayed behind them. The hot-seater must try and guess the word by asking the audience closed questions. Once the hot-seater correctly guesses the word or the timer runs out, another student is selected to sit in the hot seat and a new word is displayed. How to use with ICT Take advantage of Google slides Q&A function (new window) by asking students to create and host their persona’s Hot seat slide session. The hot-seater can prepare a persona profile in advance, using a Fakebook Google Slides (new window) template and share this profile link when their identity is revealed. Single computer Project one of the slide templates provided, revealing one slide at a time. |
- How did it feel to step into the character’s shoes/embody the character?
- What new insight did you gain about the motivation of the character from our activity?
- What are the key issues/factors affecting this/these character(s) and their actions?
More
Resources
YouTube: Hot Seating
[shows both Primary and High School Students)
https://youtu.be/rGRhWHc5tf0?si=AnCenH77tTC7bR5m
YouTube: Hot Seating
hhttps://youtu.be/54zLEORXImY?si=PtZ5sK6DczK8Y4xf
YouTube: 60-Second Strategy: The Hot Seat
https://youtu.be/h9sPH_6G8ks?si=dvN3IRB0AIN-aPIG
Medical
Radiation Therapist |
Nanogold
particles and the big C - Questions anyone?
"Hot Seat Interview"
Lesson Strategy: Hot Seat
Interview |
Secondary
Material sourced from
University of Texas -
Drama Based Pedagogy
Questioning & Discussion for Teaching
[Hot
Seat; ]
