I like to play review games in the classroom, and one of these is called Hot Seat. In this game, the class is divided into teams of 3 or 4 students. The desks are arranged so that the students can sit with their group members, and then there are also desks separated and lined up side-by-side, either at the front or at the back of the classroom. These are the “hot seats”. The number of hot seats should match the number of student teams. I usually separate the hot seats with dividers, but you can also physically separate them to prevent students from seeing the answers of those next to them. Once the teams are made (I usually arrange the teams), I let the students determine a team name. Once this organization is completed, the game begins.
Each round of the game requires the students to answer a math question. One student from the team is selected to be in the hot seat, and the other students in the team remain at the team desks. The first question is revealed and all students work on the answer. The team member in the hot seat works alone, and the other team members work together. I actually require these team members to each try the question on their own sheet of paper, and then compare answers with the group and come to consensus. I give a designated amount of time for the students to answer the question, dependent on the complexity of the question. At the end of the time period I circulate around the room to determine who has the correct answer. I keep a sheet on a clipboard to record results as I walk around. If the student in the hot seat answered correctly, then 2 points are earned for the team. If the rest of the team answered correctly, then 1 point is earned for the team. In any round, a team can earn up to 3 points. I usually walk around as the students are still working and before the time has run out to see their progress. If there are early finishers then I can check their work. However, I don’t reveal if their answers are correct until the time is up. This prevents students from trying to copy the answers of others, as they do not know which answers were correct or incorrect. When the time is up I first take up the question with the whole class, and then we assign the scores for that round on the whiteboard. For each subsequent round, the students take turns sitting in the hot seat. I like this model because I find that it requires all students to be active participants, while adding an element of competition.
I work at an IB school, and our rubrics are leveled 1-2, 3-4, 5-6, and 7-8. Sometimes I organize the Hot Seat game into these levels, which they see on their tests, and other times I have been less formal and just given random questions. I have shared two of my Notebook Hot Seat files – one for Grade 7 proportional relationships and one for Grade 8 numeracy. You can access them here.
