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All books/Purposeful Nano Classroom Activities for Effective Teaching
Chapter 1284 min read

How Might We

By Vivek M Agarwal•About the Author

Activity illustration

At a Glance

  • Time: 3-4 minutes
  • Prep: None
  • Group: Individual or pairs
  • Setting: Any classroom
  • Subjects: Universal
  • Energy: Medium

Purpose

Reframe problems as opportunities by transforming negative problem statements into open-ended, optimistic "How might we..." questions that invite creative solutions. Use this to shift mindset from problem-focused to solution-oriented thinking.

How It Works

Step-by-step instructions:

  1. Present a problem (30 seconds) - Share a problem statement framed negatively: "The cafeteria is too crowded," "Students don't participate in discussions," "Homework takes too long"

  2. Reframe as HMW (2-3 minutes) - Students transform the problem into a "How might we..." question. The question should be specific enough to be actionable but open enough to allow multiple creative solutions. Generate 2-3 different HMW reframings

  3. Compare and brainstorm (1 minute) - Share HMW questions. Notice how different framings open different solution spaces. Pick the most generative HMW and brainstorm 3 quick solutions

What to Say

Opening: "Here's our problem: 'Our group projects always end with one person doing all the work.' That's problem-focused thinking. Now reframe it as a 'How might we...' question. Instead of stating what's wrong, ask how we might make it right. For example: 'How might we ensure every group member contributes equally?' Try writing 2-3 different 'How might we' reframings. Go!"

During: "Make it optimistic—assume solutions are possible... Make it open-ended—don't embed the solution in the question... Try different angles—HMW from the teacher's perspective? The student's? The system's?... Which reframing feels most generative?"

Closing: "Let's hear your HMW questions. [Students share.] Notice how 'How might we make collaboration more equitable?' opens different possibilities than 'How might we prevent free-riding?' Same problem, different frames, different solutions emerge. This shift from 'what's wrong' to 'what's possible' is the foundation of design thinking."

Why It Works

Language shapes thinking. Problem statements trigger defensive, narrow thinking focused on blame and constraints. "How might we" questions trigger expansive, creative thinking focused on possibilities and agency. The word "might" acknowledges uncertainty and invites experimentation. "We" creates collective ownership rather than individual fault. The question format naturally leads to brainstorming solutions rather than dwelling on problems. This simple linguistic reframe fundamentally shifts cognitive stance from fixed to growth-oriented.

Research Connection: Reframing techniques, particularly those used in design thinking, improve creative problem-solving by shifting focus from problem analysis to solution generation (Brown, 2008; IDEO, 2015).

Teacher Tip

Watch for embedded solutions: "How might we add more time?" That's not an open question—it assumes the solution (more time). Better: "How might we make the existing time more productive?" Teach students to frame questions that don't predetermine the answer.

Variations

For Different Subjects

  • Any Class: "Convert any complaint or obstacle into an HMW question"
  • Real-World Problems: "Climate change, poverty, conflict—reframe as HMW"
  • Academic Challenges: "I don't understand this concept → HMW make this concept more accessible?"
  • Social Issues: "Bullying, exclusion, apathy → HMW..."

For Different Settings

  • Large Class (30+): Individual reframing, then small groups compare and select the most generative HMW
  • Small Group (5-15): Whole-class reframing session with multiple perspectives on the same problem

For Different Ages

  • Elementary (K-5): Simplify to "How can we..." or "What if we..." with concrete, familiar problems
  • Middle/High School (6-12): Standard HMW format
  • College/Adult: Add depth: "Create 5 different HMW reframings from different stakeholder perspectives"

Online Adaptation

Tools Needed: Chat or shared document

Setup: Present problem on screen

Instructions:

  1. Display problem statement
  2. Students type HMW reframings in chat (2 minutes)
  3. Teacher highlights 3-4 different framings
  4. Quick poll: which HMW is most generative?
  5. Breakout rooms to brainstorm solutions to top HMW

Pro Tip: Use Padlet—students post HMW questions, class upvotes the most promising ones

Troubleshooting

Challenge: Students' HMW questions are just reworded problems, not reframes Solution: "That's still problem-focused. Try flipping the perspective: not 'How might we reduce noise' but 'How might we create conditions for focus?'"

Challenge: Questions are too broad or vague Solution: "Add specificity: not 'How might we make things better' but 'How might we improve student engagement in the first 5 minutes of class?'"

Extension Ideas

  • Deepen: After generating HMW questions, prototype rapid solutions: "Pick your best HMW and sketch/describe 3 potential solutions in 2 minutes"
  • Connect: Introduce the full design thinking process: Empathize, Define, Ideate (HMW), Prototype, Test
  • Follow-up: Create an "HMW Board" where students post problems-as-HMW questions; others add solution ideas on sticky notes

Related Activities: Reframing, Reverse Brainstorming, Mashup Ideation