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QUESTIONS FOR DISCUSSIONS:
Roland Christensen Center for teaching and learning
Harvard Business School:
Mastery of questions is one of the hallmarks of case method teaching. Harvard business
School teacher and preeminent teacher C. Roland Christensen missed the art of questioning so
important that he once described case method teaching as “the art of asking the right question
of the right student, at the right time, and in the right way.” The "right" questions promote
learning and discovery, spark student interest, and generate dynamic discussion.
The questions themselves cannot exist in isolation, but are part of the basic triad of
questioning, listening and respond. Asking a question involves active listening and thoughtful
response, often in the form of another follow-up question or probe. Good questions take into
account the specific audience (what are the needs, interests and abilities of the students?), the
pedagogical objectives of the class (What are the key learning objectives? Why should students
careful?), and the content and lesson plan (What features of the case are relevant, surprising,
confusing, etc? How is the material sequenced?). Whether it requires analysis, encourages
discussion, or solicits recommendations for action, a question is most effective when it fits the
needs of a specific classroom context and helps guide students individually and collectively
toward discovery and learning.
This resource document provides sample questions that have been particularly helpful in
various scenarios that occur frequently during a case method discussion. This organized into
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four main categories, reflecting the four main ways in which a discussion united states leader
questions.
Start a discussion pasture: frame the students' approach to the case by asking for evaluation,
diagnosis, or recommendation of a course of action.
Follow-up: Respond to student comments by probing for more depth (drilling down), opening
the discussion to more participants (moving laterally), or asking
generalization/reflection/synthesis (link).
Transition: join the current pasture with the next discussion block, which can include checking
student understanding before continuing.
Managing special challenges: responding to the contributions of students who have the
potential to derail discussion, such as when a comment is tangential, long-winded, incorrect,
confusing, inappropriate or offensive.

Unformatted Attachment Preview

QUESTIONS FOR DISCUSSIONS: Roland Christensen Center for teaching and learning Harvard Business School: Mastery of questions is one of the hallmarks of case method teaching. Harvard business School teacher and preeminent teacher C. Roland Christensen missed the art of questioning so important that he once described case method teaching as “the art of asking the right question of the right student, at the right time, and in the right way.” The "right" questions promote learning and discovery, spark student interest, and generate dynamic discussion. The questions themselves cannot exist in isolation, but are part of the basic triad of questioning, listening and respond. Asking a question involves active listening and thoughtful response, often in the form of another follow-up question or probe. Good questions take into account the specific audience (what are the needs, interests and abilities of the students?), the pedagogical objectives of the class (What are the key learning objectives? Why should students careful?), and the content and lesson plan (What features of the case are relevant, surprising, confusing, etc? How is the material sequenced?). Whether it requires analysis, encourages discussion, or solicits recommendations for action, a question is most effective when it fits the needs of a specific classroom context and helps guide students individually and collectively toward discovery and learning. This resource document provides sample questions that have been particularly helpful in various scenarios that occur frequently during a case method discussion. This organized into four main categories, reflecting the four main ways in which a discussion united states leader questions. Start a discussion pasture: frame the students' approach to the case by asking for evaluation, diagnosis, or recommendation of a course of action. Follow-up: Respond to student comments by probing for more depth (drilling down), opening the discussion to more participants (moving laterally), or asking generalization/reflection/synthesis (link). Transition: join the current pasture with the next discussion block, which can include checking student understanding before continuing. Managing special challenges: responding to the contributions of students who have the potential to derail discussion, such as when a comment is tangential, long-winded, incorrect, confusing, inappropriate or offensive. Name: Description: ...
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