Debriefing and Experience
The Experiential Learning Cycle.
Experiential learning requires educators to provide explicit instruction in the skills of reflection and to assist students in developing the habit of looking for the learning that can be drawn from all life experiences.
Reflection is a strategy that develops skills of metacognition – the process of thinking about one’s own thought processes. Metacognition includes the ability to monitor one’s own progress towards achieving a learning goal, a skill that is reinforced in curriculum expectations and assessment policy (assessment as learning).
Reflect: So what? Students think about their experience, guided by reflective questions and prompts, and identify what they learned as a result of the experience – about themselves, other people, the world, their opportunities, or the subject of study.
Role of the Facilitator
Ensure participants are fully engaged in the process of learning
Maximize learning, not “make easy”
Serve as a catalyst
Move the group toward an outcome
Provide a framework for reviewing to occur
Routines and structures to help you facilitate group discussions for students to identify what they learned as a result of the experience – about themselves, other people, the world, their opportunities, or the subject of study.