The power of questions

The power of questions
Reference:
Gray, D., Brown S. and Macanufo, J. (2010). Gamestorming: A Playbook for Innovators, Rulebreakers, and Changemakers

Often, when we think of questions in a training environment, what we imagine is “the question”. The one inquiry traditionally asked by the facilitator/trainer after a (long) frontal lecture and PowerPoint presentation: “Do you have any questions?”

We can agree this may not be an honourable use of such a powerful tool. Perhaps nothing is more important than questions asked during a facilitated learning process. Questions ignite sparks of reflection, discernment and comprehension. They activate learners and make them protagonists of their own learning process. A whole session could be built around one single question.

Let’s explore different ways to use questions as an integrated part of the learning process, rather than exclusively as a marker to signal the end of a session.

This is the call to adventure. Opening questions set the mood of the session and are used to identify and point out the main themes to explore in the following phases. A good opening question generates ideas and opinions, it reveals possibilities and fosters a new way of looking at a challenge. They focus on finding things to work with later and to start off with a positive and energetic mood. And surely the first question that should be asked to the participants is always, “How are you?”.

Examples:

  • “How would you define this topic”?
  • “How could we address this challenge?”
  • “What do you think is important when talking about this theme?”
  • “What is your experience in this field?”

Navigating questions are key to monitor the learning process and the experience of participants while they engage with new information and dynamics. They are an important way to collect feedback and readjust your session: are trainees engaged in the process? What is their level of energy? What have they learned until now? What obstacles are they facing? How can you support them?

Furthermore, a complementary action to Navigating Questions is to summarize key points that have emerged and to confirm that people agree and that the group has the same understanding.

Examples:

  • “[After summarizing key points] Did I understand this correctly?”
  •  “Is the discussion relevant to our learning goal?”
  • “What could support us in reaching our goal?”
  • “How do you feel?”

 

Examining questions require observation and analysis. They are used to narrow a more general inquiry or discussion, to focus on relevant details/specifics. They help qualify and quantify. 

They are crucial to foster a deductive process, moving from a general and theoretical level to a more concrete and applicable one.

Examples:

  • “What are the key elements of this concept?”
  • “How do these two aspects affect each other?”
  • “Can you give me an example of that?”
  • “Can you describe this concept in terms of real-life scenario?”

Experimental questions are used to open new possibilities and opportunities. They invoke the use of imagination and problem solving. Contrary to the Examining Questions they want to take the learners on an inductive journey, to be able to generalize, to recognize similarities and to make connections.

Examples:

  • “What else works in the same way?”
  • “Is there a general rule that can be inferred thanks to this case?”
  • “How would the best-case scenario look like?”
  • “What are we missing?”

With opening questions, we seek variation and divergence to spark and fuel the learning process. With closing questions, we want to achieve the opposite: convergence and selection. They are used to clarify the process and the results obtained. They have to ensure a shared understanding, clarity and a sense of accomplishment. They eliminate doubts and prioritize information. They are fundamental in learning transfer because they highlight relevance and applicability of the learning points accomplished.

Examples:

  • “Do you have any doubts?”
  • “Do you feel comfortable with this topic now?”
  •  “How can we use this?”
  • “How are you going to apply this in your working environment?”