Debrief
What is your method for debriefing the daily activities/labs and how much time do you budget for that portion of your class?
Lawrence,
this is so true. We cannot let activities or experiences stand alone, but help the students in absorbing information from them.
Ryan Meers, Ph.D.
I think debriefing is a necessary tool and I use it to reinforce key points and ideas from both lab and classroom
I have continually used classroom assessment techniques. My favorite is the one-minute paper. In one-minute I ask students to answer two questions at the end of class. "What was the most important thing you learned during class?" "What important question remains unanswered?" This allows me to assess student learning and tells me what I need to review during next class.
Dave,
this really helps solidify the learning in the students' minds & also helps to set the stage for the next lesson.
Ryan Meers, Ph.D.
I debrief at the end of each class by using a series of open end and closed questions. This gives the students time to reflect on the day's lesson.
Monika,
you are so right: the power (of the activity) is in the debrief!
Dr. Ryan Meers
The Debrief is offten when I have my ah ha moment. That's when all that I've learned through discussion, activities and kinestetics pay off. I think this can be just as important as any lesson, lecture, game, simulation, or text. So never leave this out and be sure that the class participates, some times students just need to hear someone else repeat what they learned in their own words to understand it.
Dustin,
I think this is a great example of some of the methods of debriefing that are out there.
Dr. Ryan Meers
I have my students perform a quality assurance inspection for other groups and then set aside about 15 minutes to discuss any inconsitencies between the work performed and then remind the students of how we met the day's agenda and how they can apply this knowledge in the field.
In my class, we review the previous day's lessons and labs at the beginning of class. This takes about an hour. Then we spend about 30 minutes discussing our new activities for the day.
I normally give approximately give about 30 minutes debriefing at the end of the day. Sumarize the daily product and what will be happening tomorrow.
Usually, I take the last 2 minutes to ask what they liked about today. I jot it down so I do not forget and I look over it for the next lab/clinical day to incorporate what they liked and disliked.
They usually give many answers but I take the most important and relevant suggestions.
I also do this, its “built-in†to my power points. I would love to have my student review with me one objective each; just do not have the time. I teach cardiology, nephrology, and pharmacology. Very fast paced. A LOT of info in a short period of time. There is also tomorrow.
I generally do it with the groups as they turn in their labs. This gives me a chance to ask them about their readings and expand the concepts a bit more in a smaller setting. We will debrief as a class as well but not too much time is devoted to that.
Greetings Mark!
It's the practice of concepts that ensures learning takes place. The hands-on experience provides the opportunity for students to prepare for employment.
Good job!
Jane Davis
ED106 Facilitator
I never spent much time debriefing after a lecture but I do after lab exercises. It lets me know that the students not only did the lab task correctly but that they understood why they were doing it. It also helps the students understand who were not getting it.
I am very limited in the amount of time I have to debrief, due to the amount of material that needs to be covered. I do feel that I need to spend more time in this activity, due to the fact that I realize how beneficial it is to the retention of material.
we typically debrief the following day, where some stations we review take almost as much time as the lab station itself. Other stations go pretty quickly in comparison.Generally,we try to keep the debrief to about two hours,in light of the present days planned activities. Also, as the individual groups complete each station, I try to discuss the key points before they move on.
While in lab I spend time with each and every group asking Questions about their Knowledge and also problems that they may be having. Then after each break I address some of issues that we Were having and answer Questions.
