Hot seatAlso known as: conscience alley, 20 questions, celebrity heads, 'Who am I?'
Hot seat involves a student sitting in the 'hot seat' where they adopt a persona and must respond to questions asked by the audience whilst staying in character. It:
- enables educators to support students to develop their questioning and listening skills in an engaging way
- invites students to recount a specific event and explore multiple perspectives/experiences related to a theme, topic, event or idea
- 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.
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How to use with ICT
- Take advantage of Google Slides Q&A function by asking students to create and host their persona’s Hot seat slide session. The hot-seater can prepare a persona profile in advance and share this profile when their identity is revealed.
|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.|
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Students with disability
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.
To support your understanding of inclusive curriculum planning, enrol in the microlearning course: Curriculum planning for every student in every classroom. This online series is designed to equip K-12 teachers to effectively identify and meet the diverse learning needs of all their students
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.