The $100,000 Question
A Potent Question Creates a Wealth of Learning

by Ken Matthews

It's been almost ten years, but I still remember their faces. I'd just finished teaching the first of a five-part series on I Corinthians to an adult class at my home church. The first session had been a preparatory study titled, "Paul, the Letter Writer." As best as I can recall, here’s how that class ended:

"So, are there any questions?"
No response.

"What do you think of my portrayal of Paul?"
No response.

"Well, OK. I appreciate you all having me here today. We'll let out a little early then and let you get good seats for worship."

A little early? The class filed out at 10:40, and I walked down the hallway scratching my head, wondering if my presentation had really been as sleep-inducing as the thirty or so glazed stares I’d just faced indicated.

As I became a more experienced teacher, I eventually realized the problem was not my lesson’s content; I’d prepared that quite thoroughly. Nor was it in my presentation skills; public speaking comes quite naturally to me. Rather the problem stemmed from my failure to develop thought-provoking questions to stimulate compelling group discussion.

The Importance of Questions

Preparing questions that go beyond the simple sharing of opinions requires the teacher's effort on the part of the teacher. In my ill-fated session on Paul, I'd provided the class with copious information on Paul's background, the occasional nature of his correspondences, and an approach to reading his writings, but I’d neglected to prepare stimulating questions that would spark imaginations and promote productive thinking. Skillful questions open minds to new insights and enable learners to examine subjects in more depth.

Developing Compelling Questions

When developing questions, keep these considerations in mind:

State questions simply.
Questions should have one focus. When questions become too lengthy, learners may not know what you are asking. If a question cannot be stated simply, it may be trying to do too much. Read the question thoroughly and see if it can be broken up into two or more questions in which each has a more narrowly-defined focus. For example:

"Paul’s encounter with the risen Lord on the road to Damascus created a state of cognitive dissonance. What impact did this have on his understanding of Torah and its role in Jewish/Gentile relations within nascent Christianity?" (huh?)

Notice how splitting this overgrown question into two simpler statements provides clarity:

"How did Paul’s conversion affect his understanding of Torah?" (Question 1)

"Did Paul think observance of Jewish law was a requirement for Gentile converts?" (Question 2)

Avoid questions that are too vague or abstract.
While exceedingly complex questions attempt to do too many things, vague or open-ended questions don’t do enough. These are questions that appear to have no answer or are so abstract they’d require a lifetime to ponder. Make sure the question has a clear focus.

“What is the meaning of life?” (too abstract)

“What single thing are you most passionate about?” or
“What do you do that brings purpose and meaning to your life?” (more focused)


Yes-or-No questions close off discussion.
A skilled salesperson knows to avoid asking Yes-or-No questions.

“So Ms. Watkins, are you ready to drive home in that new Mustang today?”
“NO.”

An inexperienced salesperson learns quickly (or they won’t last long) not to pose questions that can be answered with a simple “no.” Of course, Ms. Watkins could have answered “You bet! Where do I sign?” but the savvy salesperson knows it’s too risky to hand the customer an easy out. Unless he or she is the master of overcoming objections, the pitch to Ms. Watson is over, and she will drive away in her dilapidated Taurus.

The same principle applies to teachers. Yes-or-No questions can kill discussion.

"So are there any questions?" (No)

"Let’s hear from some of you. What are some things that come to mind when you think about Paul?" (Everyone has something to say about Paul!)

The best questions are both specific and open-ended.
A question can be specific yet also open-ended in the sense that it contains implicit boundaries but does not define what the response should be.

"What do you think of my portrayal of Paul?" (too vague)

"How do you think Paul’s connection to Pharisaic Judaism influenced his writings?" (frames the question without necessitating a particular response.)

Develop a strong mix of questions.
Recent research indicates that individuals learn in a variety ways. Many people are thinkers, and learn best by processing information. Some draw more on their feelings, while others rely heavily on personal experience and reflection. Then there are doers, those who learn by participation in some activity related to the subject. Teachers should be attuned to this diversity and develop a set of questions that engage all types of learners.

Test the questions by attempting to answer them yourself.
Before using questions in the classroom, try answering them yourself, or have a close friend or relative do so. This process will help hone the questions and make them more focused.

Formulating compelling questions takes a conscious effort, but the extra work makes the difference between ones that fall flat and draws empty stares and ones that produce inquisitive looks that lead to fresh insight.

Ken Matthews has over ten years experience in Christian education and church leadership. He has a BBA in Computer Information Systems from Georgia State University, and is also a graduate of the Candler School of Theology at Emory University in Atlanta where he received a Master of Divinity. Ken is an avid reader, and also enjoys running and writing fiction.