What is the difference between Open and Closed Questions

When we consider questioning in our classrooms, it is important to understand the different types of questions and what purposes we use them for.

We frequently ask a variety of questions to our students but we must be mindful of what we are trying to achieve with our questions and the best type of question to ask in order to challenge our students and ensure they reach success.

The two types of questions we use are called Open Questions and Closed questions.

Let’s start with closed questions.

These are questions which usually need a ‘yes’ or ‘no’ answer. They require a 1 or 2 word answer only. 

They often begin with ‘is’, although there are other options.

Closed questions are useful for telling you what students know (or recall). They can also help keep students’ attention.

Here are 2 examples of closed questions:

“There is an equation on the board. 2 + 2. My answer is 5. Is this the correct answer?”

In this example, the teacher uses this question to check that all students have understood how to add together. This is a formative assessment strategy. For more information on what formative assessment is, please take the Planning Lessons to Reach All Learners Course.

“Solange, can you write the title in your book, please?”

This closed question is being used as a behaviour management strategy. The answer is ‘yes’ or ‘no.’ Perhaps Solange has been distracted and needs to focus. This is a closed question that should not be answered, as Solange is expected to write the title in her book.

Closed questions are important in the classroom, but they need to be used sparingly as a quick strategy to recall, measure knowledge or gain attention. This is because closed questions can be frustrating for students, as they do not allow them to tell you more about what they are thinking. 

Open (or open-ended) questions require longer, more extended answers. Unlike closed questions, they cannot be answered by one or two words. This means that students must think more and use their own words. They also might have different answers to each other, which could promote discussion and debate. The questions often begin with ‘how’ or ‘why’.

Here are 2 examples:

‘How are rivers formed?’

Although this question has a specific answer, there will be multiple things for the students to remember. It may take time for students to place these into the right order.

‘Why do you think that physical education lessons are important?’ 

Every student will have a different, personal reason as to why they their sports lessons are important. There will be no right or wrong answer!

There is a place for both closed and open questions in the classroom. Open questions can be scary for a teacher because students might have lots of ideas, but this is a positive thing! It is good to let go of the control of having all the right answers and hear our students’ voices!

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