Melissa smith-chapman CHEP

At the end of my class we always do a pow wow or debriefing. this way if something did not make since we can discuss right then when all the information is fresh.

James Coombes CHEP

I teach automotive electricity and electronics: these classes are usually the most difficult because of not being able to physically touch the atom, electron, etc. Many times, I do a debrief at the end of the day and a review of information on the next day. Repetition is one of the best methods of learning (it just gets boring after a while). This method, though, helps recap the lesson on one day and gets their minds in gear the next class session.

Jane Davis

Hi Raymond!

I like the fact the you see this as an opportunity for self improvement.

Keep up the good work!

Jane Davis
ED107 Facilitator

raymond spillers CHEP

I prefer to have the students do the de-briefing taking the lead from the instructor when the instructor asks what each individual student learned from the exercise and why? it's amazing that with 20 students, how much different each students either learned or did not learn from the exercise. this approach also helps the instructor to perhaps make changes in the curriculem to better get across the exercise

Fred Bacon

I never really realized how debriefing plays into the learning process until I read the many replies by you creative participants. Thank you.

Shamar Stewart

The focus of our curriculum is primarily hands-on laboratory production which includes demonstrations by the instructor. Lectures are used as time permits. Unfortunately, by the end of class, the time available for debriefing is very limited. So, if a choice has to be made, would you advise it is more important to: 1) complete the assigned tasks and devote less time to debriefing, or 2) devote more time to debriefing even if tasks are not completed?
Note: The curriculum cannot be adjusted to reduce the number of tasks.

Brandi McGhee

I agree with you... where do you find the time for this? As the lesson suggested the debriefing portion should equal almost the same amount of time as the actual activity. I find that facinating because I hardly ever get it in. However, when I do, I notice that students tend to question the info more and seem to understand it better as they explain it to me and their classmates.

Jane Davis

Good morning Karent!

I like the approach of doing major debriefing at the end of a class to ensure learning and to assist instructor with change in planning. I also like some debriefing at the beginning of the next class.

In reality, I actually see very little difference in a debriefing (interrogation - Websters) vs reviewing (inspection). I think the point is that instructor/facilitator gets feedback in some form that students are learning so that we can adjust out classroom strategies.

I hope this helps?

Keep up the good work.

Jane Davis
Ed107 Facilitator

Karen Phipps

I will put my timeline on the whiteboard at the beginning of class so there is no anxiety about what we'll do that night.
What about debriefing at the beginning of the following class session?

Mike Kalanty, CEPC, CCE,

This is great and new info for me. At the conclusion of a day, I always would review what the students had done well and that which needed to be improved the next time.

I never made this interactive. Now I have already designed a set of debriefing questions for each day's lesson plan.

Of course the stduent should tell the facilitator what they did that was good or not so. Ask em.

Jane Davis

Another good approach David!

Students are learning in your class. We definitely have to recognize individual learning styles and adjust as needed.

Jane Davis
ED107 Facilitator

David Rommel CHEP

Our curriculm is built around a Q&A session that follows the completion of each hands-on task. It involves the facilitator asking the learner a set group of questions, the responses to which determine competence. I never got that that's the moment when the learner actually learns what they learned. I always struggled with the questions/script because my learners envariably come to the realization of what they learned from different places. And those set questions don't always fully illuminate the learned task/informaiton for all students. Deviate from the script when needed and don't quit till the light comes on bright.

Patricia Bradley-Garvin

I really need to work on making time for this important activity.
It's a great feed-back time for the facilitator, but most importantly it gives the student / learner time to absorb what they just "learned". Plus it would give the facilitator a litmus test as to how well the student understood the material.
All too often I believed my students understood the assignment or material, only to find later on that they didn't. Debriefing would take that uncertainty out of the teaching experience.

Nolan Cook

I agree that reviewing and debriefing is very useful for both the students and the instructor as well. It gives the students another chance to try and understand/reflect on the lesson(s) being taught that day, and it gives the instructor a good tool to understand what might need to be changed the next time the lesson is taught.

Paul Zdanis

I suggest that the entire class time is broken into a time line which is shared with your class. I try to keep on track to insure that I spend ample time for review and debreifing. If you are dissatified with how the exercise went the first time, make notes of where you may have fallen short and make revisions for the next time, it will improve.
Paul Zdanis

Tony Báez Milán

After reading up on debriefing, I am ready to figure out how to make more time after exercises and activities. It's true, you always seem to run out of time.

Guest Facilitator

Raymond,

I'd love you to share what types of debriefing you are doing. What methods do you find most useful?

Lou Russell

Raymond Posadas

That always works for me.

Guest Facilitator

Cecil -

To help with debriefing, prepare some good learning questions for each lab, and focus on starting all your questions with What and How. If you 'wing' it by making up questions on the fly, it's easy to fall into asking Yes / No questions which limits the students engagement.

Lou Russell