Questions for Class Discussions
C. Roland Christensen Center for Teaching and Learning, Harvard Business School
Proficiency in questioning is one of the hallmarks of case method teaching. Harvard Business
School professor and preeminent teacher C. Roland Christensen considered 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, pique student interest, and yield dynamic discussions.
Questions themselves cannot exist in isolation, but instead form part of the basic triad of
questioning, listening, and responding. Asking a question entails active listening and a
thoughtful response—often in the form of another question or follow-up probe. Good questions
take into account the specific audience (What are the students’ needs, interests, and abilities?),
the pedagogical goals of the class (What are the key learning objectives? Why should students
care?), and the content and class plan (Which case features are relevant, surprising, confusing,
etc.? How is the material sequenced?). Whether it calls for analysis, encourages debate, or
solicits recommendations for action, a question is most effective when it fits the needs of a
specific class context and helps guide students individually and collectively towards discovery
and learning.
