Teaching Methods: Prompting

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Introductie

In the Prompter Method, a cooperative learning strategy, students alternate between speaking, supporting, and listening: one by one, they take the spotlight, so to speak, while the rest offer support from the "wings". Together, they form a single voice. And that turns out to be surprisingly powerful. This strategy combines debate, role-play, and teamwork in a way that not only stimulates students intellectually but also makes them feel socially safer.

Instructies

What is the Prompter Method?

This strategy is a role-play where four groups each represent a different role or interest in a dilemma.

 Each group prepares its role thoroughly. What do we think? What strong arguments support our point of view? How are we going to convince the other groups? One speaker comes forward from each group. They join the conversation with the other three speakers on behalf of their group. The rest of the group acts as a prompter. They whisper tips, correct mistakes, or take over the speaker role if needed.

What makes this cooperative strategy so powerful?

The Prompter Method: Engages everyone: even those who do not speak contribute ideas and help.Practises arguing and teamwork at the same time. Creates deep learning: everyone must empathise with their assigned role. Makes speaking out safe: you are never standing out there alone. Works perfectly for moral, social, or subject-specific dilemmas. The Prompter Method challenges your students to view a dilemma from multiple sides. It encourages them to be open to the opinions of others. Students stay highly engaged because everyone has a literal role in the discussion and a chance to speak out. This makes the strategy a fun, varied, and community-building classroom activity. 

How do you create it?

You can easily design the Prompter Method in LessonUp.  

Follow these steps: Create a slide to explain the dilemma that the students will work on. You can use text, an image, or a video to sketch the situation. Describe the four different roles on the next slide. You can write the role profiles using text blocks or interactive hotspots. Give groups space to discuss and build their arguments together. You can add a timer if your class needs a clear visual for the available time. End the activity with a poll or an open question. Use this to reflect on the assignment and carry out a formative evaluation. How do you use it? The Prompter Method is ideal for the processing or deepening phase of your lesson. Use it after an explanation or instruction. Alternatively, use it as a wrap-up for a theme or a series of lessons. Putting the debate or conversation at the centre forces students to apply their knowledge in a new, realistic context. You choose the dilemma your students work on. This means you can use this method for any level and any subject. This lesson includes examples for Citizenship, Geography, Physics, and Modern Foreign Languages. 

Do you want to use this strategy right away? This lesson contains an example for Geography. Use it directly in your class or use it as inspiration. Save your favourite slide with the 'Save' button and easily adapt the lesson slides for your own classroom.

The Prompter Method

Teaching Methods

Visiting the shop during break

Situation

Students like to get a snack during break. The nearest supermarket only allows two students at a time to enter with a basket.

They must also leave their bags

at the entrance.

Role Play: Visiting the Supermarket During Break

Objective: Exploring the clash between the right to equal treatment and safety measures.

Task: Conduct the role play where students take on the roles of different stakeholders: student, supermarket owner, millennial, and school cafeteria worker. All these parties are involved in this situation.

How does it work?

Divide the class into four groups and assign each group a role.

Read this scenario to the four groups: "Students would like to grab a snack during their break. The nearest supermarket only allows two students at a time to enter with a basket. They also have to leave their bags at the entrance."

Have each group present their standpoint and negotiate a solution that promotes both safety and equal treatment.

Reflect on how different interests conflict and how a balance can be achieved.

Student

other supermarket customer

 supermarket

manager

cafetaria

medewerker school

"Tsk... I have to wait ages or I'm not assisted based on

my age and education. 

This sounds like age discrimination."

"Die scholieren liepen alleen maar in de weg en kochten niks. Ik wil gewoon rustig mijn boodschappen

kunnen doen."

"I have to. So much was being stolen! On the other hand, they are also the customers of the future..."

"Alle kids kochten ineens niets meer hier. Alles was goedkoper bij de supermarkt. Daar konden we niet tegen concurreren."

Roleplay: Visiting Supermarket During Break

Objective: Explore the clash between the right to equal treatment and safety measures.

Task: Conduct the roleplay where students assume the roles of different stakeholders: student, supermarket owner, millennial, and school cafeteria worker. These parties are all involved in this situation.

How does it work?

Divide the class into four groups and assign each group a role: citizen, police, government, business.

Read this scenario to the four groups: "Students would like to get some snacks during the break. The nearest supermarket only allows two students at a time inside with a basket. They must also leave their bags at the entrance."

Have each group present their standpoint and negotiate a solution that promotes both safety and equal treatment.

Reflect on how different interests conflict and how a balance can be found.

This example comes from the method Active! - Theme Constitution & Fundamental Rights - Lesson 3. Limits to the Constitution and Fundamental Rights.

privacy vs public safety

Situation

The government is considering increasing the number of surveillance cameras in city centres to reduce crime, but this raises concerns about the privacy of citizens who are constantly being filmed.

Role Play: Privacy vs. Public Safety

Objective: Explore the clash between privacy rights and security measures.

Task: Conduct the role play where students assume the roles of various stakeholders: citizens, government officials, police, and businesses. These parties are all involved in a discussion about privacy and safety.

How does it work?

Divide the class into four groups and assign each group a role: citizen, police, government, business.

Read this scenario to the four groups: "The government is considering increasing the number of surveillance cameras in city centres to reduce crime, but this raises concerns about the privacy of citizens who are constantly being filmed."

Have each group present their viewpoint and negotiate a solution that tries to balance both privacy and safety.

Reflect on how different interests conflict and how a balance can be found.

Citizen

Police

Government

Company

"I am concerned about my privacy. It feels like soon I will be constantly watched."

"These surveillance cameras are an extremely useful tool in combating crime."

"Hmm... I'm torn between

the necessity of safety and the protection of civil rights."

"This will really help us tremendously to reduce crime

and how customers perceive us."

Role Play: Privacy vs. Public Safety

Objective: Explore the clash between privacy rights and security measures.

Task: Conduct the role play where students take on the roles of different stakeholders: citizens, government officials, police, and businesses. These parties are all involved in a discussion about privacy and safety.

How does it work?

Divide the class into four groups and assign each group a role: citizen, police, government, business.

Read this scenario to the four groups: "The government is considering increasing the number of surveillance cameras in city centres to reduce crime, but this raises concerns about the privacy of citizens who are constantly being filmed."

Have each group present their viewpoint and negotiate a solution that tries to balance both privacy and safety.

Reflect on how different interests conflict and how a balance can be found.

Meer vrouwen in bestuursfuncties

situation

There is an ongoing debate about introducing

a certain percentage of women in leadership roles to promote equality, but it can be seen as a restriction on the freedom of companies to choose their own staff.

Role Play: More Women in Board Positions

Objective: Explore the clash between freedom, equality, and solidarity.

Task: Conduct the role play where students assume the roles of different stakeholders: citizens, government officials, police, and companies. These parties are all involved in a discussion about privacy and security.

How does it work?

Divide the class into four groups and assign each group a role: citizen, police, government, company.

Read this scenario to the four groups: "There is an ongoing debate about implementing a certain percentage of women in board positions to promote equality, but it can be seen as a restriction on the freedom of companies to choose their own staff."

Allow each group to present their viewpoint and negotiate a solution that attempts to balance both privacy and security.

Reflect on how different interests conflict and how a balance can be achieved.

Citizen

Police

Government

Company

"I see the necessity

of equality."

"The one who deserves the job should get it."

"I can feel the tension building. My team is ready should any protests break out."

"You will have noticed that we are having many discussions about the legislation that promotes equal opportunities without limiting the autonomy of companies."

"We suddenly need to adjust our recruitment and promotion policies to meet the new requirements."

Roleplay: Privacy vs. Public Safety

Objective: Explore the clash between privacy rights and safety measures.

Task: Conduct the roleplay where students assume the roles of various stakeholders: citizens, government officials, police, and businesses. These parties are all involved in a discussion about privacy and safety.

How does it work?

Divide the class into four groups and assign each group a role: citizen, police, government, business.

Read this scenario to the four groups: "The government is considering increasing the number of surveillance cameras in city centres to reduce crime, but this raises concerns about the privacy of citizens who are constantly being filmed."

Let each group present their viewpoint and negotiate a solution that tries to balance both privacy and safety.

Reflect on how different interests conflict and how a balance can be found.

This example comes from the Actief! method - Theme Constitution & Fundamental Rights - Lesson 3. Limits to the Constitution and Fundamental Rights.

Should the UK stop importing products that contribute to deforestation, such as soy or palm oil?

Objective of the lesson: Students explore a current global issue from various perspectives. They learn to substantiate viewpoints, weigh interests, and experience how societal choices are made.

Preparation

Divide the class into four equal groups.

Assign each group a role.

Allow each group 10 minutes to discuss: What is their stance on the import ban?,

What are their main arguments?, What opening line will they use to present their role powerfully?

Encourage them to think about their thinking or deepening question (provided in the role description) to deepen their stance.

Select a first speaker for each group. The rest act as prompters and assist the speaker during the debate with arguments, facts, or replies. The speaker can be changed.

Debate Setup

Conduct the debate in 5 rounds: each group presents one argument per round.

After each round, the researcher group (possibly teacher-guided) may indicate which argument they find most convincing at that moment.

The teacher facilitates the debate, keeps track of time, and ensures an open, constructive atmosphere.

After the fifth round, the class or a designated observer group chooses which stance is the most well-founded.

Execution Tips

- Encourage all students to actively prompt – they are all responsible for the quality of their group contribution.

- Have the groups appoint a different speaker each round.

The Importer:

"We supply what the world demands – as long as the consumer buys, the chain keeps moving."

The Environmentalist:

"I want to make the right choice, but then give me the right options and information."

The Government:

"We balance between economic interests and international sustainability – and that clashes."

The Consumer

"I want to make the right choice, but give me the right options and information."

💬

💬

💬

💬

1

The Importer

2

The Environmentalist

3

The Government

4

The Consumer

Which role convinced you the most?

Discuss the results afterwards:

Has the role play changed your opinion?

Which argument convinced you?

How did you find defending your standpoint?

Do you think you convinced people?

Which role did you find the strongest in this debate?

1

Yes

2

Somewhat

3

No

Should the UK stop importing products that contribute to deforestation, such as soy or palm oil?

Discuss the results afterwards:

Did the role play change your opinion?

Which argument convinced you?

How did you find defending your position?

Do you think you convinced others?

Which role did you find the strongest in this debate?

We must use nuclear energy as a solution to the climate problem.

The Scientist

Intro: As a physicist, you look at the facts: how much energy does nuclear fission produce, how clean is it compared to fossil fuels, and what are the risks.

Premise: Nuclear energy is efficient, stable, and produces hardly any CO₂ – this is scientifically proven.

Consideration: What is the role of science when people are afraid of what you consider safe and logical?

🧪

The Climate Activist

Intro: You fight against global warming, but you are also concerned about the risks of nuclear energy, such as waste, accidents, and dependency on large-scale technology.

Premise: The solution to a polluted system is not a new risk, but genuine change: conservation and renewable energy.

Thought Question: What if nuclear energy is temporarily necessary to prevent worse – are you then willing to partially suspend your ideals?

🌿

The Politician

Intro: As a politician, you must weigh your options carefully. You want to save the climate, but also maintain support from citizens, businesses, and international partners. What you decide impacts future generations.

Starting Point: We seek the balance between necessity, support, and feasibility – and nuclear energy lies precisely at that intersection.

Consideration: How do you convince citizens of a controversial choice when you must take their future and fears seriously?

🏛

The Energy Company

Intro: You are responsible for reliable, affordable, and sustainable energy supply. You look at technology, infrastructure, costs, and investors. For you, what matters is what works on a large scale. Starting point: Nuclear energy is an investment in reliable baseload power – we cannot rely on sun and wind alone." Reflection question: How do you ensure that economic interests do not outweigh sustainability and safety, without sacrificing your company?

⚡

Classroom Implementation:

Use this teaching material in the deepening phase after an explanation about energy sources or nuclear fission.

Divide the students into four groups, each preparing one role (content, argumentation, opening sentence).

Each group then selects a speaker, while the others act as prompters.

Conduct the debate in 5 rounds, with each group presenting one argument per round.

Afterwards, there is a short evaluation and a class-wide reflection: what is the most convincing perspective and why?

Tips:

Allow your groups a set time to search for as many facts and information as possible to support their opinion.

After each round, give students the opportunity to 'switch' to another party. If they agree with the arguments of another role, they join that group. 

If the entire group reaches a unanimous standpoint within 5 rounds, let them express this collective stance to the class.

1

🧪 The scientist

2

🌿 The activist

3

🏛️ The politician

4

⚡️ The energy company

Which viewpoint persuaded you the most?

1

🟢 Agree

2

🔴 Disagree

"We must use nuclear energy as a solution to the climate problem."

Op de camping is onvrede ontstaan onder buitenlandse gasten.

In het campingsupermarktje zijn hun vertrouwde producten niet te vinden. De campingeigenaar heeft bewust gekozen voor streekproducten en Nederlandse alternatieven, want...

“Ik kan niet aan alle wensen voldoen, dat is te duur. Onze eigen producten zijn net zo lekker én laten je de streek leren kennen.”

Niet iedereen is het daarmee eens – moet hij zich aanpassen, of blijven bij zijn keuze?

🇳🇱

🏕️ Campingdilemma

There’s unrest on the campsite among foreign guests. In the small camp store, they can’t find the familiar products they’re used to.

The campsite owner has deliberately chosen to offer local and Dutch alternatives.

“I can’t meet everyone’s demands – that’s too expensive. Our local products are just as tasty and give you a taste of the region.”

Not everyone agrees – should he adapt, or stick with his decision?

🇬🇧

Winkeleigenaar 

"Ik wil dat gasten zich welkom voelen, maar ik kan niet alles aanbieden. Streekproducten zijn betaalbaar én horen bij de beleving."

👉 Vraag: Hoe leg jij je keuze uit aan ontevreden gasten?

🛒

Rollen

Het kind op de camping

"Ik mis mijn favoriete ontbijtgranen en snoep. Vakantie is toch juist leuk?"

👉 Vraag: Wat doet het met jou als je favoriete eten er niet is?

🧒🏼

Roles

Rôles

Rollen

The Campsite Owner

"I want guests to feel welcome, but I can’t offer everything. Local products are affordable and part of the holiday experience."

👉 Question: How do you explain your choice to disappointed guests?

🛒

Le propriétaire du camping

"Je veux que les clients se sentent bien, mais je ne peux pas tout offrir. Les produits locaux sont abordables et font partie du séjour."

👉 Question : Comment expliques-tu ton choix aux clients mécontents?

🛒

Der Campingplatzbesitzer

"Ich möchte meine Gäste zufriedenstellen, aber ich kann nicht alles anbieten. Regionale Produkte sind bezahlbar und gehören zum Urlaubserlebnis."

👉 Frage: Wie erklärst du deinen Standpunkt den unzufriedenen Gästen?

🛒

The Foreign Camper

"I want to be able to buy the food I’m used to. That helps me feel at home."

👉 Question: Why is familiar food important to you on holiday?

👩🏻‍🤝‍👨🏽

Der ausländische Campinggast

"Ich möchte auch im Urlaub mein gewohntes Essen kaufen. Das gibt mir ein Gefühl von Zuhause."

👉 Frage: Warum ist vertrautes Essen für dich wichtig im Urlaub?

👩🏻‍🤝‍👨🏽

Le campeur étranger

"Je veux retrouver les produits que je connais. Cela me rassure pendant les vacances."

👉 Question : Pourquoi les produits familiers sont-ils importants pour toi en vacances?

👩🏻‍🤝‍👨🏽

The Child on the Campsite

"I miss my favorite cereal and candy. Holidays are supposed to be fun!"

👉 Question: How do you feel when your favorite food isn’t available?

🧒🏼

L’enfant au camping

"Je ne retrouve pas mes céréales ou bonbons préférés. Ce n’est pas drôle!"

👉 Question : Que ressens-tu quand tes produits préférés ne sont pas là?

🧒🏼

Das Kind auf dem Campingplatz

"Ich vermisse mein Lieblingsfrühstück und meine Süßigkeiten. Urlaub soll doch Spaß machen!"

👉 Frage: Wie fühlst du dich, wenn deine Lieblingsprodukte fehlen?

🧒🏼

The Local Farmer

"I deliver fresh and tasty local produce. Why import from abroad?"

👉 Question: How would you convince guests to buy local products instead?

👨🏼‍🌾

Le producteur local

"Je fournis des produits locaux bons et frais. Pourquoi acheter ailleurs?"

👉 Question : Comment convaincre les clients d’acheter local?

👨🏼‍🌾

Der lokale Bauer

"Ich liefere frische, gute Produkte aus der Region. Warum sollte man Produkte aus dem Ausland kaufen?"

👉 Frage: Wie überzeugst du die Gäste von deinen lokalen Produkten?

👨🏼‍🌾

Auf dem Campingplatz gibt es Unzufriedenheit unter ausländischen Gästen. In dem kleinen Supermarkt finden sie ihre gewohnten Produkte nicht. Der Campingplatzbesitzer hat sich bewusst für regionale Produkte und niederländische Alternativen entschieden.

„Ich kann nicht auf alle Wünsche eingehen – das ist zu teuer. Unsere eigenen Produkte sind genauso lecker und zeigen euch unsere Region.“

Nicht alle sind damit einverstanden – sollte er sich anpassen oder bei seiner Entscheidung bleiben?

🇩🇪

De buitenlandse campinggast

"Ik wil op vakantie ook mijn vertrouwde eten kunnen kopen. Dat hoort bij mijn comfort."

👉 Vraag: Hoe belangrijk is het voor jou om eigen producten te kunnen kopen op vakantie?

👩🏻‍🤝‍👨🏽

De lokale boer

"Ik lever goede, verse producten uit de streek. Waarom zou een supermarkt producten van ver halen?"

👉 Vraag: Hoe overtuig jij de campinggasten van de waarde van lokale producten?

👨🏼‍🌾

Il y a du mécontentement sur le camping parmi les vacanciers étrangers. Dans le petit supermarché, ils ne trouvent pas leurs produits habituels.

Le propriétaire a volontairement choisi de proposer des produits locaux et des alternatives néerlandaises.

« Je ne peux pas satisfaire toutes les demandes – cela coûte trop cher. Nos produits sont tout aussi bons et vous font découvrir la région. »

Tout le monde n’est pas d’accord – doit-il s’adapter ou maintenir son choix?

🇫🇷

Role-play "Campsite Dilemma"

Goal: Students explore a dilemma at a campsite where different interests clash. They practice arguing, weighing options, and debating in a modern foreign language.

Choice: Choose the language you want to use for this assignment. Enlarge the hotspots of the chosen language so they are easier to read (even from the back of the classroom). Remove the other hotspots to keep the slide clean and organized.

Classroom Instructions:

Divide the class into four groups: each group represents one role.

Let students discuss within their group: what is their point of view and which arguments support it?

Have one student per group present their point of view, while the rest of the group is allowed to whisper hints.

Hold a debate in four rounds. In each round, a different role starts with a statement. The other roles can respond to this. Every round requires a different speaker from the group.

Reflect together: which point of view was the most convincing? Did you reach a good solution? Were you able to express your point of view clearly?

Tip 1: Are the students performing the role-play in the foreign language? Leave the Dutch hotspots on the screen for support during preparation.

Tip 2: Give the supporters of the speaker the opportunity to look up words in an (online) dictionary.

Find more ideas on our Inspiration Channel.

Teaching Methods