Facilitation / Debriefing Experiences at Glengarry

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Facilitation / Debriefing Experiences at Glengarry
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The Change Process Our Students
TO CHANGE ANTICIPATED OUTCOMES PROGRAM TYPE
Feelings New skills, energy, enjoyment, fun Recreational
Thinking New knowledge, attitude, awareness Educational
Behaviour New ways to act increase function Developmental
Misbehaviour New ways to cope decrease dysfunction Therapeutic
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Educational Programming

• Educational Programming is aimed at
  understanding concepts, enriching the knowledge
  of old concepts or generating an awareness of
  previously unknown needs through adventure.
  Educational programming changes the way people
  think, by allowing them to see things in life
  from a fresh perspective. They gain new attitudes
  and transfer these attitudes to the way they
  conceptualise daily life. An example might be
  demonstrating the impact of a new way to solve
  problems.

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Developmental Programming

• Developmental Programming is aimed at improving
  functional behaviours and training people to
  behave in new and different ways. Developmental
  programs change the way people behave, by showing
  them successful ways to interact on their own or
  with others. These new behaviours are transferred
  to other life situations. An example might be
  learning new positive ways to trust and
  communicate with each other, or learning new ways
  to cope with the high pressures of sporting
  competition.

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Promoting Change Transfer Of Learning

• Letting the experience speak for itself.
  "Learning and doing" ie. here the participants
  just have a good time making their own meaning
  out of the experience.
• Speaking for the experience. "Learning by
  telling" ie where the facilitator tells the
  students what they have learnt and what they can
  improve.
• Debriefing the experience. "Learning through
  reflection" ie. participants reflect on their
  experience and through guidance from carefully
  designed questions bring up points and issues for
  open discussion in the group.
• Frontloading the experience. "Direction with
  reflection" ie key learning points are given
  before the experience occurs guiding participants
  in the direction of important issues. The debrief
  process at the end simply looks at the success or
  failure of these key points.
• Framing the experience. Reinforcement in
  reflection ie the adventure experience is put
  together in such a way that it is a metaphor,
  or a mirror image of reality for the
  participants. If learning and change can occur in
  the adventure experience, then all that is
  required is for the participants to implement
  these same changes back in their normal lives.

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The Debriefing Filter Questioning Techniques to
focus the learner

• Using a questioning technique that funnels the
  reflection process can help guide students
  learning so that the experience has a connection
  that can enhance aspects of their life!

Experiences
Review Recall Remember
What was the effect, how did it affect you?
Can you sum up what you learnt?
Can you apply this to your life?
What will you differently next time?
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Edgework

• Look for moments that has students at the edge
  of their comfort zones.
• Providing assistance to break through in to new
  territory opens up Realms of New Possibilities

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Newspaper Headlines
Mark Hassell finds Chick that Digs Him!

• Students get a piece of paper each and pencils or
  textas. They use these to produce a front page
  of a newspaper about the week/trip/activity.
• Share with the group
• Use Funnelling questioning to uncover learning!

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Pile Of Junk Debrief

• Students are asked to go to their packs and
  retrieve a selection of items that they add to a
  pile of junk in the middle of the circle they
  then choose an object to describe the way they
  are feeling, the way the trip has made them feel,
  what they have learned on the trip, etc.
• Share with the group

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Picture Debrief

• Place a pile of pictures in the middle of a
  circle. Members of the group are asked to take a
  picture that represents the trip for them.
• Share with the group.
• Use digital slide show during pastoral care time
  maybe a way to focus learning!

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Drama Skit Debrief

• Divide the students into pairs or triads.
• Students present a drama representing the trip
  for them to the rest of the group.
• Ready to use funnelling questions to focus
  learning.

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Colour Object Debrief

• Students collect a colour from a pile in the
  centre of the circle (Paint colour charts from
  any paint shop or smarties or jelly beans) to
  represent the answer to questions. How are you
  feeling at the moment? How did you feel when?
• This activity can also be used as an enviro game
  where students collect items from the natural
  environment that match the colours on the card.

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Finger Shoot

• Rate how you went during today.
• Problem focussed facilitation What led to you
  acting in this way.
• Solution Focussed facilitation For those of you
  who scored a 2 out of 5, what would you do next
  time to score a higher score?

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Activities To Promote Group Fun Learning

• Lets go to the following website
• http//www.wilderdom.com/games/
• Save this site to your internet favourites
• In groups of 3 you are to choose an activity that
  we could use to have fun, get to know each other
  better, helps us break the ice among new staff.
• For you old salts in the group, you have to
  choose a game that you have never seen done
  before
• You will then present this to the group