Interviews using Naïve Questions
Conversations with a naïve partner can be an effective means to engage in reflection and identify gaps in knowledge or understanding. The protocol below can be assigned to pairs of students, where the interviewer is pretending to be naïve or is actually naïve (in the case of an independent inquiry project or a lit circle structure); or the protocol can be done at home with a “naïve” family member. While it is good to have a pre-prepared list of questions to start (so students don’t get stuck), it is also good to empower the “naïve” students to make their own follow up questions based on their partner’s responses. Not only is this good practice for interview-based oral exams, but it also helps students appreciate the nuance and complexities of conversation flow and development (which may eventually help the presentation of their ideas in their written and oral work).
Preparation
- Prepare a list of general questions based on the work or body of work being studied (e.g., What is the story about? What seems to be the driving conflict? What character stands out the most and why?)
Process
- Assign students a partner or instruct them to complete the interview with a family member.
- Remind students that while they have a list of suggested questions, this really should be an authentic interview where the interviewer can ask follow-up questions that probe into more detail, elaboration, areas of interest, etc. It might be helpful to watch or listen to an interview as an example (Fresh Air has a large archive with many excellent ones).
- The interview should last for 10-15 minutes.
- Ask students to reflect in their portfolios: What did this process make you realize about the work and your relationship to it? Were there some questions that you found challenging to answer? Why? Did the interview reveal any new insights into the work or lines of inquiry to explore?
Credits
