“What Do You Think of This?” — Why This Simple Question Transforms Learning
Imagine this: A teacher holds up a painting in an art class and asks, “What do you think of this?” A student hesitates, glancing around the room. Another leans forward, eager to share. A third shrugs and says, “I don’t know… it’s just… art?”
This everyday scenario reveals something profound about how we learn. The question “What do you think of this?” isn’t just a casual prompt—it’s a gateway to critical thinking, creativity, and deeper engagement. Let’s unpack why this simple phrase holds so much power in classrooms, workplaces, and even casual conversations.
The Magic of Open-Ended Questions
Open-ended questions like “What do you think of this?” do something closed questions (“Is this painting from the Renaissance?”) can’t: They invite exploration. When students aren’t limited to “yes/no” answers, they’re pushed to analyze, reflect, and articulate their perspectives. Research shows that classrooms prioritizing open-ended dialogue see higher levels of student participation and retention. For example, a 2022 study by the National Education Association found that students in discussion-heavy environments scored 15% higher on critical thinking assessments than peers in lecture-based settings.
But why does this question work so well?
1. It values individuality: When a teacher asks for an opinion, they’re signaling that every student’s voice matters.
2. It builds confidence: Even wrong answers become stepping stones. A student who says, “The painting feels lonely because of the dark colors,” learns to trust their instincts, even if the artist intended something else.
3. It fosters curiosity: Opinions often lead to questions. (“Why does it make you feel that way? What would you change?”)
The Hidden Challenge: Creating a Safe Space
As powerful as this question is, its success depends on context. Many students (and adults!) freeze when asked for their thoughts, fearing judgment or “wrong” answers. A high school teacher in Ohio shared anonymously: “I’ve had students whisper, ‘Just tell me what you want me to say.’ They’re so used to guessing the ‘right’ answer that honest opinions feel risky.”
To make “What do you think of this?” effective, educators must:
– Normalize “no bad answers”: Highlight that diverse perspectives enrich discussions.
– Model vulnerability: Share their own uncertainties (“I’m not sure either—let’s figure this out together”).
– Use scaffolding: Start with low-stakes topics (“What do you think of this pizza?”) before tackling complex subjects.
Beyond the Classroom: Real-World Applications
This question isn’t just for school. Consider how it shapes decision-making in careers:
– A designer asks teammates, “What do you think of this layout?” to spark collaborative problem-solving.
– A doctor says, “What do you think is causing your symptoms?” to empower patients.
– Parents use it to teach kids to evaluate choices: “What do you think will happen if you stay up late?”
In a world where AI can generate essays and solve equations, human judgment and creativity remain irreplaceable. “What do you think of this?” nurtures the skills that machines can’t replicate: empathy, intuition, and nuanced reasoning.
A Case Study: From Silence to Dialogue
At a middle school in Texas, a history teacher experimented with replacing quiz-style reviews with opinion-driven discussions. Instead of asking, “When did the Civil War start?” she asked, “What do you think motivated soldiers to fight in the Civil War?”
The shift was gradual. At first, students offered textbook answers (“To preserve the Union”). But over time, they began connecting history to modern issues. One student said, “Maybe some felt peer pressure, like how kids join gangs today.” Another asked, “Did any soldiers regret it later?”
By semester’s end, class participation tripled. More importantly, students started asking themselves questions: “Why do I think that? What evidence supports it?”
How to Ask Better Questions
Mastering “What do you think of this?” requires intentionality:
1. Pause after asking: Give people time to process. Rushing defeats the purpose.
2. Dig deeper: Follow up with “Why do you feel that way?” or “How would you improve this?”
3. Embrace silence: Comfort with awkward pauses encourages thoughtful responses.
The Bigger Picture: Preparing for an Uncertain Future
Education isn’t just about memorizing facts—it’s about preparing minds for unknown challenges. As author and educator Ken Robinson once said, “The role of a teacher is to facilitate learning, not dictate it.” Questions like “What do you think of this?” train students to navigate ambiguity, collaborate, and adapt—skills critical in a rapidly changing world.
So, the next time you’re tempted to lecture or dictate answers, pause. Ask instead, “What do you think of this?” You might unlock ideas, passions, and solutions you never anticipated. After all, the best learning doesn’t come from being told what to think—it comes from discovering how to think.
Please indicate: Thinking In Educating » “What Do You Think of This