Introduction
Hello everyone, thank you for your hard work in daily lectures. And to those who are not faculty members, thank you for your efforts too.
"I want students to participate more actively," "I want them to think deeply, not just cram knowledge." Do you feel it's difficult to foster student proactivity during lectures despite these wishes? In one-sided lectures, students tend to become passive, don't they?
But don't worry. With a little ingenuity, you can actually transform your lectures into "living learning spaces" where students embrace the content as "their own" and engage in lively discussions. The key to this is **"dialogical feedback,"** which I want to share with you today.
This is not just about prompting students to speak. It encourages dialogue among students, shares their insights in real-time, and delves deeper. It's a method that maximizes students' "earnestness" and "proactivity" through such two-way communication.
In this article, I will introduce specific steps for dialogical feedback that I have discovered through trial and error in my own lectures, along with plenty of practical tips you can use starting tomorrow. Now, let's work together to elevate student learning to the next stage!
1. The Magic of Transforming the Lecture Hall into a "Place for Dialogue": What Exactly is Dialogical Feedback?
"Dialogical feedback" might sound difficult. But, simply put, it's about creating **"a time for faculty and students, and students among themselves, to seriously discuss learning."**
While traditional "open dialogue" emphasizes free exchange of opinions, dialogical feedback in lectures focuses on achieving your lecture goals while significantly enhancing each student's "thinking ability."
Incorporating this approach brings about these positive changes:
- "Thinking I understood" turns into "Truly understood!": Students solidify knowledge within themselves by explaining it in their own words and discussing it with friends.
- "Oh, that's another way to think about it!" expands perspectives: Exposure to diverse opinions fosters the ability to view things from multiple angles, improving problem-solving skills.
- "The ability to convey ideas" is naturally acquired: It becomes a practice ground for logically organizing one's thoughts and clearly communicating them to others.
- "Learning is fun!" and increased motivation: When their own contributions are reflected in the lecture, students feel learning is "their own business," significantly boosting their motivation.
- "Emotional distance" between faculty and students, and among students, shrinks: A safe environment for expressing opinions deepens trust between you and students, and among students, transforming the entire lecture hall into a "warm community of shared learning."
How does that sound? Doesn't it excite you?
2. Let's Practice! 3 Steps to Incorporate a "Dialogue Cycle" into Your Lectures
Now, let's look specifically at how to incorporate dialogical feedback into your lectures, step by step.
Step 1: Press the Students' "Think Button"! Ask "Questions" that Stir Their Hearts (Beginning to Introduction of Lecture)
Start by asking a "question" that truly grabs students' attention at the beginning of your lecture. This question will be the "think button" that prompts students to start thinking on their own.
【Small Tips】
- Questions that make lecture content "their own": Questions that connect to their daily lives or future, like "How would you apply this XX theory we're learning today if you were the CEO of a company?", will get students more engaged.
- Questions with "room for thought" where there's no single right answer: Questions like "How would you solve this problem? Any answer is fine!" lower the barrier to speaking up, allowing students to express opinions freely.
- Intentionally ask "What do you think?": Asking "Based on what you've learned so far, do you have any thoughts on this topic?" is also effective in drawing out their experiences and emotions.
After asking, "wait" a little. Create a crucial "pause" for students to ponder. Don't forget to display the question prominently on slides or write it in materials to appeal visually.
Step 2: Exchange "True Feelings" in Small Groups! Active Group Dialogue (Mid-Lecture)
Instead of immediately discussing the set question with the whole class, first set aside time for small group discussions. This becomes a safe space where students can speak their "true feelings."
【Specifics and Tips】
- Groups of 3-4 are best! : For online lectures, Zoom's breakout room feature is convenient.
- Set rules for sharing opinions: Present simple rules like "1 minute per person, let's hear everyone's opinion first," "Listen to others' opinions until the end," "Avoid negative language." Displaying these clearly on a whiteboard or slide helps students feel safe to speak.
- Clearly state the discussion theme and time: Provide a clear guideline like "Please discuss this topic for XX minutes." For example, you can suggest specific times like 3 minutes for individual opinion sharing within the group, and 7 minutes for Q&A and deeper exploration.
Your role is "Facilitator"!
- Gently observe and listen: Circulate among the groups and listen to students' conversations. Avoid over-intervening and respect students' autonomous discussions.
- Visualize keywords: Quickly write down keywords or impressive opinions discussed in each group on a real-time sharing tool (whiteboard, Google Jamboard, Miro, etc.). Sharing with the whole class, "Group XX came up with these keywords!" makes students feel their opinions are being reflected in the lecture, boosting their motivation.
- Promote discussion: If necessary, gently pose new questions to groups that have stalled, like "XX-san, did you notice anything?" to encourage active discussion.
Step 3: Share "Insights" with Everyone and Go Deeper! Faculty's "Learning Expansion Feedback" (End of Lecture)
Based on the group discussions, it's now time to share opinions with the whole class. And for you to "weave" those opinions together to deepen learning even further.
【This is where your skill shines!】
- Presentations from group representatives: Have each group present what they discussed and any particularly impressive opinions in 1-2 minutes.
- Your "learning expansion feedback":
- First, acknowledge with "That's great!": For any opinion, respond positively with specific words like "That's a sharp insight!" or "XX-san's opinion is very interesting!" Students will feel safe and encouraged to speak up again.
- "Connect" opinions: Skillfully link similar opinions from multiple groups, or even seemingly conflicting ones, to reveal the bigger picture. For example, "Groups A and B have different perspectives, but at their root, they seem to share a common issue of XX."
- Pose new questions: Quoting students' opinions, ask questions that encourage deeper thinking, such as "You mentioned XX, but what if this condition changed?"
- "Bridge" to specialized knowledge: This is an opportunity to connect students' simple questions or unique remarks to your specialized knowledge and prior research. "What XX-san just said relates directly to the phenomenon of 'YY' in sociology. Let's think about how it connects to what we learned in today's lecture." This helps students systematize their learning.
- Correcting misunderstandings: Even if there's a clear misunderstanding, avoid outright rejection. Instead, gently encourage correction by saying something like, "That perspective is important, but considering the XX aspect, your understanding might deepen even more."
3. Drawing Out Students' "Want to Know More!" - Tips for Immediate Feedback
The words you use in response to a student's comment can significantly impact the depth of their future learning.
- "Excellent!", "That's an important perspective!" - Affirm thoroughly
For any student comment, give specific praise like "That insight is sharp!" or "You noticed that well, excellent!" This reassures them that it's "okay to speak," encouraging more active participation.
It's also effective to share a bit of your own thought process, like "I initially thought this too, but..." Students will empathize, thinking "my teacher is human too," and open up more. - "Why did you think that?", "Do you have any other ideas?" - Dig deeper
In response to a student's opinion, ask questions from various angles like "Why did you think that?", "What other possibilities do you think there are?", or "If this condition changed, would your opinion change?" This prompts students to delve deeper into their own thoughts. For abstract opinions, encourage them to "give a concrete example." - "So, you mean XX?" - Help them articulate
When students hesitate or struggle to explain, help them articulate by rephrasing or organizing their thoughts, like "So, do you mean XX?" or "Is it specifically like this?" This reassures students that they are understood and helps other students grasp the concept better.
4. Trust is Paramount! Tips for Building a "Bridge of Hearts" Between Faculty and Students
For dialogical feedback to succeed, a strong bond of trust between you and your students is essential.
From my own experience, I've felt a dramatic change in the classroom atmosphere since I started using open dialogue with students. By having students share their group discussions with the whole class, an atmosphere emerged where no one's opinion was dismissed as "strange," and every comment was accepted as a "valuable insight."
This, I believe, is proof that students gained psychological safety, feeling "it's okay to express my opinion." As a result, the distance between me and the students, and among the students themselves, significantly shortened, and the entire lecture transformed into a "safe space for learning and free discussion." I strongly feel that ensuring this psychological safety is the core of dialogical feedback.
- Show your stance as a faculty member: "I want to learn too!"
Honestly tell students, "That perspective was new to me. Thank you!" or "I learned something new." By showing that you also learn from them, students will feel that "my teacher is a fellow learner" and will not hesitate to voice their opinions. - "I want to hear everyone's voice!" - Provide equal opportunities
Consciously pay attention not only to the students who always speak up but also to those who are usually quiet, and gently ask, "XX-san, do you have any opinions?" It's also good to quietly approach them when circulating among groups. Creating an atmosphere where everyone feels "I can speak up too" is crucial. - "Let's keep our dialogue promises!" - Ensure everyone adheres to the rules
At the beginning of each lecture, consistently review simple "promises" together, such as "order of speaking," "time allocation," and "manners for listening to others' opinions." This becomes the "rulebook" that ensures everyone can participate safely in the dialogue.
What if someone breaks a promise? Address it calmly and firmly. "Sorry, that goes against our XX promise, so let's listen to XX-san's opinion again," By responding in line with the rules, the dialogue space is protected, and an environment where opinions can be safely exchanged is maintained. - "Let's talk outside the lecture hall too!" - Promise to continue learning
Utilize office hours, LMS bulletin boards, and Q&A forums not just during lectures, but also to convey, "If you have anything more to discuss from the lecture or new questions, you're always welcome!" Learning doesn't end in the classroom. Provide opportunities for students to deepen their learning at their own pace.
By accumulating these efforts, a deep sense of trust and security will develop between you and your students. When that happens, students will proactively engage in learning, and lively dialogues will naturally emerge, creating the best possible learning environment.
5. Secrets to Successful "Lecture Design" for Dialogical Feedback
Even with dialogical feedback, its effectiveness will be halved if the lecture design isn't solid.
- "Refine" your questions!
Questions should strike a "perfect balance" – not too abstract, yet not limiting the answer to a single correct one. Providing concrete examples or explaining the background of the question makes it easier for students to "switch on" their thinking. Having several questions ready that are relevant to students' interests and the core of the lecture allows you to flexibly adapt based on student reactions. - "Time management" with good tempo!
Aim for a session of about 10-15 minutes combining small group discussions and whole-class sharing. While it's important to be flexible and extend time slightly if student discussion is highly engaging, avoid letting it drag on. Using a timer effectively is recommended to maintain focus. - "Use convenient tools" actively!
Tools for "visualizing opinions": In addition to whiteboards, online tools like Google Jamboard, Miro, Padlet, and Mentimeter are incredibly convenient for instantly sharing and visualizing student opinions. Using tools where students can directly input also boosts their sense of participation.
Essential for online lectures! : Zoom and Microsoft Teams' breakout room features are powerful allies for smoothly conducting small group discussions online.
Utilize LMS (Learning Management System) too: Please use it for sharing lecture materials, assigning pre-lecture tasks, submitting post-lecture reflection sheets, and continuing discussions that couldn't be fully covered in class. - "Reflection" is the pass to the next stage!
At the end of the lecture, introduce a "reflection sheet" (an online survey is also fine) where students briefly write down "today's insights," "what they want to explore further," and "their own conclusions." This helps students organize and solidify their learning. You can then use these sheets as hints for future lecture content or for individual feedback, ensuring that learning continues seamlessly.
6. Lectures Reborn! Moments of Awe at Students' "Tangible Growth"
In my lectures where dialogical feedback was incorporated, students transformed remarkably.
- From "forced learning" to a "self-directed learning" attitude!
Students begin to view lecture content as "their own business," actively asking questions and expressing opinions. This is the true form of learning that passive learning can never achieve. - Students grow into "broad-minded and deep thinkers"!
Through dialogue with friends, they directly experience that there are various ways to view a single topic, fostering the ability to grasp things from multiple perspectives. Even when opinions clash, they naturally acquire critical thinking skills through constructive discussion. - Become adults who can "express their opinions and listen to others"!
Through the process of clearly articulating their thoughts, listening to others' opinions, and sometimes forming consensus together, their practical communication skills, useful in society, improve. - "The lecture hall becomes everyone's place"!
Lively dialogue brings vitality to the lecture hall and fosters a sense of solidarity and security among students. The entire classroom functions as a "warm place for shared learning," activating the learning community. Being affirmed in real-time boosts students' confidence, steadily increasing their motivation to learn.
Conclusion
How was it?
Actively incorporating "dialogical feedback" into lectures is indeed a powerful magic that transforms students from "just listening" entities into "proactive learners who create their own learning."
I am confident that the process of faculty and students building trust, posing questions to each other, sharing diverse opinions, and repeatedly engaging in careful feedback and reflection is an indispensable learning design for future university education that will surely foster student proactivity.
There's no need to overcomplicate it. Just start with a small step. In your next lecture, please try just one of the tips introduced today. I'm sure you'll be moved by the sparkle in your students' eyes and the new vitality filling the lecture hall!
If any questions arise, like "What should I do in this situation?", please feel free to let me know in the comments. Let's think about it together!
Published: July 28, 2024
Author: Masato Otsuka