Learning Technique: Evaluate through Debates
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Lesduur is: 20 minIntroductie
In the Prompting Method, a cooperative learning technique, students alternate between speaking, supporting, and listening: they take turns stepping into the spotlight, while the others support from behind the scenes, like prompters. Together, they form a single voice. And that turns out to be surprisingly powerful. This method combines debate, role-play, and collaboration in a way that not only stimulates students intellectually, but also creates a socially safer environment.
Instructies
What is the Prompting Method?
This teaching method is a role-play activity where four groups each represent a different perspective or interest in a dilemma. Each group prepares their role thoroughly: what do we believe, what strong arguments support our position, and how are we going to convince the other groups?
Each group selects one spokesperson. This person engages in a discussion with the other three spokespersons, representing their group's viewpoint. The rest of the group acts as prompters, whispering tips, correcting the speaker, or—after consultation—taking over the role if needed.
What makes this cooperative method so powerful?
The Prompting Method:
- Involves everyone: even those who don’t speak are actively thinking and helping.
- Trains argumentation and collaboration simultaneously.
- Encourages in-depth understanding, as everyone must empathize with their assigned role.
- Creates a safe space for speaking up: you're never alone.
- Is ideal for exploring moral, social, or subject-specific dilemmas.
- Challenges students to consider dilemmas from multiple perspectives and to be open to other opinions.
Because every student plays an active role and is encouraged to speak, they stay engaged. This makes the method an enjoyable, dynamic, and community-building classroom activity.
How do you create it?
In LessonUp, you can easily structure the Prompting Method. Follow these steps:
- Create a slide explaining the dilemma students will explore. This can be a text, but an image or video can also effectively set the scene.
- In the next slide, describe the four different roles. You can do this using text boxes or write the role descriptions in hotspots.
- Give each group time to discuss and build their argument. If your group needs it, consider adding a timer to clarify the time available.
- Optionally end the activity with a poll or an open-ended question to reflect on the task and conduct formative assessment.
How do you use it?
The Prompting Method is ideal for the processing or deepening phase. Use it after giving an explanation or instruction, or as a conclusion to a theme or series of lessons. By placing the debate or discussion at the center, students are encouraged to apply their knowledge in a new, realistic context.
Because you choose the dilemma students will work on, this method can be used at any level and in any subject. In this lesson, we’ve included examples for Citizenship, Geography, Physics, and Modern Languages.
Want to use this method right away?
This lesson includes an example for the subject Geography. Use it directly in your classroom or use it as inspiration. Save your favorite slide using the 'Save' button and easily adapt the lesson slides to fit your own class.
Onderdelen in deze les
Slide 1 - Tekstslide
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Slide 2 - Tekstslide
Role Play: Visiting the supermarket during break time
Objective: Exploring the conflict between the right to equal treatment and safety measures.
Assignment: Conduct a role play in which students take on the roles of different stakeholders: student, supermarket owner, millennial, and school cafeteria worker. All of these parties are involved in the situation.
How does it work?
- Divide the class into four groups and assign each group a role.
- Read the following scenario to all four groups:
- "Students would like to buy a snack during their break. The nearest supermarket only allows two students inside at a time, each with a shopping basket. They must also leave their bags at the entrance."
- Have each group present their point of view and negotiate a solution that promotes both safety and equal treatment.
- Reflect on how different interests may conflict and how a balance can be found.
Slide 3 - Tekstslide
Role Play: Visiting the supermarket during break
Objective: Explore the conflict between the right to equal treatment and safety measures.
Assignment: Conduct the role play in which students take on the roles of different stakeholders: student, supermarket owner, millennial, and school cafeteria employee. All these parties are involved in this situation.
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: “Students want to grab a snack during the break. The nearest supermarket only allows two students inside at a time, each with a basket. They also have to leave their bags at the entrance.”
- Have each group present their point of view and negotiate a solution that promotes both safety and equal treatment.
- Reflect on how different interests conflict and how a balance can be found.
Slide 4 - Tekstslide
Roleplay: privacy vs. public safety
Goal: Explore the clash between privacy rights and security measures.
Assignment: Conduct a 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 security.
How does it work?
- Divide the class into four groups and assign each group a role: citizen, police, government, business.
- Read this scenario aloud to the four groups:
- "The government is considering increasing the number of surveillance cameras in city centers 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 security.
Reflect on how different interests conflict and how a balance can be achieved.
Slide 5 - Tekstslide
Roleplay: privacy vs. public safety
Goal: Explore the clash between privacy rights and security measures.
Assignment: Conduct a 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 security.
How does it work?
- Divide the class into four groups and assign each group a role: citizen, police, government, business.
- Read this scenario aloud to the four groups:
- "The government is considering increasing the number of surveillance cameras in city centers 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 security.
Reflect on how different interests conflict and how a balance can be achieved.
Slide 6 - Tekstslide
Roleplay: More women in leadership positions
Goal: Explore the clash between privacy rights and security measures.
Assignment: Conduct a 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 security.
How does it work?
- Divide the class into four groups and assign each group a role: citizen, police, government, business.
- Read this scenario aloud to the four groups:
- "There is an ongoing debate about introducing a certain percentage of women in leadership positions to promote equality, but it can be seen as a restriction on companies’ freedom to choose their own staff."
- Have each group present their viewpoint and negotiate a solution that tries to balance both privacy and security.
Reflect on how different interests conflict and how a balance can be achieved.
Slide 7 - Tekstslide
Roleplay: More women in leadership positions
Goal: Explore the clash between privacy rights and security measures.
Assignment: Conduct a 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 security.
How does it work?
- Divide the class into four groups and assign each group a role: citizen, police, government, business.
- Read this scenario aloud to the four groups:
- "There is an ongoing debate about introducing a certain percentage of women in leadership positions to promote equality, but it can be seen as a restriction on companies’ freedom to choose their own staff."
- Have each group present their viewpoint and negotiate a solution that tries to balance both privacy and security.
Slide 8 - Tekstslide
Lesson Objective:
Students explore a current global issue from different perspectives. They learn to substantiate viewpoints, weigh interests, and experience how societal decisions are made.
Preparation:
- Divide the class into four equal groups.
- Assign each group one role.
- Give each group 10 minutes to discuss: What is their position regarding the import ban?, What are their main arguments?, What opening line will they use to powerfully introduce their role?
- Have them reflect on their thinking or deepening question (listed in the role description) to enrich their standpoint.
- Select one initial speaker per group. The rest will act as prompters, supporting the speaker during the debate with arguments, facts, or rebuttals. The speaker may be changed during the debate.
Debate Structure:
- Conduct the debate in 5 rounds: each group presents one argument per round.
- After each round, the researcher group (possibly guided by the teacher) may indicate which argument they find most convincing at that moment.
- The teacher moderates the debate, keeps track of time, and ensures an open, constructive atmosphere.
- After the fifth round, the class—or a designated observer group—selects which position was most strongly supported.
Tips for Implementation:
- Encourage all students to actively support their speaker—they are all responsible for the quality of their group’s contribution.
- Have each group assign a different speaker in every round.
Slide 9 - Tekstslide
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Moet Nederland stoppen met producten importeren die bijdragen aan ontbossing, zoals soja of palmolie?
Should the UK stop importing products that contribute to deforestation, such as soy or palm oil?
Yes
In doubt
No
Slide 10 - Poll
Discuss the results afterwards:
- Has the role-play changed your opinion?
- Which argument convinced you?
- How did you find defending your point of view?
- Do you think you convinced others?
- Which role did you find the strongest in this debate?
We need to use nuclear energy as a solution to the climate problem.
To what extent do you agree with this statement?
Please rate your answer on a scale where 0 = Disagree and 10 = Agree.
Slide 11 - Poll
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Slide 12 - Tekstslide
Classroom Use:
Use this teaching material during the deepening phase after an explanation about energy sources or nuclear fission.
- Have students prepare one role each in four groups (content, argumentation, opening statement).
- Then, each group selects one speaker, while the rest act as prompters.
- Let them hold the debate in 5 rounds, with each group presenting one argument per round.
- Afterwards, conduct a brief evaluation and a whole-class reflection: what is the most convincing perspective and why?
Tips:
- Give your groups a set amount of time to search for as many facts and information as possible to support their opinions.
- After each round, give students the chance to ‘switch sides.’ If they agree with the arguments of another role, they can join that side.
- If after 5 rounds the entire group is unanimous about their position, have them express this class-wide viewpoint.
Which role convinced you the most?
🧪 Scientist
🌿 Activist
🏛️ Politician
⚡️ Energy Company
Slide 13 - Poll
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Slide 14 - Tekstslide
Roleplay "Camping Dilemma"
Goal: Students explore a dilemma at a campsite, where different interests are at odds. They practice arguing, weighing options, and debating in a modern foreign language.
Choice: Choose which language you want to carry out the assignment in. Enlarge the hotspots for the chosen language so they are easier to read (also at the back of the classroom). Remove the other hotspots to keep the slide clear and organized.
Instructions for in the classroom:
- Divide the class into four groups: each group represents one role.
- Have students discuss within their group: what is their viewpoint and which arguments fit this standpoint?
- Have one student per group present the viewpoint, while the rest of the group may prompt or assist quietly.
- Conduct a debate in four rounds. Each round, a different role starts by presenting their viewpoint. The other roles may respond. Each round features a different speaker from the group.
- Joint reflection: which viewpoint was the most convincing? Did you arrive at a good solution? Were you able to express your viewpoint well?
Tip 1: If you let students perform the roleplay in the foreign language, keep the Dutch hotspots visible for support during preparation.
Tip 2: Allow the speaker’s supporters to look up words in an (online) dictionary.
Slide 15 - Tekstslide
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