Hot seat

Also known as: hot seating, interviewing, conscience alley, debate

20 questions, role play, 'Who am I?'

Hot seat involves a student sitting in the 'hot seat' where they adopt a persona or topic element and must respond to questions asked by the audience whilst staying in character. It:

  • is helpful for the educator to take on a facilitator role to guide the questioning in constructive directions
  • supports students to develop their questioning and listening skills
  • can be modified so that the student in the 'hot seat' has the name of a person, object or event displayed behind them and they must try and guess the word by asking the audience closed questions.

Hot seat

ICT templates

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.

External resources

Find out more resources
Title Link Description
Hot seat: Vocabulary revision procedure by Callum Robertson Hot seat: Vocabulary revision (new window) This vocabulary extension and revision game is a lively activity well suited to teams and easily adapted to different class sizes.


Links to third-party websites:

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The department accepts no responsibility for content on third-party websites.

Personalised learning

Disability, Learning and Support

When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.

Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.


For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.


High potential and gifted learning and support

When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development.  These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.


Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.


Recognising the diversity of high potential and gifted students represented in classrooms across 4 domains of potential can be explored further by accessing illustrations of practice.


For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.