Convergent v Divergent
Converging (closed) questions are those which can be answered with one or two words, generally just ‘yes’ or ‘no’. They are good at establishing facts and forcing choices, but are not effective at creating a proper relationship (Eunson, 2012). Diverging (open) questions cannot be answered with simple ‘yes’ or ‘no’ answers. They are useful for gaining a greater level of knowledge and information, whilst also being good at building relationships. Some issues with diverging questions are time, as it takes longer to answer these types of questions, and the lack of control that the initiator has over the course of the discussion (Eunson, 2012).
Importance for Teachers
Teachers wishing to facilitate classroom discussion should avoid prolonged use of converging questions, as they do not allow for free and open thought. However, it may be essential to use converging questions to establish initial understanding and assessment of student knowledge at the introduction of new units of work. It is necessary for the progression of learning, though, for students to be presented with more diverging questions as their learning progresses. Linking with Blooms Taxonomy, students with a greater level of understanding should be challenged with more diverging questions than students who are of a more basic understanding of the course work.