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Dyadic Interviews

published by Adam Neave

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DYADIC INTERVIEWS
A student engagement technique for the affective domain
They ask questions that address individual values, attitudes, beliefs, and prior experience as these relate to the course content or learning goals. Drawing out experience and knowledge can help engage students by validating their existing expertise and bridging the gap between the academic and the real worlds.
Student pairs take turns interviewing each other
Develop Questions
This can be done by the instructor prior to class in order to focus on a particular topic or learning goal. Students could be asked to develop their own questions as a variation. The questions should evoke thoughts, feelings, attitudes, values and/or beliefs.
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What would you do if... What effect did that have on you... What are your beliefs about... What was most surprising about...
Divide Students into Pairs
Students are more likely to say what they truly think, feel, or believe to a single peer than they are in a group. This activity encourages a high degree of personal commitment to the learning task. This can be expanded to a larger group activity where pair 1 and pair 2 share what they learned from each other.
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Student A will interview Student B for a designated time and then the roles will reverse
Clarify the role of interviewer is to ask questions, listen, and probe but not to evaluate or respond
Tell students that they will be writing a short reflective essay on their partner's responses
Explain the Procedure
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Odd-Even: Walk through the classroom assigning each student with "odd" or "even." Ask students assigned to "odd" to pair up with a student assigned to "even."
OR
Forming Pairs
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Playing Cards: Give a playing card to each student, distributing four of each kind. Students find the others with the same kind and pair up with their matching colours.
Interviews help students get to know each other better and to find the commonalities that lead to a sense of a positive learning community.
Summary
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Forming pairs allows for more individuals to talk simultaneously, which leads to exploring ideas in more depth and with greater personal relevance.
Barkley, E.F. (2010).  Student Engagement Techniques A Handbook for College Faculty.  San Francisco: Jossey-Bass
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