The power of open-ended questions

• Tip 1: know the difference between different types of questions

  A closed question checks facts, elicits a short answer and is often directive. Think of questions such as: how much time did you spend on this assignment? When did you first notice this issue? Who have you already spoken to about this? These kinds of questions don't always encourage an open conversation, but they do have a place in certain contexts. If a student finds a topic emotionally difficult, for example, closed questions can work well as a way to start the conversation. However, they don't often prompt reflection.

  If you want to create more room for dialogue, choose open questions instead, such as reasoning questions. These encourage the student to think through their reasoning, for example about how to approach a problem or the reason behind a choice. Or use self-regulation questions, which are about how the student manages their learning process, such as 'What do you do when you no longer understand something?'

• Tip 2: clarify the goal

  Where possible, beforehand determine what you already know about the student and decide which topics you want to cover. Sometimes a student comes to you unannounced and there's no time to prepare. Either way, it's important to put the student at ease and discuss expectations for the conversation, both yours and the student's. This way, the student takes an active role from the start. Also make clear what the goal of the conversation is, that it's confidential, and how long it will take. In a one-to-one conversation, avoid sitting directly opposite the student; sit at an angle instead. This gives the student room to make eye contact whenever they want to.

• Tip 3: ask about facts, feelings, goals and consequences

  Want to help a student reflect on, for example, procrastination? Korthagen (1997) distinguishes four types of questions:

  • questions about facts ('How many hours a week did you work?');
  • questions about feelings ('How does this make you feel?');
  • questions about goals ('What do you want to achieve this year at the very least?');
  • questions about consequences ('How many credits have you earned?').

  Don't judge or interpret at this stage. It's only about observing and naming what's going on, so that you and the student get a clear picture together.

• Tip 4: leave OMA at home and use LSD

  Use the Dutch mnemonics LSD and OMA to help you remember this. LSD stands for luisteren, samenvatten, doorvragen (listen, summarize, ask follow-up questions): occasionally repeat what the student tells you in your words, to show that you're listening. OMA stands for oordelen, meningen, adviezen (judgements, opinions, advice): leave these at home. It's not up to you to form an opinion about the student's situation, but up to the student themselves. Throughout, stay OEN: open, eerlijk, neutraal (open, honest and neutral). This helps the student reach their personal solution.

• Tip 5: ask follow-up questions and allow silences

  Asking follow-up questions shows the student that you're listening, and it helps bring more information to light when they don't share everything straight away. Don't be afraid of silence either. Allowing a silence can feel uncomfortable at first, but it works well: it gives the student room to think, and they'll often share more of their own accord. For you, a silence is also a moment to think about your next question.

• Tip 6: explore the future vision before looking for solutions

  A student who realizes something isn't working doesn't automatically feel responsible for it. Before looking for solutions, it's therefore worth getting the student to think about where they want to go. Ask, for example: 'What's your dream, what do you want to achieve?' and 'When will you be satisfied?' Be careful not to jump in with advice yourself; the student's perspective is central.

• Tip 7: close with a concrete action plan