Good Questions / Good Discussions

How often have you begun a class discussion and known the direction it would take? If you have asked questions in the classroom that have simple, factual answers—as I have many times—you know that there is a certain lack of satisfaction in completing those discussions (for the students as well as the teacher).

Opportunities for engaging students in real class discussion do not hinge on such convergent or close-ended questions. We need to consider the value of "problem setting"—fleshing out significant questions and problems that are the precursor to significant student learning. Good problem setting is the key to a good discussion.

Teacher Questions/Student Responses

Qualitative researchers are trained to ask "how" or "why" questions in their interviews with informants because they lead to more extended discussions. In the classroom, this open-ended or divergent approach not only keeps students actively engaged but brings an element of interest—even risk—to the most turgid of subjects. And, as Dr. Seuss would say, "Oh, the places you'll go!"

A common teaching dilemma involves dealing with student responses which clearly display a lack of foresight (Haven't you ever done this in a committee meeting? Think hard!). Some coaxing is needed by the instructor to lead the student toward a discussion which engages the subject matter more fully. The teacher and student move into a "cognitive space" where neither can predict the products of that discussion. Here is where your subject matter knowledge and communication skills are tested—publicly—as the class waits to hear the direction of the conversation. Richard Paul (Critical Thinking: How to Prepare Students for a Rapidly Changing World, 1993) recommends some simple Socratic techniques for handling this concern.

For example, teachers may respond to student answers with additional questions such as:

  • "What do you mean by____?"
  • "Can you give me an example of___?"
  • "Let me see if I understood you correctly. Did you mean____?"

Many student responses can be probed for more in-depth replies with the phrase

  • "Tell me more about _____."

This phrasing is likely to lead to a student narrative or story, however short.

Don't underestimate the value of stories in your classroom discussions. Stories are among the most ancient and universal forms of expression; the storytelling urge is a powerful medium for communicating ideas from either teacher or student perspectives.

Embracing Uncertainty in the Classroom

Are you willing to engage uncertainty in your class discussions through an open-ended approach? I have recently garnered some courage and begun taking this approach in a number of classes with some "surprising" results:

(a) I learn something new.
Recently, I asked students in one class to consider the advantages and disadvantages for children to specialize in a single sport at a young age. I had already made up in my mind that there were few if any advantages. But class members suggested that the confidence which comes from being a competent performer was one valued and useful end, despite the admitted problems of being a "one note samba." And I agreed with them.

(b) The class members recognize that their voices have value.
Frequently, in displaying perspectives on the chalkboard, I tell the class that their responses constitute legitimate notes which may even appear on a test! This usually keeps the ink flowing in their pens but also communicates an important concept: I respect their knowledge. Recently, when discussing motivational techniques for enhancing exercise participation in clients, a group of responses appeared on the board which I had not seen in the past. Classroom opportunities and a sense of openness from the instructor are two essential ingredients for knowledge growth in our students.

Know Your Audience

In an introductory class for the physical education profession, the noise level in class increased markedly when I asked pairs of students to explore the following question: How should sport coaches be trained to provide the best experience for children and youth? I knew the issue was controversial because many students had coaching experience or had been through the "system" as athletes. As students began to share their responses to the whole class, I had to think quickly on my feet when perspectives came back which I could not anticipate. And therein lies some of the "fun" of teaching—not knowing where the conversation will go, but trusting that you will have the skills to keep the discussion on track.

Know Your Limitations

Practice helps, as well as having a sense of humor and humility about your own limitations.

If you are temporarily stuck on responding to a student, the easiest out is to shift the burden to another student, saying "Eric, what do you think about Kristine's comment?"

Start out by choosing students who are unashamed about speaking up. Later, with some direction, even those who are usually silent may surprise you with an interesting sidelight to a well-thought out question.

James Randi humorously remarked in a recent class visit that conferring a doctoral degree seems to have the simultaneous effect of paralyzing the region of the brain which controls the words "I don't know." Open-ended questions have the potential to reveal our limitations as instructors—limitations in our communication skills or perhaps (gasp!) our knowledge base. Yet they can also move the class toward the kind of learning that is central to a university education. Try them out in your next class meeting.

This Teaching Tip was contributed by David Langley from the Department of Physical Education to Indiana State University’s, Center for Teaching and Learning on October 11, 1999.