Professors Rory Bahadur and Kris Franklin offer exciting new insights on how to augment student learning through structured, sequenced inquiry

Designing Directed Questions: A Conceptual Blueprint

57 Pages Posted: 17 Sep 2025 Last revised: 15 Oct 2025

Rory D. Bahadur – Washburn University – School of Law

Kris Franklin – New York Law School

Abstract

This article offers a practical and conceptual guide to designing Directed Questions (DQs)—a pedagogical method that transforms law school teaching by replacing traditional case briefing with structured, sequenced inquiry. Building on earlier work that introduced the DQ method, the authors now unpack the architecture behind effective question design, showing how DQs can scaffold student learning, promote metacognition, and foster inclusive classroom environments. Through a conversational yet technically grounded blueprint, the article outlines key principles such as backward design, cognitive chunking, and calibration prompts, and illustrates their application with detailed examples from Torts, Contracts, and Civil Procedure. The authors argue that DQs are not merely a teaching tool but a pedagogical stance—one that centers transparency, equity, and intellectual resilience. This piece invites law faculty to experiment with DQs in their own courses, offering a replicable framework for crafting rigorous, student-centered learning experiences.

Suggested Citation:

Bahadur, Rory D. and Franklin, Kris, Designing Directed Questions: A Conceptual Blueprint (September 07, 2025). Available at SSRN: https://ssrn.com/abstract=5454174 or http://dx.doi.org/10.2139/ssrn.5454174