J. Dillon, in his essay “Questioning” describes the benefits
of open-ended questions and asserts that they allow for a wide-range of
responses and provides an opportunity for the person answering them to tell the
coach what he or she is thinking, speak freely on the topic, and share more
than just the facts. At the same time, the tutor asking the question can gather
information about the tutee’s agenda, clarify their understanding of what is
being discussed, and connect with the tutee better. He also states that a successful tutor must understand the
tutee’s mission, vision, and beliefs surrounding their strategies and behavior
within their work (301). This
could be much better achieved by, according to Barbara Duch, motivating students
to become actively engaged and stimulating them to think about their work. (48).
In
her article, “Open-Ended Questions Stretch Academic and Social Learning,” Paula
Denten speaks to how Open-Ended questions can be used to stretch a student’s
curiosity, reasoning ability, and independence. She states that these types of
questions could elicit fresh ideas and insights and enable teachers and
students to build knowledge together. She finds this preferable to asking “closed-ended”
questions which might only provide limited and often predictable responses (1).
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