Grace Peters

Readers of this website will know that I have my doubts about the idea of multiple conversations going on while a speaker is presenting. (See, for example, Twittering in the classroom: some issues).

However, I like to keep an open mind, and in this article I look at the case for students doing this so-called "back-channelling", in the form of an interview. So, what is back-channelling, and how useful might it be in the classroom? Elaine and Terry Freedman talk to Grace Peters, a Grade 12 student in Canada, about her experiences.

Terry: Your mum told me that you took part in a multi-conversation experience during a talk. Can you tell me what went on?

Grace: Well, my mum and I had discussed a maths class in which we all had our laptops open. The teacher sometimes went too fast, or assumed we understood a concept when really we had never been taught it before. Using MSN and Google Talk, I was able to clarify a lot of topics and problems, with students sitting right next to me, without interrupting the teacher.

This also helped in classes like Physics and Chemistry. It was nice to be able to send a doc, say of a graph, with an explanation at the bottom just to make sure everyone was on the same page.

Elaine: That's a very good idea . But how did you clarify issues using MSN and Google Talk at the same time?

Grace: I think after using computers for a little while you get used to multi-tasking, typing as fast as you think, and even being able to type down a lecture as it's being told to you. So while he taught a lesson, it was simple to go back and roughly do an overview when it was needed.

Elaine: Who clarified the issues: teacher or another student?

Grace: Another student. While the teacher is teaching, especially in a class with students who are learning at different levels, students at around the same level would talk to each other during class and back-up each other's knowledge without holding back, or being too complicated for the other students

Terry: Isn't there a danger that all the students could be having the same misconception?

Grace: Really, it did enhance what I learnt. I got to be a teacher to other students and I got to listen, and was able to ask help from a friend when it's sometimes harder to ask the teacher to go back

There is a danger that all the students could be having the same misconception, and that's why people talk to each other. I know at one point in time I had windows popping up from the entire class (of 8) asking what the teacher meant. When this happens, it's valid to ask the teacher to review the topic or concept once more with another explanation or example.

Terry: does that mean that there is less teacher-student interaction than there used to be? ie the lesson is more like a lecture?

Ah, so it's a small class. Do you think the ideas is scaleable, ie would it be workable with a class of, say, 30? If not, what would u say is the max, and why?

Grace: It depends which class, of course. But the classes in which these conversations happen are usually during the times when the teacher is treating the class like a lecture.

Terry: Yes, that would make sense. Some of these points are Elaine's, by the way. We are having a conversation about it.

Grace: The bigger the class the less communication, actually. But at the same time a lot more. Fewer people are connected, but there is more talking between the people who are in contact with each other. This is only because there's a lot more points of view.

Terry: I’m not sure what you mean, sorry.

Grace: Being an ex-tutor to not only kids with learning disabilities, but also some of the most studious, it's obvious to see that everyone has a different way of learning. It's nice to find someone in the class to relate to, to discuss with.

Terry: Right.

Grace: Sometimes the teacher just doesn't know how to reach a student, when all they need is a good friend to help them out.

Terry: Right.

Grace: It almost boosts morale for education's sake.

Elaine: Are these school laptops or own laptops? Is there an issue about equal opportunities? eg some may have fast laptops, some may have no laptops.

Grace: In my situation, the grade 12 program at my school required each student to own their own laptops.

Terry: What is Grade 12? Were you given a minimum spec? What if someone's parents couldn't afford a laptop? What about security, eg from being mugged on the way home or having your laptop stolen? Was technical support provided by the school?

Grace: Grade 12 in Montreal is a huge deal. Usually in Quebec we graduate from high school at grade 11, after having done 5 years. After high school, people usually start 'CEGEP' which is a form of college before University. But, everywhere outside of Quebec high school ends at grade 12. After that, university. So kids with the ambition to go to university outside of Quebec have the option of paying a ridiculous tuition fee to be admitted into one of the few, very few, grade 12 programs. My school happens to provide such a program. If you can afford to pay the tuition for your kid to attend the school, you can definitely afford a laptop for them. Security came with the purchase of this said computer, no problem of the school's. There was both PC and Mac support in the school.

Terry: 'CEGEP' = ?

Grace: Collège d'enseignement général et professionnel,

Terry: What about mugging? The school was a private school then, of course

Grace: no gets mugged in broad day light around the neighbourhood my school's in. Canadians are a real friendly bunch.

Grace: Yes, it was private.

Terry: Don’t you think that talking while the teacher is kind of rude?

Grace: Well that's the thing. The teachers actually encouraged us to use our computers for notes and to talk it over so they could get as much information covered as possible.

At first we only took notes and reviewed later, but then we'd start questioning what to write as notes, like which parts were important. This lead to just light discussions during class time.

Terry: Did they ever look at the notes to try and gauge students' understanding?

Grace: No. My past year was really treated like I was in University. I took all University classes, and self taught myself from notes and had help from friends in class about the material.

Terry: Light discussions? Presumably this process helped to develop people's note-taking skills then?

Grace: It did when notes were required. Mostly in maths there'd just be questioning about where he's getting numbers from, how he could skip a step, but in physics, much more about the notes.

Terry: I will need to look over the transcript, think about it, and ask more Qs possibly. But let me try to summarise something here, and then ask your opinion on

Grace: sure

Terry: It seems to me that a large part of the reason that this process worked so well was that all the students were motivated, intelligent, in private education (which brings pressure to do well in itself), was able to afford laptops, and could be trusted to be sensible.

Grace: All of the above, yes

Terry: In other words, it wasn't just the MSN etc that made it successful, but all these other factors too.

Grace: For sure. But it did raise the understanding in class noticeably enough for me to have this interview.

Terry: So my Question is this: in your opinion, how could the successful use of MSN etc be transferred to, if you like, more typical situations. In other words, how could a teacher in a typical State (Public) school achieve the same sort of thing?

Grace: Without laptops?

Terry: Well, maybe school laptops. But I'm trying to tease out: what were the key factors for success, or will this only work with, for want of a better term, rich kids?

Grace: Key factors might include some form of motivation for getting a more in-depth education. Like self-tutoring without having to have so much extra studying. Also, some means of communicating with someone who understands your learning methods, without disturbing the rest of the class.

Terry: Hmm. In the UK we are very big on personalised learning and inclusion. do you know what they mean, those terms?

Grace: Where learning is every student for themselves?

Terry: Personalised learning = teaching methods and even content geared towards each individual student's needs; inclusion = no student left out of the learning process.

You can see that those terms are pretty much two sides of the same coin.

So I have this question:

Do u think this back-channelling idea could be a way of promoting/enhancing personalised learning and inclusion?

Grace: For sure. It does promote finding your own way of learning and helps you manipulate it to get you the best education. It's really a pity I didn't start with this sooner.

Terry: Really? that's an interesting observation. the "starting sooner" bit I mean.

Well, thank you for your time and for being so generous with your answers.

Grace: Thank you kindly, sir. Take care of yourself and your wife.

Grace Peters is a Canadian university student studying neuroscience at Brock University, as she wants to become a specialized doctor. She enjoys traveling and exploring cultures that lead her to write various friends around the globe.

What do you think? Please leave a comment.