Facilitating Reflection:

Debriefing and Experience

Image of the Experiential Learning Cycle

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.

CCEL Document, pg. 9-10

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

Debriefing Strategies

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.

Debriefing Strategies - DRAFT