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 style of questioning strikes a balance between being structurally finished and mentally expansive, Worley suggests, offering educators the benefits of both closed and open-ended inquiries.