Cold & warm calling

Create a more inclusive discussion by inviting a range of voices into the conversation. 

Cold and warm calling are discussion strategies that help broaden student participation. Warm calling gives students time to prepare before sharing, while cold calling invites spontaneous input to keep everyone engaged. Used thoughtfully, these techniques make space for a wider range of voices and reduce over-reliance on frequent speakers.

Warm calling is best used when:

• You want to increase student engagement while minimizing performance anxiety.

• The material requires reflection or application of complex concepts (e.g., in behavioral economics, ethics, or case-based learning).

• You aim to deepen classroom discussions by giving students space to connect course content to real-world or personal experiences.

• You notice cold calling is resulting in tentative or underdeveloped responses.

It fits especially well during:

• Conceptual discussions (e.g., the psychological impact of incentives).

• Scenario-based applications or hypotheticals.

• Mid-lecture pauses to re-engage students and check comprehension.

This discussion activity is designed to take 10–15 minutes in class. Minimal prep is required by the instructor, primarily selecting or crafting a thought-provoking question aligned with course concepts (about 5–10 minutes before class). Students benefit most when they have access to relevant notes or readings, but do not require prior knowledge of the exact question.

1. Prompt and Think Time

• The instructor presents a thoughtful question. Students are given a set amount of time (e.g., 30 seconds - 1 minute) to jot down responses, using notes, slides, or personal reflections.

2. Response Sharing

• After the timer, the instructor calls on a specific student, who reads or summarizes their prepared thoughts.

• The instructor may pose a follow-up or alter the scenario to extend the dialogue, drawing further elaboration.

3. Peer Building 

• Another student adds their perspective, informed by their own prep time and notes.

• The discussion evolves to include broader themes like task meaning, intrinsic motivation, or performance pressure.

4. Synthesis and Instructor Wrap-Up

• The instructor highlights key insights (e.g., “too high a reward may choke performance; too little can be demeaning”) and asks a broader reflection question.

• Students connect classroom concepts to their responses.

This entire flow creates a structured but student-centered discussion environment

Warm calling is powerful because it:

• Enhances Cognitive Engagement: Students use higher-order thinking skills like analysis, synthesis, and evaluation before speaking.

• Reduces Anxiety: Time to prepare reduces the stress of being put on the spot, especially for less confident students.

• Encourages Equity: All students have the opportunity to prepare, which leads to more inclusive participation.

• Builds Deeper Discussion: Prepared answers are more reflective and nuanced, allowing instructors to probe further and students to build off each other’s insights.

• Fosters Transfer of Learning: Students connect abstract concepts (e.g., incentives, perceived meaning) to lived experience or class readings.

By shifting from reactive to reflective participation, warm calling strengthens both the quality of student contributions and the collaborative nature of classroom discourse.