No Excuses! - A Documentary on Quality Physical Education
QUALITY PHYSICAL EDUCATION ADVOCACY
EFFECTIVE TEACHING STRATEGIES
This page will no longer be updated. The content from this page has been moved to our Facilitating Discussions and Debriefs page.
Debriefing Guidelines and Techniques
SHAPE America Appropriate Practices
Debriefing is an important part of team building activities and allows students to process and reflect on their experience. The learning that occurs in these activities have "real world" applications and a quality debrief is one way to make that connection. The debrief should be facilitated by the instructor, with students taking control of their learning and leading the discussions. The strategies listed on this page are also useful in regular discussions and lesson closures.
"The What" - Debriefing Process
Students describe the events that transpired during the activity.
"So What" - Debriefing Process
Students explain what they feel they learned from the experience.
"Now What" - Debriefing Process
Students explain how they can apply what they learned from the activity in different situations.
- 2.6.3 The teacher emphasizes critical-thinking and problem-solving tactics and strategies by using higher-order questions (e.g., those that deal with similarities, differences, efficiency and effectiveness).
Strategies for the Teacher
Guidelines for the Students
Leading and Following:
Making Group Decisions:
Real World Applications:
Trusting the Group:
What was the most important feature in planning?
How did you know that what you communicated was understood by the group?
Who assumed leadership roles during the activity? What did they do that caused you to think of them as leaders?
How satisfied are you with the decisions that were reached by your group?
How would you use this in your life outside of class?
Give specific examples of when the group cooperated in completing the activity.
How different were opinions within your group?
How did commonalities or differences between group members help in completing the task? How did they create difficulties?
Can you give examples of when you trusted someone in the group?
Apple and onion
Complete the sentence
Give students a partial sentence to complete. For example, "During the activity I felt..."
faces or emojis
Students use one word to characterize how the group conducted itself.
Rose, Bud, and Thorn
Skill Lists or Top...
Students brainstorm a list of skills they use in an activity and write them down.
Thumbs Up, Thumbs to the Side, and Thumbs Down
Rate how the group (or you) did, and explain why you rated it that way.
Web of Compliments
What Part are You?