TAKING THE MYSTERY OUT OF DEBRIEFING
Debriefing: The learner-centered process of connecting the dots between what the person has just experienced, seen or heard (activate) and what h/she is expected to know or do (apply).
FAQ’S:
· Won’t learners connect the dots themselves?
Not necessarily. If we do not debrief, the risk we take is that learners will walk out of the room not knowing whey they did an activity and how they should apply it.
· Why can’t I just tell them what I want them to know?
Being told is a very passive form of learning. When we guide learners to discover and help them make the connections to what they already know and draw implications from it, the chances of their retaining and applying it are much greater.
· What if I don’t have time to debrief?
Build debriefing time into your design. Plan just as much debriefing time as you do for your “activity.” If you run out of time and you have not debriefed, think of a way you might consider the discussion, perhaps online, after the session.
How does one do debriefing?
There is no one way to do debriefing. The most common ways are through a series of questions that guide discussion and storytelling, either done in small groups or a large group.
Check out the following site for an A-Z list of ways to review:
Roger Greenway, http://reviewing.co.uk/_review/htm
Green way also suggests having your participants reflect and consider the 4 “F’s:”
Facts, Feelings, Findings, Future
· In reflecting back on what you experienced, what are the facts? What did you see? What happened?
· How did that make you feel? What was your reaction to that?
· What did you find? How did this compare to what you know about . . .?
· What are the future implications? From what you experienced or saw, what is this suggesting for . . . ?