Carrie Caudle, who teaches Improv Theater, at Improv Education explains how she formats her debriefing sessions to include student input on their observations- "What did you notice?", reactions- "How did it feel to...?", connections- ""How is this like...?", and change- "What are you going to do differently next time?"
Support Real Teachers, a support website for PE teachers, provides debriefing sentence stems I found valuable.
I came across quite a few articles dealing with debriefing after simulation activities in nursing and other medical training. One such article aptly named "The Essentials of Debriefing in Simulation Learning: a concept analysis" (originally published in Nursing Education Perspectives) elaborated on the idea that "By providing opportunities to review events and make visible their meaning, debriefing offers a way to draw out student thinking and help students develop their complex decision-making skills."
Performance Learning Systems asserts that debriefing activities can utilize one or more of three objectives: summarize curriculum information, evaluate interpersonal skills, and identify the thinking process. For each of these objectives, a list of questions or topics follows. In addition to encouraging metacognition, identifying the thinking process (included below) would encourage transfer as well.
- What types of thinking did you use while doing the activity?
- How did you come up with the generalizations or conclusions you derived from the activity?
- What path did your mind follow to get to those ends?
- Could your thinking have taken an easier path? A different path?
- Did you develop any new thinking patterns by doing the activity?
- What strategies did you use to complete the activity?
- Could your thinking processes be applied to any other learning situations?
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