This grammatically closed but cognitively open style of questioning, Worley argues, "gives [educators] the best of both worlds: the focus and specificity of a closed question (this, after all, is why teachers use them) and the inviting, elaborating character of an open question".
This structurally finished but mentally expansive style of questioning, Worley claims, "provides [educators] with both extremes: the precision and distinctness of a closed question (as teachers indeed utilize them) and the engaging, elaborating nature of an open question".