Debriefing that matches with learning and teaching activities

The aim of debriefing is to provide students chances to organize the learning experiences they have gained during the lesson or an activity to deepen their learning.

For example, students can reflect on the process of group discussion, the conclusions drawn and how the skills and strategies used during discussions can be applied to other situations. After participating in an activity, debriefing can help students link classroom learning with daily lives through reflection. This can add a realistic sense to the learning process and make it more meaningful.

z After participating in a classroom activity, a student responded in this way:

“The activity designed by the teacher is interesting. We all enjoyed it. But if you ask me what I have learned in this lesson. It seems that I have learned nothing. I only found the activity enjoyable.”

z After students finish the group discussion, a teacher responded in this way:

“Group 1 has raised a very good viewpoint. The views of students from group 2 and 3 are similar. The suggestion from students of group 4 is quite creative but it is not feasible. All of you have raised different viewpoints. Well done!”

Is this an effective debriefing?

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● The application of debriefing

Debriefing is originally used in complex operation or mission, such as military operation. To avoid missing, forgetting or distorting important pieces of information after completing a complex operation, participants have to share and review the key points of the mission, experiences gained, ways of handling the tasks and the events happened in the process. This sharing can be used as a reference for the adjustment of next operation. The application of debriefing in the lessons can help students organize, compare, classify, analyse, summarise and evaluate the learning process and experiences gained. Not all classroom activities need debriefing. Debriefing is effective to help students of diverse abilities re-focus and re-organize their learning only after they have experienced inspiring, challenging and complex learning and teaching activities.

● Debriefing that complements with a field trip

Below is an example on the debriefing conducted after a field trip. From this example, one can see how debriefing can complement the field trip and make learning more effective. When teaching the topic “Decision-making Process and Development of Electoral System” a teacher organized a visit to the Legislative Council (LegCo) and let students observe the LegCo meeting to help them understand the decision-making process of the HKSAR Government and the considerations, feedback and impact involved.

Visit and the subsequent debriefing

Effects of debriefing

In an afternoon, students sat in a LegCo meeting and observe which LegCo councillors / representatives from interest groups have expressed their opinions, the views and arguments they hold, and whether others agree with their opinions.

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Echo with the objectives of the activity

After the visit, the teacher told students to list the viewpoints and arguments proposed during the meeting and then classify them.

Analyse from which perspectives Î

Through questioning, the teacher knew how much students have mastered about the topic and what they have misunderstood. Using this visit as an example, when students

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Visit and the subsequent debriefing

Effects of debriefing

these arguments are derived from?

Which argument did students find most agreeable? Which argument was the most convincing?

organized the viewpoints and arguments, they found that different students focused on different areas:

some paid attention to the economic factors mentioned during the meeting, some found that the effects on under-privileged groups are more worth noting, some noted the performance of Legislative Councillors during the meeting.

Through exchanging ideas, students gained more viewpoints and know what they have neglected.

z Based on the observations made from the visit, students exchanged ideas with each other.

Students voiced their opinions on the most convincing argument during the meeting.

After discussions, students reached a consensus on the viewpoint and decision on the meeting

z Each group presented its views to the whole class. Teacher encouraged students to raise questions, responded to the views presented or commented on the viewpoints. Teacher also gave timely feedback.

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z Debriefing will be more effective if the learning and teaching activities are conducted in groups.

Group work can provide students with opportunities to exchange ideas with others, defend their own positions and consider suggestions from fellow students.

Finally, through discussing feasible solutions, a conclusion was drawn.

z Debriefing helps students organize, think and discuss the outcomes of the activity and share them with others.

The teacher further asked students the reasons leading to different viewpoints. For example, were the

Î By questioning, the teacher helps students understand the considerations rose during the decision-making

Visit and the subsequent debriefing

Effects of debriefing

viewpoints of councillors addressing the demands of a particular group of people / organizations? Who are the beneficiaries of the decision?

Finally, the teacher asked students to write a short essay to answer the questions above.

process and the possible short term and long term impact brought by the decision.

This process helps students explain and interpret the learning process and the experiences gained, and to reflect on the process of the whole activity.

Fig 4.10 Debriefing that complements with a field trip

● Questioning during debriefing

In the debriefing, teachers can raise questions so that students can reflect on the learning experiences relating to knowledge, thinking skills and attitudes during the process. Below are some examples:

“Did the views raised by the councillors respond to the demands of the citizens?”

“You have applied the knowledge learned from other topics to analyse this issue. What is the knowledge that you have applied?”

“How can the knowledge that you have learned in this visit be applied to other issues?”

“What method did you use to draw this conclusion?”

“Before getting this answer, what factors have you considered?”

“Do you think there are other scenarios that you can apply the skills which you have used in this activity?”

“What’s your opinion on the cooperation among group mates during this activity?”

“What are the strengths and weaknesses of your group?”

“What can be improved in group work next time?”

Fig 4.11 Debriefing questions and their relationship with knowledge, thinking skills and attitudes

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● Three elements of effective debriefing

To achieve effective debriefing, questioning and objective conditions, including sufficient time and an open learning atmosphere, are very important.

(i) Questioning that challenges students’ thinking

Debriefing questions aim at extending what students have learned during the learning activity. The questions raised should not be simple yes or no questions or questions with definite answers, but those which require students to think and are challenging. Hence, students can further extend and deepen their learning by discussing and exchanging views with other students.

(ii) Sufficient time

To achieve effective debriefing, time allocation is crucial. Teachers should leave sufficient lesson time for debriefing. Debriefing should not be conducted only because there is some time left at the end of the lesson.

Teachers must provide enough time for students to respond to the questions.

If there is not enough time for students to think, the answers they provided will be superficial. If lesson time is not enough, teachers can assign debriefing questions as homework so students can have a chance to think about them and reorganize what they have learned during the learning activity. Debriefing can be conducted in the next lesson. If sufficient time is provided for thinking, the discussion during the lesson will be more smooth and richer in content.

(iii) Positive, interactive and open learning atmosphere

Teachers should set norms for the class. Students know that they have to listen to others’ presentation during the debriefing. They then compare others’ viewpoints with their own and look for similarities and differences.

This, in turn, can compensate their shortcomings and enrich what they have learned. Of course, teacher has to ensure that the learning atmosphere in the classroom encourages students to voice their opinions and accommodates different views. When students express viewpoints are that different from others, teachers have to make sure that these views will be respected and they will not be laughed at. Students should also learn how to respect others’

rights of expression and to give constructive comments to others appropriately. A positive and interactive learning atmosphere is key to effective debriefing.

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In conclusion, debriefing is not a summary of a learning activity or an equivocal response. Effective debriefing should provide students with chances to present and reflect on what they have learned. The role of teachers is to encourage students to develop deeper thinking through questioning and give timely feedback. Debriefing helps students link the outcomes with the objectives of the activity. It also allows students to integrate the experience and new understanding gained from the activity with their knowledge structure. Teachers can also encourage students to apply the experiences gained from debriefing to other learning activities and daily life contexts.

Learning becomes deepened, consolidated and more meaningful.