“Hot Seat” Questioning: A Technique to Promote and Evaluate Student Dialogue
Several approaches have been proposed to include students in classroom dialogue, including “think-pair-share” and “talk to your neighbor.” I recently implemented an additional technique in which four students answer questions in a “Hot Seat” at the front of the classroom. An unforeseen by-product of this was student-initiated peer instruction outside of the classroom. A small case study (approximately 50 students) on the effect of the Hot Seat using the midterm exam showed that students were 9.5±3.2% more likely to correctly answer a question related to material covered while they occupied the Hot Seat. Analysis of the Astronomy Diagnostic Test revealed that they were twice as likely to learn their Hot Seat material. A survey revealed one likely reason: Students typically spent 15–60 additional minutes preparing for class on their two assigned Hot Seat dates. Curiously, students received no significant benefit (2.2±3.6%) from their second turn in the Hot Seat, possibly reflecting student immunization to its motivational pressure.
Crider, A. 2004, Astronomy Education Review, 3(2), p.137–147