#9: Determining the Right Type of Questions to Ask
“The outcome for program development and Instructional Design is much richer when we change the nuances of the questions asked.”
Click below for our free PDF “Thick vs Thin” Activity Sort
At the start of the academic year, there is often palpable energy around the new start. Whether it is new initiatives rolling out, units of study that are being evaluated and revised, or new programs that are in the planning stage, a new year often brings about an energy that is full of optimism.
As I was reflecting on the journey which often unfolds over the first 2 months, I was reminded of the importance of not being afraid to start the conversation with the “Why” and having the end in mind from the very start. Often at the start of the year, questions that ask the purpose of new programs or the ‘why’ behind new initiatives, can be seen as unsupportive or having negative energy. However, when we are open to reframing the conversation and starting with the why, the outcome we are seeking often becomes richer.
Program development is not a sprint, it’s often a marathon with several check-in stations along the way. During a marathon, check-ins serve 2 purposes: to clock your progress and provide aid as needed to ensure a runner’s success.
Starting the year with the ‘Why’ ensures that we are keeping pace and stocking our check-in stations with the tools that we need so that the program successfully crosses the finish line.
With that reflection in mind, I wanted to craft a new 4-part blog series around these ideas:
Looking at the type of questions we ask during Program Development
Using the model Backwards Planning for Instructional Design
Providing a specific example demonstrating how Backwards Planning and Intentional Questioning impacts success
How these skills impact organizational growth and leadership
Let’s dive in and get started by looking at the questions that are often asked at the start of any new initiative!
What is the difference in the type of questions we ask?
To begin, we have to understand the type of questions we are asking. Research has shown that all questions we ask can be sorted into 2 categories or types of questioning: “Thick” vs “Thin” types of questions.
#9:
Determining the Right Type of Questions to Ask
Try it out: A fun exercise to do is just write down 10 questions that come to mind at this point. Next, put 2 headers at the top of the page: Thick/ Thin and sort your questions. How might you sort your questions if you had to place them under these 2 headers: ‘thick’ question vs a ‘thin’ question? Which ones feel thick? Which ones feel thin? What do you notice that all the questions in a specific category have in common?
‘Thin’ or ‘closed’ questions are ones that are very direct and easy to answer. The answers are generally easy to find whether it’s common knowledge or a quick google search, and generally there is a sense that there is 1 specific or ‘right’ answer. Often these types of questions answer ‘how/when/where/ what/ who/ how many’. They often focus on details and can help make sense of the bigger picture. While they they are important and play a role in program development, they are not the questions we want to start with.
‘Thick’ or ‘open’ questions are ones that aren’t so easy to answer. These questions are ones that dive deep into a concept, make connections between ideas, and deal with complex relationships. These types of questions often begin with ‘Why?/What if…?/ I wonder…./ What might happen….
They generally ask us to infer, evaluate evidence, critically think and analyze what we know, draw conclusions as we make connections and then be able to apply those thoughts and ideas throughout a variety of contexts. Due to the amount of analytical and critical thinking required, these answers can’t easily be googled and there is never just one correct answer. In fact, the more people part of the process, the more likely you are to have a variety of answers. These are the types of questions that programs should begin with.
Questions Commonly Asked During Program Development/ Instructional Design
Often when we think about program and instructional design, I hear a lot of ‘thin’ or ‘closed’ type of questions asked at the beginning. Many involved in the process feel bound by tight constraints such as:
time
financial resources
human capital
scheduling
having a heavy work load already, etc.
Therefore, ‘thin’ or ‘closed’ questions are generally the type of questions individuals jump into to expedite the development process.
While these questions are important and have a place, starting with the specific details of the surrounding ‘who/what/when/ where/ how many’ keeps many at a surface level. While there may be a general idea and understanding of what the topic/ expectation is, the depth of understanding, the “WHY” where the deeper understanding and shared vision is crafted is often overlooked.
This goes back to the value that Backwards Planning brings. See our blog post here if you’re not familiar with this idea.
How can we turn some of those initial ‘thin’ or ‘closed’ questions into ‘thicker’ questions?
What if the initial questions that were asked during the start of Program Planning moved from the specific details, to questions that helped develop deeper understanding? What if the questions initially asked could provide a roadmap for both strategy, clarity, and build trust on the team at the same time?
What if these questions that were initially asked were reframed to be something such as:
Just by tweaking the initial questions, idea generation is able to increase. By rephrasing questions, multiple perspectives are encouraged. As voice is being given, new connections are made. Creative thinking is encouraged and consequently more ideas and solutions are able to be laid on the table for discussion and evaluation.
What is the Outcome when Reframing ‘Thin’ Questions to ‘Thicker’ Questions?
The outcome for program development and curriculum design is much richer when we change the nuances of the questions asked.
By asking those ‘thicker/ open questions’ we challenge assumptions which allows us to be better informed
This in turn encourages better decision making; multiple perspectives are explored and potential solutions that might be missed are uncovered
Consequently, creativity and innovation are given space to flourish
As a result, programs and teams move beyond the surface and delve deeper into their understanding, ultimately creating more effective and impactful programs
In conclusion, both ‘thin/ closed’ and ‘thick/ open’ questions play vital roles in program development, each serving a distinct purpose. Thin questions provide clarity and specific information, while thick questions foster deeper exploration and critical thinking. Recognizing the intent behind the questions being asked is essential. By balancing these questioning strategies, it can be assured that all aspects of program development are thoroughly addressed.
