Innovative Pedagogies: #2 Teachback

This Innovative Pedagogies series is based on the article Innovative Pedagogies of the Future: An Evidence-based Selection that offers “a set of innovative, evidence-based pedagogical approaches that have the potential to guide teaching practitioners and transform learning processes and outcomes.” The past few years have seen rapid adoption in educational technology, and this series offers ideas for changes in the practice of teaching and learning to accompany those technology advancements.

Since you’re a teacher, you already know that teaching is one of the most powerful ways to learn. Remember being in college yourself and studying with others? We taught each other things–and those were the things we learned the best. That is the essence of teachback. Learning by teaching can help improve student comprehension, confidence, communication, and essential social-emotional learning skills.

Teachback is just what you might imagine. Educational technologist, Gordon Pask, coined the name in 1976. Teachback is the cycle of learning that starts with an expert, teacher, or more knowledgeable person explaining something and then a less knowledgeable person rephrasing or “teaching back” the information. This cycle continues with corrections until there is understanding and agreement. Below is an excerpt directly from “Innovative Pedagogies of the Future: An Evidence-based Selection” outlining how this might look in a classroom setting.

A classroom teachback session could consist of pairs of students taking turns to teach back to each other a series of topics set by the teacher. For example, a science class might be learning the topic of “eclipses.” The teacher splits the class into pairs and asks one student in each pair to explain to the other what they know about “eclipse of the sun.” Next, the class receives instruction about eclipses from the teacher, or a video explanation. Then, the second student in the pair teaches back what they have just learned. The first student asks questions to clarify such as, “What do you mean by that?” If either student is unsure, or the two disagree, then they can ask the teacher. The students may also jointly write a short explanation, or draw a diagram of the eclipse, to explain what they have learned.

This idea has been adapted in varied settings. Attorneys conduct “listening sessions” with clients to be sure they understand the information and language that is used to explain the complex legal system. In listening sessions, clients paraphrase back to the attorneys what they heard and what it means. Attorneys can reframe misunderstood information and retry the process. Healthcare professionals use teachback in their conversations with patients to make sure they understand their health conditions and how to manage their care. The healthcare professional asks the patient how they will explain what was told to them to a loved one. The patient practices this explanation and the healthcare professional has the opportunity to make corrections.

Sounds pretty simple, right? And also kind of fun. Teachback is an excellent formative assessment technique–low stakes with corrections to ultimately produce mastery of content. This pedagogy can be done through any teaching modality–in person or online. It's a conversation. It connects teachers to students and students to students. It promotes class cohesiveness. It practices and improves communication. It’s a simple no-lose strategy. Give it a test in one of your classes and observe the student learning. Also, share what you’re thinking in the comments below!