This tool is a new adaptation of the familiar Rotation of Four activity from the Mahşer-i Cümbüş program, adapted by taking into account the learning objectives and target audience:

- Groups of 4 people are formed.
- Theme Cartons are prepared from which the groups will choose the appropriate one to stage. On these Theme Cards; 1-Subject, 2-Space, 3-Time, 4-Roles (and separate roles for 4 people) are written.
(In the Four Turning practice in Mahşer-ü Cümbüş, the previous
Theme Cards are not given as in the article. Each person is given a theme, a place or a freely chosen word and asked to improvise on that theme).
- The groups are given the opportunity to decide together to choose one of the Theme Cards for themselves. In these cartons, one or two of the elements can be left blank, allowing the groups to use their creativity and their own realities.
- Group members are positioned on the stage like the corners of a square. The two people in front of the stage are the ones who perform on the stage, while the people in the back do not perform. (For examples of applications, Mahşer-i Cümbüş - Four Turns videos can be watched on social media).
- After the group members have selected their Theme Cards, a preparation time of 5 or 10 minutes can be given. However, in this case, there should be areas where groups can work separately. The issue of giving preparation time is important in cases where there is not much drama experience or where it is desired to develop group dynamics. If desired, practices can be started without giving preparation time.
-The facilitator/instructor gives commands through a whistle (or whistle).
-Each time the whistle is blown, one person on the stage retreats to the back corner in turn, while one person from the back corners comes on stage. In this way, each time the whistle blows, one of the people on the stage will be the new person from the back and one of the people in the front performing on the stage.
- With the blowing of the whistle, the passive participant who moves to the front stage is the one who should start the improvisation. Because this person is the one who has time to think for 2 rounds while the 2 people before him/her are performing.
- The person who enters the stage with the blow of the whistle may be asked to come to the stage with a "problem" that is appropriate to the topic of the group and related to his/her own role. Here, what the newcomer brings to the active stage should be related to the learning objectives to be emphasized in the debriefing and the design of the tool.
- The facilitator should advance the line by blowing the whistle in accordance with the course of the topic and the intensity of the flow.
- When every member of the group is sufficiently active and the rounds have taken place (towards the end), in one of the scenes the facilitator blows the whistle 3 times for a long time and makes sure that the other two passive people are involved in the performance.
- If desired, responsibilities such as solving the problem in the most reasonable and harmonious way when everyone is involved in the performance, etc. can be included in the guidelines.