Backchanneling. Can we hear them all?

Delivering personalised learning through online teaching. part 2

In the previous post, we discussed why we should not silence our students. But we didn’t discuss the dangers of allowing all students to speak in a face-to-face classroom. If pictures could speak, here’s one!  

 

This is a good example where technology scores over face-to-face classes; where technology does what a teacher cannot do - backchanneling. 

Backchanneling gives us feedback on our classes. Take a look at my previous post for backchanneling where we discussed how backchanneling can be built into live lectures.

In this post, we’re going to look at how additional web 2.0 tools can be used to facilitate backchanneling, or allowing all students to speak in the classroom. 

In a typical classroom, the teacher stands in front of the class and teaches. She/he goes on and on. She/he looks out for backchanneling – some students nod, some nod off 😉 some smile, some doodle, some stare, some keep looking at you earnestly, some fidget, some look surprised,…

At some point, the teacher pauses, and poses a question. She/he calls students who raise their hands. They respond. Satisfied, the teacher continues. Or, not satisfied, the teacher makes a course correction. 

But is this enough? Does this mean we heard from all students? 

I’d like us to think about the students who are shy to speak, who take time to understand, who are intimidated, who don’t have the language to speak, who understood it differently, as well as students with disabilities.  

And, many times, as teachers we cannot let everyone speak, due to lack of time.

By using backchannel tools in your lectures, you collect feedback from all students. You let all students speak; give everyone a voice. 

Whenever they are ready. And about anything that crosses their minds. 

This helps you modify and strengthen your lectures. This is a clear example for what I've earlier referred to as "what the teacher cannot do, technology does".

Backchanneling tools can be used in face-to-face classrooms too. However, here we'll talk about web 2.0 tools that can be used along with live video classes to facilitate backchanneling. Every time you chunk your lecture, use these tools to give your students an activity to complete. Or a question to answer.

Tool type 1: The first type are tools that allow you to ask students quick questions. You ask short questions or multiple-choice questions, and expect a quick and short response from your students. Examples are Mentimeter and Kahoot. Both these allow your students to respond to multiple-choice questions using their mobile phones and you can view the results immediately.

Once you create a question on Kahoot and present it to the class, this is what you see on your screen:

 

Students are asked to log into kahoot.it and enter the pin. They see this on their phone screens

 

So, they read the question and options on your scree and answer by choosing the right box on their phones. 

Mentimeter works along the same lines. 

Now, if you don’t want to move out of the videoconferencing tool you use, Zoom and Google Meet have poll functions. Use them. PowerPoint allows you to embed polls through PollEverywhere. These can also be answered using students’ mobile phones.   

 

 An example for a poll I conducted while presenting using PowerPoint during a webinar 

Interspersing your lecture with polls helps you “keep an eye” on student learning.

Tool type 2: These tools admit longer answers from students. They can also be used for other tasks in addition to answering teacher’s questions.

My first tool is the Padlet. We discussed Padlet in an earlier post. Please visit for an example.

For example, after a 15 – 20 minutes talk, ask each student to jot down what they understood on Padlet. Or pose a question on Padlet and ask them to answer it. Ask students to look at each other’s responses and comment. Ask students to share digital resources related to your lesson on Padlet. Padlet also allows anonymous responses. As you can see, there’s a lot you can do with Padlet.

Take a look at another tool, answergarden Like they say, plant an answer and watch the garden grow.

Click on the link above, go to the site and search for 1278762 on the search icon on the top right-hand corner. The question you see there was created for a lesson on G B Shaw. The answers you see are in word clouds, submitted by a group of webinar participants. The ones in the largest font are the most-repeated responses. The size of the word tells us how frequently it appeared in participant responses. 

You see the benefit?  Quick visualisation of student comprehension. 

                                                       A sample word cloud Source

Tool type 3: These have more and varied functionalities than the other two. You can use these tools to do what tool types 1 and 2 do, and more. Tools like backchannelchat, gosoapbox and dotstorming students are multi-purpose backchanneling tools. Through these, students can ask the teacher questions, convey confusion or comprehension, take part in polls, answer quizzes, participate in discussions, etc.  

Here's an example for a simple backchanneling option. 

Here's another one. Go to app.gosoapbox.com and enter the following Event Access Code: 116-038-853. You'll see how multiple tasks can be created for each lecture that you deliver. 

How to use backchanneling tools

Backchanneling tools are best possible in a 1:1 (one device per student) or BYOD (bring your own device) environment. They help us optimise student communication preferences for chatting and texting. Don't they always say, "please text me?" In my house, I notice it's easier to text my sons if I need their help in the kitchen, or if it's time for dinner. And we're just rooms apart.  😠  

                                Help in the kitchen is jamming up hallongrottas😄

While these tools ensure increased and motivated participation, it requires a lot of zig-zag-zig-zag between the lecture tool and other web tools. What I do is, I share the kahoot/ mentimeter/ padlet/ voicethread etc. links on the chat box. Then I open the tool on my system and share my screen so everyone can see what the class is doing. Once the activity is completed, we get back to the live class.   

If this causes confusion or disorientation, start with simpler alternatives.  

If you’re familiar with Google Classroom, use the Stream function for backchanneling.  Or the class WhatsApp group, Kaizala or Facebook page. 

An advantage is, students who are unable to access your live lectures can still access whole-class discussions on these class pages once they listen to the lecture. 

Backchannels don't just replace class discussions; they extend and augment them. Encouraging backchanneling/ discussion/ feedback of any sort, gives all students an outlet to: 

• express their understanding
• work at their own pace 
• “speak” in the class
• share ideas
• share questions
• express curiosity
• share enthusiasm

And if utilised well, backchanneling can spark richer discussions. 

Like I said somewhere, everything is techable. All you need to have is an idea, there’s a tool that helps you implement it.

The bottom line is, do not let your live video lecture be a 50 minutes uninterrupted standalone teaching strategy.

1. Chunk your lectures (and if they can't be chunked, pause every 10 - 15 minutes) 
2. Intersperse lecture chunks with activities 
3. Run concurrent backchanneling or encourage post-lecture feedback 

Tech that! Slay it!    

'Zoooooom' the learner, not the teacher

                    Making online teaching a personalised learning experience. part 1 

Like we said earlier, with less than 24 hours’ notice, we were asked to start teaching online. Support came later. Many colleges, schools and universities hurriedly offered teachers help with teaching – to match textbook content with e-content, deliver lectures online, give homework and conduct exams.

Just like in a classroom, the teacher enters, opens the textbook, delivers a lecture, asks questions, gives notes, assigns homework and schedules tests. 

Do we see a pattern? We were repeating the very familiar pattern of the face-to face classroom in online contexts. That’s where we went wrong. 

We attempted to replicate the classroom model using tech resources. What we couldn’t replicate, we brushed under the carpet. What we should have done instead was adapt.

In this and the next few posts, I’ll talk about how technology can augment and better classroom teaching. How we can use technology to do what the teacher cannot do. And that's why we CALL it TELL. It's no longer computer assisted language learning, it's technology enhanced language learning. 💥     

The first couple of days of covid lockdown and live classes using Zoom, I observed my son’s teacher going on fervently about polynomials, and students in the class busy arguing about PUBG. Discussions raged on which is better - Kar98k or Vector; how to tame a zombie in Minecraft; who one can trade football cards with; who was whose latest girlfriend… anything except polynomials. And, in the midst of all these, suddenly someone pipes up, “Ma’am, there’s a bird on your window sill” and yet another, “Ma’am, whose picture is that on your wall?” and "Ma'am, is this white board in your house?"  

And the teacher struggled to get back to polynomials.  

Less than three days of live video classes, the school realised the dangers of allowing students to chat or use the microphone. So, they disabled student chats, videos and muted microphones. We silenced them. 

And, the students found other things to do; they went on to do things that interested them – some ate, some played music, some drew, some read storybooks, some played digital games, and yet others played with their dogs 😉 I saw this in my home too.   

                                          With Pretzel while a class is in progress  

Now, if we pause to think, we realise that replicating classroom lecturing using Zoom (or any other synchronous videoconferencing or meeting tools) does not serve the same purpose as face-to-face classroom lectures. Disabling students’ chat, video or audio is equivalent to stopping two-way communication that is the core of all face-to-face classrooms. Let me explain.

In classroom lectures, the teacher speaking to students is the primary channel of communication. There’s also a second channel from students back to the teacher. This is the feedback that the teacher receives. 

Face-to-face classroom lectures revolve around feedback of various sorts. We constantly look for signs of comprehension – a nod, a frown, a distant look, open mouth, crinkled eyes, furrowed brows, puzzled eyes, shaking legs, doodling, a smile, gazing out through the window… everything tells us if our students are comprehending or not interested. At times we also ask questions to make sure students understand what we teach.

Backchanneling is a part of this feedback. Backchanneling is a more active or conscious feedback that a listener (here the student) provides the  speaker (here, the teacher) to convey that they're following what you're saying. Backchanneling is often communicated through words, phrases and interjections like “right” “I see” “yes” “Ok” “uh-uh”, “hmm”, “alright” etc.  

Backchanneling is one way of sending feedback to the speaker Image credits 

The point is, backchanneling is essential and this is what we cut out when we disable the chat, mute the microphone, or stop student videos. 

What we need to do online then is adapt our teaching to newer models. Adaptability is an unsure word, right? It’s tricky, does adapt mean to let go of the original identity? 

To adapt is to modify to newer conditions.  It augments. It transforms.   

Here’s a recent example.

After reading my blog, a very dear teacher I admire hugely WhatsApped me an appreciation. It meant the world. I didn’t think before I texted back.

 

                                                         I blurted back, right? 😉

Now, imagine if I were to email the same person. 

There’s something dignified about emails. More sanctimonious than texts. I’d have sat down, and started:

Dear ma’am

Thank you very much for your kind words. I was really happy to hear from you.

How are you?

And so on...

Now think about if I were to give a speech, a vote of thanks, to the same person.

Ladies and gentlemen, honourable guests on the dais

And so on... 😂

What I’m pointing out is that, the potential of each medium is different. And so are the expectations. We choose a medium depending on the message and the receiver, and we adapt our language to the medium.  

A face-to-face course doesn’t become an online course just because all the course content – textbook, handouts, notes, worksheets, etc. are typed and put up on a website. Or when lectures are transacted through a videoconferencing tool. An online course is more than that. We need to learn to adapt our materials to suit the online medium. 

There are things that face-to-face courses can do that online courses cannot, and then there are things that face-to-face courses cannot do that online courses can.  I always say this, use technology to do what the teacher cannot do. 

And, what technology cannot do, the teacher does.

Teachers are burdened with online teaching; they say online teaching is three times the work. And students are disgruntled; they say they aren’t learning anything. This is what we can address if we do more than merely replicate in-classroom experience using tech tools.

In this post, we'll look at how teachers can deliver productive classes using synchronous videoconferencing tools – whether FB, YouTube, Zoom, WebEx, Microsoft Teams, Google meet, etc. 

How do you adapt your face-to-face class lectures to meet the demands and exploit the potential of live videoconferencing tools? 

How can we enable backchanneling in online lectures?   

I'm going to talk about two teaching strategies or techniques that can make online classes meaningful - two, nothing more. Chunking and Interactivities (interactive activities). These can help deliver effective classes without using additional web tools. 

Strategy 1: Chunking. This isn’t a new concept. It’s been a favourite with instruction designers for almost 70 years. Read more here

You want heavy-duty theory about why human working memory can’t be bothered with more information? Then visit this

For those who are still engrossed here, bottom line is this: human memory can’t hold more than 5 - 7 bits of information. (You can go up to 9, there is a 7 +/- 2 instructional design rule of the thumb that's got your back).

Anyway, the first thing to remember is students (even the most motivated adults) cannot listen to a 40- or 60-minutes lecture session in one go. So, chunk your lectures. It’s here that bulleting helps. Before you go live, convert what you want to teach into bullets. Write them down. The time you reach 5 - 7 bullets, chunk your instruction there. 

  Bulleting and chunking: Earliest evidence of sound instruction design. (And then he had to break it! 😅) Image credits   

If you cannot condense the text into bullets, you can still chunk your lecture into 15-minute sessions. Which means you pause your live lecture either after completing 7 bulleted points or at 15 minutes' timestamp. Such pauses are called interactive pauses because during this time you allow your students to do something with what they've just learnt.  

Once you pause, what can you do? Introduce interactivities. 

 Strategy 2: Interactivities 

1. Ask questions  

Questions are the most interactive technique available to us as online teachers. (Yes, I agree they're intrusive, nagging and damaging too. But remember Socrates?) 

Questions have always fascinated us. They still do, in webinars especially 😈 Source: A WhatsApp forward. 

Learn to build questions into your lecture. Ask frequent straightforward questions, rhetorical questions, brainstorming questions, leading questions, roadmap questions...all kinds. Such questions not only inform students, they also trigger prediction, thinking, organising, connecting, etc.  

Some things you can do are ask

• a quick recap question 
• students to mention something new they learnt 
• students to share a question that they have about what was taught
• them to state how they can apply what was learnt
• them to find something to support a statement you made  

Call a student’s name and ask them to answer your question. (Keep a list of student names next to you every time you start a live lecture.) Or ask students to type their response in the chat box. Use the chat function of the tool you're using for live lectures. Believe me, if you don't use it, they will. 😆

Make this a game, ask students to choose the best response from peers.    

2. Share notes  

• Share your notes with students and ask them to write it down. Give them time for this.
• Skeleton notes – create a handout with key points of the lecture on the left margin, leaving space for students to fill in notes during lecture. 
• Systematic note taking - provide a template like the following to encourage taking notes during lecture  

        Share templates for while-lecture note taking Source credit

Book: Representing important facts, Light Bulb: Representing new ideas, Tick: Representing actions, Question Mark: Representing doubts

Such templates can be shared as word docs before class. Once completed, students can share their notes as pictures on class Facebook page or WhatsApp group. Or, if you want this to form a part of your assessment, ask them to be emailed to you. 

• Promote collaborative note-taking. You and your students can summarise the lesson into bullet points together. Google docs is wonderful for this. Keep adding important points to the same doc as the class progresses. (Google docs is such an integral part of my life that I almost don't count it as a technology tool, hence pardon its mention here. It's like saying Pretzel isn't a dog.) 

3. Link lecture with text 

If you use a textbook, always link your lecture with the textbook. 

• Before you start your live lecture, give explicit directions, say, “open your book, page no. 18, paragraph 3” etc.
• While lecture, keep connecting your lecture chunks with the corresponding paragraphs in the textbook. Stop every fifteen minutes and give students time to read. 
• Keep linking your lecture with previous chunks and lessons 

4. Post-lecture interactivity  

At the end of your lecture, you can use exit slips to conduct  informal assessment to measure students' understanding of the topic taught. They can be collected as  written responses to questions that can range from factual, reflective, evaluative or application-oriented. 

Did I say anything new here? Not a thing! All of us do these every time we teach, don't we?  

All I’m doing is reminding us how to do these consciously via live lectures since we don’t “see” or “hear” our students anymore. 

Go on, zooooom the student.