How ‘Would You Rather’ Questions Can Support Higher-Order Thinking

Most people are familiar with the game “Would You Rather” (WYR), sometimes called “This or That.” In it, you’re given two options and must choose one—for example, “Would you rather eat pizza or tacos every day for dinner?” It’s fun and fairly simple, often used in classrooms as a brain break. But it can also serve a purpose for learning. By playing this game with upper elementary students and requesting an explanation for their answers, you can move basic questions up the Bloom’s Taxonomy ladder, supporting higher-order thinking. Making your questions pertinent to classroom content further raises the bar, in any subject area, offering an engaging way to introduce concepts, check in during a lesson, or assess students’ understanding at the end of a unit.  

MATH

A math class often begins with a warm-up or bell ringer. You can use WYR at this time to determine students’ prior knowledge of the content. When beginning a unit on the metric system, asking, “Would you rather run 10 meters or 10 yards?” can help you determine which students have experience with this system. During class, you can pose a question to an individual or small group of students, such as, “Would you rather use multiplication or repeated addition to solve this problem?” 

Higher-level thinking comes with the follow-up question, “Why?” At the end of a unit, say, “Beth is asked to babysit for four hours. She is being offered $12 an hour to babysit two children or $25 per child for the entire time. If you were Beth, which would you rather?” Next, add, “Be sure to explain your choice and show your work,” requiring students to mathematically defend their choice. For ready-made prompts, I visit the website Would You Rather Math helpful.

LANGUAGE ARTS

WYR is effective in language arts. You can use it before reading, to gather information about the reader or their background knowledge (e.g., “Would you rather read a book digitally or a traditional physical book? Tell us more,” or, prior to Charlotte’s Web, “Would you rather care for a pig or a spider? Why?”).  

Throughout reading instruction, you can use WYR to help students compare characters and their motivations or other story elements. “Would you rather be friends with Ron or Hermione?  Be sure to use text evidence when explaining your choice.” This question requires higher-level thinking, asking students to evaluate what makes a good friend, then match friendship traits that are important to them with one of the characters. In order to provide evidence, students must analyze the text to find examples of words or actions that support their idea about friendship. 

You can also use WYR as a post-reading assessment. For example, “Would you rather change the setting of this novel or the solution? Give two or three reasons to support your choice, and discuss how the change would affect the story.” 

Even writing instruction pairs with WYR, adding a fun social element to writing and revising. Students struggling to come up with an idea can poll each other: “Would you rather read about soccer or pandas? Why?” And it can help reluctant revisers and editors. I encourage my students to use WYR during peer revision: “Would you rather I had my main character say _____ or _____ at this part of my piece? Would you rather this ending or that ending? Would you rather a period or an ellipsis at the end of this sentence?” 

When students use WYR questions accompanied by a follow-up question, they get suggestions and more meaningful feedback. When it comes from a peer, they value that feedback even more.

SCIENCE and SOCIAL STUDIES

Those who teach science or social studies can incorporate WYR. Prior to an experiment or unit, you might ask, “Would you rather be able to camouflage yourself to your surroundings or run 15 mph? Would your answer change if we added ‘on the savannah’ to the end of the question, or ‘in the forest’?” 

During research, you can use WYR to demonstrate what information students have learned (e.g., “Would you rather live in an area prone to hurricanes or tornadoes? Create bullet points and be ready to discuss.”). And again, you can use WYR as an assessment: “Would you rather witness the Boston Tea Party or Paul Revere’s ride? Explain your choice. Be sure to give at least one reason why you did not choose the other option.”

ELECTIVES and SUPPORT STAFF

In art, students can compare mediums, artists’ work, or artistic styles using WYR. In music, they can compare instruments, composers, sounds, or genres. And in physical education, positions played (first base or outfield), rules (delay of game or play on), or nutrition (Gatorade or soda).  

Even school counselors can use WYR to help students choose a preferred coping strategy (e.g., “When feeling stressed, would you rather listen to music or take a walk?”) or become self-aware (e.g., “Would you rather take a written test or give a speech in front of the class?” or “Would you rather a handshake or a no-contact verbal greeting?”). 

ADAPTATIONS

You can vary the way you extend WYR questions. To improve conversational skills, group students with peers who selected the same answer, and ask them to provide evidence and support their opinions. Meeting with others who choose the same response can validate students’ thinking. Have students listen to the “other side” and defend their choice based on those students’ contributions. Doing so helps students build arguments and learn debating skills as they propose rebuttals. 

Allow students to change their opinions, as doing so invites them to practice comparing and evaluating evidence. When used with intention, this technique gives students some control, as either option is acceptable as long as they can defend their opinion.  

Providing reasons, evidence, and explanations for a preference takes WYR beyond its often simplistic form, involving deeper thinking and evidence-based responses. I’ve found WYR an easy way to incorporate higher-level skills into any subject and any part of a lesson.