No-oriented question in pedagogy
This article is about a format used within an exposition for the explainer to get feedback from the learner(s), and/or for learner(s) to self-assess.
View list of in-exposition feedback formats | View summary table of learning techniques (not limited to in-exposition feedback formats)
Definition
The no-oriented question is a negotiation technique popularized by Chris Voss, that suggests framing questions in a way where the "no" answer translates to the outcome the question-asker would prefer. This has the purported effect of increasing the likelihood of getting a genuine answer that the answerer is likely to stick to, as well as getting more insight from the answerer where needed. In particular, no-oriented questions prompt somewhat deeper reflection on the part of answerers, make answerers feel more comfortable providing difficult or critical feedback, and reduce the problem of counterfeit yeses where people say "yes" just to stop being badgered and in order to keep going.
Applied to the pedagogical context, the no-oriented question can be used by explainers when checking in on learners on how well they think they have understood a topic, as well as by learners when asking themselves during self-learning or asking each other during group learning. Thus, instead of asking does this make sense? the no-oriented version would be is this confusing?
Learning contexts
No-oriented questions can be used in synchronous contexts such as in-class explainer exposition and one-on-one tutoring.
They can also be used text exposition and video exposition. In the context of video exposition, the no-oriented question could be used for interactive prompts, either in isolation or before diagnostic questions.