iv. step forward: debrief the experience

Discussing the learning process is just as important as evaluating it— this supports transferability of not only the "product" of learning but also the process.

Questions to consider

1. When will participants have space to reflect and discuss how the PD strategies and structures affected their learning experience?

2. When will participants have opportunities to collaboratively brainstorm how the PD strategies and structures can be applied to their own teaching practice?

transfer tip

Prompt participants to identify an aspect of the PD content and a learning strategy used by the PD facilitators that they want to try out in their own work context.

why debrief?

Often, we move from place to place, session to session without the opportunity to pause and consider what just happened. When we take in the totality of an experience via debriefing the experience, then we are more likely to create meaning and transfer knowledge into our own lives.

Wait, how is that different than reflection?

The debrief may feel similar to Reflection, but this step differs because it emphasizes reflection of the content and the learning experience at the end of a PD session.

good pd uses good pedagogy and delivers useful knowledge

At the end of your session, it's time to close the loop. The participants have engaged in a solid stretch of learning, but now what will they do with their experience and new knowledge?

If your goal is support the transition from knowledge-gained to behavior-enacted, then participants need to make personal meaning out of the learning experience. Create space for this process by structuring a discussion while the learning experience is still fresh in their minds.

Here are some ways you can support the learner's transfer of knowledge through debriefing:

through deep listening & observational data

Once you set up the debrief, your job is to step back so that the participants can step forward. This is their time to express, learn from each other, and process the experience. You can:

Listen deeply so you are able to really hear the participants' takeaways
Share your notes taken from observations to supplement

through listening for DEPTH

Adapted from Safir, The Listening Leader

Deep listening is listening with no agenda to express genuine empathy and mitigate differences.

When asking participants to debrief their experience, focus your attention on their words. Listen first, then speak.

through observation

Debrief activity: Think, pair, share

This debrief strategy structures the participants' processing by enacting it in three different contexts: individual, partner, and whole group.

It also promotes Higher-Order Thinking by giving learners the opportunity to think deeper about the question before responding.

You can adapt the Think Pair Share strategy for youth or adult learners, and for the beginning, middle, or end of a lesson.

example Debrief Questions

How did you feel when initially briefed on the activity?
How did you feel while engaged in the activity?
Describe the challenges you faced.
Describe the ways your group was successful.
What positives can you take away from the activity?
What was your plan for the activity? How did you come up with it?
What advice would you give to another team working on this activity?
What would you do differently next time?
What surprised you the most?
What did you enjoy about the activity? What didn’t you enjoy?
What lessons can you learn from this challenge?
How did you contribute as an individual to the task? What was your role?
How can you apply what you learned from this activity to your own practice?

"It’s in conversation where you build the ideas and you make the connections. You’re not just going to make the same connections if you’re not verbally discussing the ideas."

– Professional Development Specialist

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