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This page will no longer be updated. The content from this page has been moved to our Facilitating Discussions and Debriefs page.

Debriefing Techniques

4 corners
After a statement is read, each participant moves to a corner labeled as strongly agree, agree, disagree and strongly disagree.
Apple and onion
​An Apple is a positive comment about themselves, a group member, the group, or the activity. An Onion is something they did not like about the experience
beach ball
Write questions on a beach ball. Throw the ball to whoever wants it.
​The person who catches the ball answers whichever question is closest to them.
Chiji/expression cards
Students choose a card that best represents an experience, feeling, thought, or emotion that they had during the activity.
​Each person/group will show their card(s) and share what it/they represents to them. 
Complete the sentence
Give students a partial sentence to complete. ​For example, "During the activity I felt..."
crumpled paper
Students write anything they want about the activity, themselves, or the group and throws it into the center circle. After mixing up the crumpled papers, everyone takes a piece of paper and reads it aloud to the group.
faces or emojis
​Pass around laminated sheets and each student will choose one picture that represents how they currently feel or how they felt during the activity.
headliners
​The students create a headline about the activity that they just completed. 
index cards
Write debriefing questions on index cards and pass them out.
​Have the participants reflect and answer the question as part of whole group, in partners, in small groups, or by themselves.
one word
Students use one word to characterize how the group conducted itself.
Quick Toss
Toss an object around the circle and when caught, participants answer a predetermined question or can share a thought, compliment, or experience.
​Rocks
Pass around a bag of rocks and tell students to take as many as they want from the bag (at least one).
​For each rock they took they will explain one thing about the activity to the group. 
Rose, Bud, and Thorn
Each person shares their rose, bud, & thorn.
​Rose is something they enjoyed about the activity, thorn is an area that needed improvement, and bud is something they took away from the activity.. 
Skill Lists or Top...
Students brainstorm a list of skills they use in an activity and write them down.
Snapshot
Students are asked: "If you were to take a picture at any moment during the activity, what would have taken a picture of and how is it representative of your experience?"
​Thumbs Up, Thumbs to the Side, and Thumbs Down
​Rate how the group (or you) did, and explain why you rated it that way.
​Traffic Light
​​Each student chooses either the red, yellow, or green light to represent what they thought about the activity and then explains why.
​Green light = full speed ahead, yellow = proceed with caution, red = stop!
​Web of Compliments
​The group passes an object to each member.
​When they receive the object, that person must pick a person, say why they are proud of them, and then pass them the object.
What Part are You?
Ask each person to choose the part of (insert here) that best represents their role within the group or particular activity.
​For example, what part of the house best described your role in the last activity and why? 
​Yard Stick or Ruler
​Each student shows how they rated the activity by touching a number on the ruler and sharing why they touched that number.

Resources for this Page
  • Tips And Tools: The Art of Experiential Group Facilitation. Stanchfield, J. (2008). 

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