Questioning
Here we have collected methods that help go beyond habitual questions and expand another person's understanding of the world or an issue through skillful questioning.
Objective:
To identify the cause-and-effect relationships underlying various problems and phenomena.
Number of participants:
2 to 25
Age range:
12+
Duration:
60 minutes
How to conduct:
This method is used to find the root cause of a problem by repeatedly asking one question: "Why?" The analysis can be conducted individually, in pairs, in small groups, or in a whole-group setting. Group discussion ensures a variety of opinions and allows for smooth progression, while individual and small-group work allows for deeper exploration of the issue.
Choose a topic for your analysis.
Ask the question: "Why did this happen?" – and record the answer.
To the answer given, ask the question "Why did this happen?" again, and so on, until you reach the root cause of the problem. Typically, this requires five repetitions. Sometimes, three or four "whys?" are sufficient.
Upon completing the analysis, review the identified causes and discuss the emerged root cause.
Note:
Before starting the analysis, explain the method using an example. For instance, analyze why participants were/could be late to the lesson/training using the "Five Whys" method.
Allocate a limited amount of time (3–5 minutes) for each "why" to maintain the group dynamics.
Ask the question: "Why did this happen?" – and record the answer.
To the answer given, ask the question "Why did this happen?" again, and so on, until you reach the root cause of the problem. Typically, this requires five repetitions. Sometimes, three or four "whys?" are sufficient.
Upon completing the analysis, review the identified causes and discuss the emerged root cause.
Note:
Before starting the analysis, explain the method using an example. For instance, analyze why participants were/could be late to the lesson/training using the "Five Whys" method.
Allocate a limited amount of time (3–5 minutes) for each "why" to maintain the group dynamics.
Objective:
To clarify the issue using thin questions and analyze the situation from different perspectives using thick questions.
Number of participants:
1 to 25
Age range:
12+
Duration:
15-20 minutes
How to conduct:
Explain the difference between thin and thick questions.
A thin question implies a clear-cut answer (usually "yes" or "no"), whereas a thick question requires deep reflection, rational reasoning, searching for additional knowledge, and information analysis.
A thin question implies a clear-cut answer (usually "yes" or "no"), whereas a thick question requires deep reflection, rational reasoning, searching for additional knowledge, and information analysis.
Show the participants the table with questions (you can add your own questions there).
Ask each participant to individually create a table of thin and thick questions based on the material/problem related to the session.
Then ask participants to form groups of three or four and give one of the following tasks:
Ask each participant to individually create a table of thin and thick questions based on the material/problem related to the session.
Then ask participants to form groups of three or four and give one of the following tasks:
- Ask participants to ask each other two or three questions from the table. If a participant has difficulty answering, other group members can help them.
- Ask some groups to work with thin questions and the other with thick ones. They should work collectively with the chosen type of questions regarding the problem you are addressing in the session.
- Example: Thin Questions
- Who can help solve the problem of participants being late to training?
- What can help participants come on time?
- When should we agree on the exact meeting time?
- How can we encourage participants who arrive on time?
- Was it clear what time the meeting was?
- Do participants agree with the scheduled time? Is it convenient for everyone?
- Is it true that gathering all participants is necessary to start the program?
- Example: Thick Questions
- Give three explanations why participants find it difficult to gather on time.
- Explain why we need to gather on time.
- What will happen if we do not wait for everyone and start on time?
- What if we exclude latecomers?
- Could there be other ways to allocate time?
- Will strict measures against latecomers be effective?
Note:
In class or training, this exercise can be used at different stages of working with the material:
In class or training, this exercise can be used at different stages of working with the material:
- At the introductory stage, to help activate participants’ pre-existing knowledge.
- At the presentation/instruction stage, to help them absorb knowledge as it is presented (e.g., while reading a text or preparing notes).
- At the consolidation/evaluation stage, to check participants’ level of knowledge and skills: ask them to write down which thick and thin questions remain unanswered, and you will see which aspects of the topic require further attention.
Objective:
To help participants question incoming information and personal experiences in order to reflect on and analyze them.
Number of participants:
1 to 25
Age range:
12+
Duration:
30-40 minutes
How to conduct:
Draw a flower with six petals and write the types of questions on the petals: . Verbally explain what kinds of questions can fall under each "petal."
Discuss examples of each type of question with participants in relation to a given problem.
Discuss examples of each type of question with participants in relation to a given problem.
Examples of questions:
- Simple questions start with words like "what," "when," "where," "how." These questions seek to reproduce facts.
- Clarifying questions start with phrases like "So, you’re saying that...," "If I understand correctly, then...," "I might be wrong, but I think you mentioned...". The purpose of these questions is to clarify information and ensure correct understanding. Sometimes they are asked to get missing but implied information.
- Interpretative questions usually start with "why" and aim to establish cause-and-effect relationships. If the answer is known, it turns from an interpretative to a simple question. Interpretative questions require independent thinking.
- Creative questions contain a hypothesis or a forecast. They might start with: "What would change if...," "What will happen if...," etc.
- Practical questions aim to find the connection between theory and practice: "Where have you seen this in real life?", "How can you apply this knowledge?", "How would you behave in a situation like this?", etc.
- Evaluative questions aim to determine criteria for evaluating or comparing various events, phenomena, facts. Some common structures for such questions are: "How do you feel about...," "What is good or bad about...," "What is the difference between...", etc.
Divide participants into six groups and assign each group one type of questions. You can assign it randomly, let participants choose their group, or use another method. Display the question types on a screen or distribute handouts with question structures.
Each team is given 7–10 minutes to prepare and write down (on separate cards) four to five questions of the type assigned to them. The questions should be related to the issue discussed in the session.
Teams then ask each other questions. This can be done in strict sequence (e.g., team A asks questions to team B, team B to team C, etc.) or in a more open format where all teams can respond. If needed, provide comments on the questions and answers.
Alternatively, you can assign teams to conduct a survey within the group (i.e., each team must collect at least 10–15 answers to each of their questions), create a summary of the responses (how many people answered, what were the standout responses, what was the majority opinion, etc.), and then present the survey results.
This technique can be used to review a large unit or even all the training topics. In this case, participants could prepare questions in advance.
Note:
Depending on experience, teams may need some support. Possible forms of support include: providing not only question structures but also examples on cards; explaining differences between types of questions upon request (e.g., between creative and practical questions); allowing extra practice in forming questions before group work; practicing asking questions to a given answer, etc.
Before the session, you can conduct a creativity exercise. This helps participants to think outside of the box and approach the problem creatively. If questions require specific knowledge, correct mistakes with the help of other participants. When answering creative, practical, and evaluative questions, avoid criticism and encourage diverse and creative responses.
Each team is given 7–10 minutes to prepare and write down (on separate cards) four to five questions of the type assigned to them. The questions should be related to the issue discussed in the session.
Teams then ask each other questions. This can be done in strict sequence (e.g., team A asks questions to team B, team B to team C, etc.) or in a more open format where all teams can respond. If needed, provide comments on the questions and answers.
Alternatively, you can assign teams to conduct a survey within the group (i.e., each team must collect at least 10–15 answers to each of their questions), create a summary of the responses (how many people answered, what were the standout responses, what was the majority opinion, etc.), and then present the survey results.
This technique can be used to review a large unit or even all the training topics. In this case, participants could prepare questions in advance.
Note:
Depending on experience, teams may need some support. Possible forms of support include: providing not only question structures but also examples on cards; explaining differences between types of questions upon request (e.g., between creative and practical questions); allowing extra practice in forming questions before group work; practicing asking questions to a given answer, etc.
Before the session, you can conduct a creativity exercise. This helps participants to think outside of the box and approach the problem creatively. If questions require specific knowledge, correct mistakes with the help of other participants. When answering creative, practical, and evaluative questions, avoid criticism and encourage diverse and creative responses.