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| 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.
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