Questioning & Discussions

The three essential skills of questioning, listening and responding are the backbone of discussion-based teaching.

• Questioning – how you launch, steer, and deepen the conversation

• Listening – how you notice what’s said, what’s unsaid, and how it’s said

• Responding – how you acknowledge, redirect, and build on student contributions

Mastering this trio lets you move beyond “Any Questions?” to genuinely participant‑centered learning.

In the case-based classroom at HBS, cold calling is also an integral part of questioning. There is an introduction to this at the bottom of the page.

Questioning

Use Questions Intentionally

Effective case and discussion based instructors don’t “wing it.” They:

• Plan key questions in advance, especially:

  • Opening questions for each discussion segment

  • Probes that target specific parts of the case or analysis

• Draw on a repertoire in real time to:

  • Start a new discussion segment

  • Follow up and deepen analysis

  • Transition to the next topic

  • Rescue a discussion that’s stuck, scattered, or overheated

The "Questions for Case Discussions" tip sheet gives you concrete examples of all of these so you don’t have to invent them on the spot.

Listening

Listen on Four Levels

In a case discussion, you are listening almost constantly. Effective instructors listen for:

• Content – Does this move the analysis forward?

• Tone and emotion – Is the comment tentative, forceful, flat, or energized? Where’s the emotional current you can “ride”?

• What’s left unsaid – Are students avoiding a key issue (e.g., ethics)? That silence is a signal to surface it.

• Disconnects between students – When responses don’t meet each other, pause:

  • “Did she capture your point correctly?”

  • “Are you two talking about the same issue?”

You also teach students to listen by:

• Echoing key points clearly and succinctly.

• Correcting misheard comments gently and having students restate their arguments to each other.

Responding

Respond Strategically, Not Automatically

Your responses—verbal and nonverbal—shape the entire room.

Follow-Up Questions

Follow-up questions are essential for moving beyond surface-level responses and promoting thoughtful, in-depth discussions.

In general, the instructor should engage the student with some follow-up. A lack of follow-up can be ambiguous and may signal to the class that the opener's response was weak or that the instructor is not inclined to challenge students.

Types of Follow-Up Questions

• Pushing Deeper: Ask questions that help dig into the logic and evidence behind a student's point.

• Provoking Debate: Spotlight differing viewpoints to foster a lively discussion.

• Explaining Anomalies: Challenge students to reconcile conflicting facts or outcomes.

The Christensen Center’s Questions for Class Discussions tip sheet provides suggestions on follow-up probes after an opening question.

Cold Calling

The opening cold call is one of the most recognizable hallmarks of case teaching at HBS. After framing the class session, the instructor typically cold calls a student to open the discussion. Many instructors use additional cold calls during the class, especially as a way to encourage deeper student preparation in the age of AI.

Suggested Reading

• The Discussion Teacher in Action: Questioning, Listening, and Response, 1991 by C. Roland Christensen

• With Open Ears: Listening and the Art of Discussion Leading, 1991 by Herman B. Leonard

• Socrates' Legacy: The Primacy of Asking, 2003 by Robert F. Bruner

• Asking Questions, 1993 by Barbara Gross Davis

• Questioning, 1984 by Thomas Kasulis