How I use myDALITE in my English class
When I introduced myDALITE into my English literature class, my main objective was to enhance students’ literary analysis skills. Initially, I turned to myDALITE while exploring ways to make a hybrid class work during the pandemic. Although I eventually started teaching blended classes instead, the tool’s design was a great fit with my course structure. Since my students spend 30% of their time learning from home, the platform has proven to be a valuable tool for asynchronous learning.
Integrating the platform
I started using myDALITE 3 years ago, and since then, I’ve refined my approach. The way I’ve integrated it is simple but effective. Each week, I create 2 multiple-choice questions directly related to our class readings (chapters in a novel, short stories, etc.). I carefully select answer options that encourage critical thinking. These questions are posted on the platform, and students are expected to complete them as homework before our next class.
To facilitate the process, I integrated myDALITE in Moodle so that students can access it through our existing LMS. Students, though, don’t even need to know they are using Moodle: I share the link to the Moodle activity through Léa, and students log in via Office 365, making the transition to using the tool smooth and straightforward. I walk them through the tool at the beginning of the semester, and after a few rounds, students become fully autonomous in using it.
The platform also provides useful analytics and reports, allowing me to monitor student engagement and participation. I can review their rationales and see what students view as a good answer or rationale. The feedback essentially comes from their peers.
The process
Step 1: answering the question and writing their rationale
The process starts with students reading the multiple-choice question and selecting an answer. Then, they have to write a rationale to explain their reasoning. This step is crucial as it requires them to think deeply about the material and articulate their thoughts, reinforcing their comprehension.
While the platform allows me to set a single correct answer, I chose to make all options correct in my course. My goal is not to emphasize “right” or “wrong” answers but to nurture their analytical thinking skills. That said, I sometimes design questions with misleading answer choices to test common misconceptions, making it a great way to challenge students’ assumptions.
A screenshot of the platform showing an example of a question on the novel To Kill a Mockingbird and 2 answer options that generated very interesting answers from the students.
Step 2: Reviewing their peers’ rationales and reconsidering their answer
After submitting their responses, students can access and review their peers’ explanations, giving them the opportunity to compare perspectives. The anonymity of the platform (no names or student numbers visible) allows students to learn from each other without hesitation.
A screenshot of the platform showing an answer selection with instructions from Joyce Carol Oates’s short story Where Are You Going, Where Have You Been. It is an example of what the students see when deciding whether to change or stick with their answer.
This method encourages students not just to select an answer but to consider arguments or evidence they had not thought of. It also allows them to reconsider their initial choice after seeing how others approached the same question.
Step 3: Consulting the expert rationale
As a final step, I provide an expert rationale, which is my own detailed explanation of the answer. This offers students insight into my thought process and highlights the aspects I consider when analyzing literary texts. I present it as if I were a student
A screenshot of the platform showing an expert rationale for a question about William Faulkner’s A Rose for Emily.
How myDALITE supports better learning
Incorporating myDALITE into my English classes has brought various benefits that significantly enhance student learning. From fostering critical thinking to building confidence, this tool transforms how students interact with the class material.
- Promoting active learning
Students actively engage with the material by explaining their reasoning for each answer rather than just selecting one.
- Supporting critical thinking
Students defend their answers and compare their rationales to their peers’, which helps them think critically and approach the material from different perspectives. This reflective process encourages a growth mindset, where students learn to revise their thinking based on new information.
The anonymous online format of myDALITE allows my students to take more risks and reflect on their answers more confidently than in a traditional classroom setting. In addition, one key advantage of the tool is its scaffolding structure. Since I write the multiple-choice questions, students don’t have to create an interpretation from scratch. Instead, they follow my line of thinking when selecting an answer and then justify their choice. It helps them build confidence in engaging with the text.
- Preparing students for literary analysis
Since integrating myDALITE, I’ve noticed that my students come to their 1st essay writing better prepared and with a stronger knowledge of literary analysis.
- Fostering peer engagement
Being able to compare their answers with their classmates’ fosters a collaborative learning environment. Most of the learning happens through peer interaction.
Ready to give it a try?
myDALITE is versatile and can fit into almost any curriculum. Whether you’re teaching in an online, hybrid, or in-person setting, this tool can be adapted to your classroom needs and disciplines.
If you’re new to using myDALITE, I would recommend starting with a hands-on introduction in class to model the tool for students. Start small with a single question related to your lesson to help students get used to the format and the concept of providing rationales.
In my blended classes, I use myDALITE every week for asynchronous teaching. However, in a different classroom format, it might become overwhelming for students to use it too frequently. To prevent this, I would suggest slowly integrating it into the course, giving students time to process the material between uses.
When creating questions, ensure they are carefully constructed to encourage meaningful connections between ideas. Students should have something to write about in the rationale section. Since the questions can be quite complex, go over your expectations for the rationale with students.
To avoid issues with the platform, draft your questions in a Word document as a backup and copy-paste them into myDALITE. Similarly, advise students to keep separate copies of their answers for future reference if needed.
Finally, the key to using the tool effectively lies in the feedback loop it creates. Make sure students understand that their written rationales are as crucial as the multiple-choice answers. This is where the real learning happens!
How would you integrate myDALITE?
Incorporating myDALITE into my English courses has transformed how my students engage with course material. If you’re a teacher looking for a flexible tool that promotes critical thinking, reflection, and peer engagement, myDALITE is worth exploring. I’d love to hear about your experiences with myDALITE or how you plan to integrate it into your teaching practice. Share your thoughts and insights in the comments!