Debriefing
We call debriefing, braindumping. I allow my students to "dump out" on to paper all that they have taken in. It amazes them that they have retained as much information as they have. We do this at the end of each section of a new subject.
After lecture or lab, I really like debriefing and hearing from my students. It helps them retain information and I can learn from them as well.
I will show the student a new procedure and then have them talke me throught it then have them perform the procedure. After they perform the procedure, I have them again talk me through it with me asking questions about the procedure. The students seem to retain more knowledge using this method.
Melissa,
the debriefing is a great way to help the students absorb learning from the activities & labs.
Ryan Meers, Ph.D.
I do this method in groups to review subject matter .
I agree when in lab you should always have a debriefing time it also helps the teacher to adjust in areas.
This is a tool I will implement. I do review in the following class, and at the end of a lecture. However, I would like to debrief after class exercises and simulations. Writing down, "braindumping" sounds like a good idea.
Sherry,
and it can also help the students really pause & think about what they just did, which sometimes they are not doing.
Ryan Meers, Ph.D.
This is a super tip. I think I will try this one as well. thanks for sharing.
Best wishes, Wynell
I find that Debriefing is the best way to get students to open up and discuss what they have expierenced in their clinical rotations.
I always do some kind of debriefing, but I did not know how important it is. Now I will plan it out more in detail so it is better.
