ECCAY RESOURCES
Exercise nr. 4
Question Cards
| Minimum number of participants | Average time length | Individual setting | Group setting | Special Equipment | Unit | Online | Challenges / competition |
| 3 or more | 1 h | no | yes | yes | 2, 3, 4 | yes | no |
This exercise has two main aims:
1. To practice on building questions.
2. To help thinking in terms of usefulness. In fact, as we explain in Unit 1, the ECCAY approach focuses on the useful/not useful paradigm instead of the right/wrong paradigm.
In this exercise, the members of the group ask each other questions on different topics.
Questions are randomly chosen from a set of “question cards” created by the group itself, with the help of the facilitator.
The members of the group picking the question card randomly have to ask the question even though they think they are wrong, useless or apparently not connected to the topic.
The members answering the questions have to answer, even though they believe the questions are apparently not connected to the topic. They have to think about possible connections between the question and the topic.
The activity of choosing a question card on a random basis:
a. Helps the person(s) answering to the questions step outside their comfort zone through facing unexpected questions.
b. Helps the person(s) asking the questions reflecting on the idea that there are no right or wrong questions, but just more or less useful questions.
Aim / Benefits
1. Practicing the art of inquiry:
How to create effective, useful and topic-related questions in a Solution Focused way?
2. Developing systemic thinking:
What are the possible connections between the topic and the randomly chosen questions?
By thinking about possible connections, participants will also enhance their creativity skills and their abilities in personal storytelling.
Last but not least, the exercise also offers a playful way to explore topics within the context of the group (or the team).
UNIT(s) related
Why?
The exercise is related to Unit 1, as, by soliciting the groups creating possible connections between the randomly asked question(s) and the topic(s), it facilitates the development of a systemic way of thinking.
It is also related to Unit 2 as it helps experience an alternative way of creating and managing questions.
It can be related to Unit 3, as it shows relationships as mutual influence and cooperative systems. In fact, the activity of answering questions by creating connections between the topic(s) and the randomly asked questions can be cooperative. Also, an answer given by a member can be an occasion for the others to reflect upon themselves, the topic and how it can affect them, as well as the way they usually ask and answers to questions in their everyday lives.
It can be related to Unit 4, as it helps enhancing motivation and cooperation in group.
As we wrote in Unit4: “Our suggestion is to give space to the members’ perspectives, taking time for yourself to listen and for them to express their point of view. In this way, they will feel that you have taken their story seriously and that you respect what they think and feel.”
We also suggest reading the 8 points in the "General tips and tricks for running an SFA-inspired group with youth at risk of social exclusion" section of Unit4.
How to do the exercise
Prepare some blank cards on which the participants can write.
Choose the size you prefer, we suggest a size similar to the one of the playing cards, so they can be easily mixed.
Each participant is given 4 cards and is asked to write down:
1. One topic he/she would like the group to discuss on one card
2. Three questions on the other three cards about that topic (one question per card)
Step 2:
The Facilitator collects the question cards and the topic cards in two different decks.
He/she shuffles the topic deck and draws one card, which will represent the topic that will be discussed explored through the questions.
The facilitator then shuffles the question deck and asks each participant, in turn, to draw a card and ask the question he/she finds written on the card
The duration of the round of questions can be decided together with the group.
For instance, you can decide that the round is completed once all the desk questions are asked.
Alternatively, you can just decide that the round is completed after specific number of questions are asked.
Also, you can decide together with the group how many rounds there will be in the exercise.
We suggest at least two rounds.
The answers can be given by the group as a whole, or by the member that previously suggested that specific theme.
Step 3:
At the end of the second round, discuss how the exercise was perceived by asking questions about what was useful and what worked.
For example:
● Which questions were most useful?
● What did you notice about the type of questions?
● What did you appreciate about the way the questions were asked?
● Are there some questions that you think need to be modified?
● Are there some questions that you think could be added?
You can also explain the different categories of questions described in Unit 2 and help the group cluster the questions asked during the round according to these categories.
Then, you can help the group modify and/or add the questions in the deck according to these categories, in order to have a more SFA-aligned question deck.
The resulting new deck that, in case, will be developed can be used for another round.
Debrief
1. Helping participants discuss about the differences between the way they usually ask questions and the approach they had to use during the exercise.
2. Discussing about the way the questions are created and asked according to the SFA, reflecting upon advantages and limitations each participant (or the group as a whole) see in this new approach.
3. Finalizing the question deck according to the principles of the Solution Focused Inquiry. Such a deck can be used:
a. for future sessions of this exercise
b. as a general tool for group-/teamwork
c. as a strategy for each member, in his/her everyday life.
Specific materials
● Cardstock
● Pens/pencils
Tips and Tricks
In case participants believe the question asked is not connected to the topic, do not force them provide the answer, especially at the end of the first round. Once you explain to them how the solution-oriented questions work, you can solicit them to make a bit more effort in giving answers.
Pay attention to the way you explain the SFA concepts. Try to put them as clearly and simply as possible.
On-line version
Les cartes peuvent être créées sous forme de post-it sur des plateformes comme www.miro.com et www.mural.co.
Une façon de randomiser les cartes en ligne peut être de créer un tableau de type Excel où chaque question est liée à un numéro et de tirer les numéros avec un dé ou en feuilletant les pages d'un livre.
Le groupe disposera alors d'un certain nombre de questions à utiliser.
Print
eccay-curriculum-en.pdf