{"id":10304,"date":"2017-12-01T19:21:18","date_gmt":"2017-12-01T16:21:18","guid":{"rendered":"http:\/\/demturkey.com\/?page_id=10304"},"modified":"2020-05-06T17:07:15","modified_gmt":"2020-05-06T14:07:15","slug":"dem-debriefing-model","status":"publish","type":"page","link":"https:\/\/demturkey.com\/en\/experiential-learning\/dem-debriefing-model\/","title":{"rendered":"DeM Debriefing Model"},"content":{"rendered":"

[vc_row full_width=”stretch_row_content” css=”.vc_custom_1513251563211{padding-right: 100px !important;padding-left: 100px !important;}”][vc_column][vc_custom_heading text=”DeM Debriefing Model” font_container=”tag:h1|text_align:left” use_theme_fonts=”yes”][vc_column_text]<\/p>\n

We made a synthesis of the above models to make sure that the debriefing touches at not only every stage of the experiential learning cycle but each step of the learning styles in detail.<\/p>\n

We have renamed this synthesis with reference to the steps we followed in youth work and the terms we used and developed the \u201cDeM Debriefing Model\u201d<\/strong>.<\/p>\n

DeM Debriefing Model<\/strong><\/p>\n

DeM Debriefing Model consists of two parts.<\/p>\n

Experiential Input -> Remembering + Reflecting = Conceptualization
\nConceptual Input -> Associating + Transforming = Planning<\/p>\n

These steps can be performed in the same session one after the other, or can also be done using different methods in different sessions according to length.<\/p>\n

[\/vc_column_text][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1513251737144{background-color: #e2e2e2 !important;}”][vc_column][vc_single_image image=”9025″ img_size=”full” alignment=”center” css_animation=”appear”][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1513251661781{padding-right: 100px !important;padding-left: 100px !important;}”][vc_column width=”1\/3″][vc_tta_accordion active_section=”1″ collapsible_all=”true” title=”EXPERIENTIAL INPUT”][vc_tta_section title=”REMEMBERING” tab_id=”remembering”][vc_column_text]<\/p>\n

Remembering Experience<\/h3>\n

What did you feel? What happened? What did you observe?[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”REFLECTING” tab_id=”reflecting”][vc_column_text]<\/p>\n

Reflecting the Experience<\/h3>\n

Why did you feel like that? Why were the process and result like that?[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”CONCEPTUALIZATION” tab_id=”conceptualization”][vc_column_text]<\/p>\n

From Experience to New Concepts<\/h3>\n

What does this experience tell us?[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][vc_column width=”1\/3″][vc_single_image image=”13368″ img_size=”large” alignment=”center” css_animation=”appear”][\/vc_column][vc_column width=”1\/3″][vc_tta_accordion active_section=”1″ collapsible_all=”true” title=”CONCEPTUAL INPUT”][vc_tta_section title=”ASSOCIATION” tab_id=”Association”][vc_column_text]Associating Concepts<\/strong><\/p>\n

What practical connection do you see between your theory and experience?[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”TRANSFORMING” tab_id=”transforming”][vc_column_text]<\/p>\n

Transforming the Reality<\/h3>\n

What is its relationship with your real life? What can you do differently?[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”PLANNING” tab_id=”planning”][vc_column_text]<\/p>\n

From Concepts to New Experiences<\/h3>\n

What can you do in the future to be better?[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1513251916825{padding-right: 100px !important;padding-left: 100px !important;background-color: #f2f2f2 !important;}”][vc_column css=”.vc_custom_1499091135127{background-color: #f2f2f2 !important;}”][vc_column_text]<\/p>\n

EXPERIENTIAL INPUT<\/h3>\n

As Kolb (1984) says, learning does not always occur from the experience itself. We also need to learn how to learn from experience.<\/p>\n

The aim of the debriefing is to reach new learning outcomes on the basis of an experience. Experiential learning games designed in this framework can be transformed into profound learning through\u00a0good debriefing.<\/p>\n

Even though we use the experiential learning games in the cycle as \u201cexperiential input\u201d, we should also consider that real experiences may also take place in this section. We must not forget that the goal of the game is to make the participant experience. In this sense, if there is a real experience that can be debriefed, the experiential learning cycle can be run again with these debriefing steps. For example, if participants have recently had an experience as a group, that experience can be debriefed together in the circle.<\/p>\n

In order to debrief in the experiential learning process, playing games are not absolutely necessary.[\/vc_column_text][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1513252030023{padding-right: 100px !important;padding-left: 100px !important;}”][vc_column width=”5\/6″][vc_column_text]<\/p>\n

1. Remembering \u2013 Remembering the Experience<\/strong><\/h3>\n

It is usually useful to start the debriefing with the emotions. During the experience process, the participants have experienced very different moods and reflected their feelings to their decisions and behaviors without even realizing it. Participants need to relax expressing their accumulating feelings. . Damasio, LeDoux, Zull and others (as cited in Kolb & Kolb 2013) offer convincing research evidence that reason and emotion are inextricably related in their influence\u00a0on learning and memory. Therefore, it is very important to express what is felt in order to make an analysis about the emotions later and to be able to make connections between the emotions and causes. It is useful to remember what happened before analyzing what happened during the game. At this point, the participants are asked what happened step by step, from the beginning to the end of the game. Despite the fact that the experience is common, different comments are made about what happened, which helps the participants to\u00a0look at what happened from different windows. During the experience, the participants make both inside and outside observations. For this reason, while\u00a0asking what happened, the participants are asked both what they did and their\u00a0observations of what others did. At this stage, what happened during the experience are almost divided into pieces and made ready to be analyzed. The basic\u00a0question in this step is \u201cWhat?\u201d<\/p>\n

Debriefing Questions:<\/strong><\/p>\n

    \n
  • \u00a0What do you feel now?<\/li>\n
  • \u00a0Was it all clear to you after listening to the instructions of the game?<\/li>\n
  • \u00a0What did you expect to happen before the game started?<\/li>\n
  • \u00a0What did you feel during the game?<\/li>\n
  • \u00a0What happened? What did you do?<\/li>\n
  • \u00a0What were others doing? What did you observe?<\/li>\n
  • \u00a0What did you feel?<\/li>\n
  • \u00a0What did you think?<\/li>\n<\/ul>\n

    Suggestions:<\/strong><\/p>\n

      \n
    • Participants may tend to talk directly about the experience they lived and even to share the inferences they have. In such situations, you can say that you are going to proceed in steps and you want to hear the emotions first.<\/li>\n
    • It may not be easy for every participant to directly share what they feel in the circle. Hence, first, you can get the feelings from everybody saying \u201ccan I hear what you are feeling now, in a word?\u201d<\/li>\n
    • You should plan the duration of this section, taking into account that the participants may need to express their feelings after emotionally intense experiences.<\/li>\n
    • You must pay great attention to that the feelings shared during emotion sharing are not judged or disrespected by others.<\/li>\n
    • The game has its own stages. It would be useful to ask what happened in chronological order according to these stages.<\/li>\n<\/ul>\n

      Methods to Deepen this Phase:<\/strong><\/p>\n

        \n
      • Drama<\/li>\n
      • Painting<\/li>\n
      • Music<\/li>\n
      • Reflection Groups<\/li>\n
      • Playback Theatre<\/li>\n
      • Small Group<\/li>\n
      • Exercises<\/li>\n<\/ul>\n

        [\/vc_column_text][\/vc_column][vc_column width=”1\/6″][vc_column_text]Bu ad\u0131m\u0131n kaps\u0131yor oldu\u011fu \u00f6\u011frenme stilleri<\/strong>[\/vc_column_text][vc_single_image image=”10225″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10227″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10231″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10223″ img_size=”full” alignment=”center” css_animation=”appear”][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1513252380677{padding-right: 100px !important;padding-left: 100px !important;background-color: #f2f2f2 !important;}”][vc_column width=”5\/6″][vc_column_text]<\/p>\n

        2.<\/strong>Reflecting \u2013 Reflecting the Experience<\/h3>\n

        This is the stage in which the abstract conceptualization section in the experiential learning cycle is prepared. At this stage, the experience is analyzed\u00a0with appropriate questions. Therefore, the more precise the feelings and observations are taken in the first stage; the easier it is to question them. What\u00a0is important at this point is that the participant is now completely alienated from the experiment and questions from the outside objectively. Participants are expected to express their own views on the causes and effects of what happened. The basic question in this step is \u201cWhy?\u201d<\/p>\n

        Debriefing Questions:<\/strong><\/p>\n

          \n
        • Why did you feel like that?<\/li>\n
        • Why do you think you had these experiences?<\/li>\n
        • Why did you act like that?<\/li>\n
        • Why did others behave like that?<\/li>\n
        • What are the reasons for this result?<\/li>\n<\/ul>\n

          Suggestions:<\/strong><\/p>\n

            \n
          • Participants may be inclined to go directly into the conceptualization phase, so you can ask them to be a bit more patient.<\/li>\n
          • Any discussion or conflict that occurred in the game can be reopened in this section. You must certainly interrupt at this point, remind that the experience is a tool and pull the participants back to a meta-cognitive point. In order to prevent such situations, cleaning the character after the game is very\u00a0 important for this reason.<\/li>\n<\/ul>\n

            Methods to <\/strong>Deepen this Phase:<\/strong><\/p>\n

              \n
            • Problem Tree<\/li>\n
            • Analysis<\/li>\n
            • Discussion Games<\/li>\n
            • Brainstorming<\/li>\n
            • Mapping<\/li>\n<\/ul>\n

              [\/vc_column_text][\/vc_column][vc_column width=”1\/6″][vc_column_text]Bu ad\u0131m\u0131n kaps\u0131yor oldu\u011fu \u00f6\u011frenme stilleri<\/strong>[\/vc_column_text][vc_single_image image=”10225″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10231″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10217″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10223″ img_size=”full” alignment=”center” css_animation=”appear”][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1513252498480{padding-right: 100px !important;padding-left: 100px !important;}”][vc_column width=”5\/6″][vc_column_text]<\/p>\n

              3. Conceptualization \u2013 From Experience to New Concepts<\/strong><\/h3>\n

              In this phase, participants are asked to think about what they have learned\u00a0from their experience and the analysis made on the experience, and what conclusions they have reached. This point is where new knowledge, new awareness,\u00a0and new concepts have been reached by means of blending experience, ob-
              \nservation and concepts. It is very important that the participants share their\u00a0conclusions with the group because each individual might have different conc-
              \nlusions, and as they are shared, the group has many more conclusions.<\/p>\n

              Debriefing Questions:<\/strong><\/p>\n

                \n
              • What does this experience and what we talked about, tell us?<\/li>\n
              • What conclusions do you get from all these experiences and our\u00a0discussions?<\/li>\n
              • What do these conversations mean to you in real life?<\/li>\n
              • What would you do differently if you played this game once more?<\/li>\n<\/ul>\n

                Suggestions:<\/strong><\/p>\n

                  \n
                • The word \u201clearning\u201d may not mean the same for everybody. Some participants can see learning only as getting information.<\/li>\n
                • For this reason, you can refer to the Triangle of Competences either earlier or later at this point in the program. (Knowledge, Skill, Attitude)<\/li>\n
                • You can ask the participants\u2019 conclusions (depending on the theme of your training) in categories such as human behaviors, social relations, economics, politics, and philosophy.<\/li>\n<\/ul>\n

                  Methods to Deepen this Phase:<\/strong><\/p>\n

                    \n
                  • Individual<\/li>\n
                  • Reflecting<\/li>\n
                  • Exercises<\/li>\n
                  • Self-evaluation<\/li>\n
                  • ReflectingGroups<\/li>\n
                  • Drama<\/li>\n
                  • Painting<\/li>\n<\/ul>\n

                    [\/vc_column_text][\/vc_column][vc_column width=”1\/6″][vc_column_text]Bu ad\u0131m\u0131n kaps\u0131yor oldu\u011fu \u00f6\u011frenme stilleri<\/strong>[\/vc_column_text][vc_single_image image=”10231″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10221″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10217″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10223″ img_size=”full” alignment=”center” css_animation=”appear”][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator border_width=”3″][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1513252656189{padding-right: 100px !important;padding-left: 100px !important;background-color: #f2f2f2 !important;}”][vc_column css=”.vc_custom_1499091388062{background-color: #f2f2f2 !important;}”][vc_column_text]<\/p>\n

                    CONCEPTUAL INPUT<\/h3>\n

                    This section has a highly important place in the experiential learning cycle. While varying with the profile and age of your target group, and session time, the experience must be associated with the existing concepts in all cases.<\/p>\n

                    Reflecting only the emotions and sharing limited inferences may leave the closing of the experiential\u00a0learning cycle incomplete.<\/p>\n

                    These conceptual inputs may be comprehensive theories, models, as well as conceptual information that the participants have and that may vary according to the target group and subject. For example, sharing information about theories of democracy in the debriefing of a democracy-themed experience with adults will deepen the conceptualization. In addition, in a hygiene-themed game activity applied\u00a0with children, they might be asked questions for other information they know about health and diseases and again may be related to hygiene.<\/p>\n

                    Conceptual information does not have to be shared after the game and the subsequent reflection. The recollection of a topic that the participants have already read, studied in class, or searched can also be evaluated in this section. For example, a book read before coming to the training program can be reminded in the debriefing phase of the game, and the conceptual information from it can be associated with the game and real life.<\/p>\n

                    We can not say that every trainer who practices experiential learning must have the expertise to convey conceptual information at the same time, however, in an experiential learning-based program, there must be a section in which conceptual information is searched\/shared.[\/vc_column_text][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1513252971669{padding-right: 100px !important;padding-left: 100px !important;}”][vc_column width=”5\/6″][vc_column_text]<\/p>\n

                    4. Associating \u2013 Associating the Concepts<\/h3>\n

                    In this section, the theories and concepts and models related to the session and the program topic are shared. For example, after a game of teamwork, the \u201cTuckman\u2019s Team Development Model\u201d can be shared at this stage of the debriefing. Or, if a game about conflict management has been played, \u201cThomas-Kilmann Conflict Resolution Model\u201d can be shared at this stage. This section is the stage at which conceptualization reaches the highest level. At this point, the participants should associate their experiences with the game and their expressions in the reflection phase with the concepts you are sharing.<\/p>\n

                    Debriefing Questions:<\/h3>\n
                      \n
                    • How do you see the connection between what this theory\/concept\/ information say and the experience you had?<\/li>\n
                    • Which of these conceptual propositions do your behaviors fit? Which do your behaviors not fit?<\/li>\n
                    • Which of the sayings of this conceptual information, if you had done, the game could have been different?<\/li>\n
                    • Will this concept help you to be more competent in this matter?<\/li>\n<\/ul>\n

                      Suggestions:<\/strong><\/p>\n

                        \n
                      • \u00a0You can use schematic models when talking about concepts.<\/li>\n
                      • \u00a0Try to avoid telling an overlong theory in a short session.<\/li>\n
                      • \u00a0Share at least 2 concepts related to the subject, if possible.<\/li>\n
                      • \u00a0You must state the owners of the original concepts that you share and provide references.<\/li>\n
                      • \u00a0Suggest resources and methods for those who want to have more information on the subject.<\/li>\n<\/ul>\n

                        Methods to Deepen this Phase:<\/strong><\/p>\n

                          \n
                        • Presentations<\/li>\n
                        • Readings<\/li>\n
                        • Expert Speakers<\/li>\n
                        • Article Reviews<\/li>\n
                        • Individual or Group Studies<\/li>\n<\/ul>\n

                          [\/vc_column_text][\/vc_column][vc_column width=”1\/6″][vc_column_text]Bu ad\u0131m\u0131n kaps\u0131yor oldu\u011fu \u00f6\u011frenme stilleri<\/strong>[\/vc_column_text][vc_single_image image=”10217″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10233″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10219″ img_size=”full” alignment=”center” css_animation=”appear”][vc_single_image image=”10223″ img_size=”full” alignment=”center” css_animation=”appear”][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content” css=”.vc_custom_1513252630206{padding-right: 100px !important;padding-left: 100px !important;background-color: #f2f2f2 !important;}”][vc_column width=”5\/6″][vc_column_text]<\/p>\n

                          5. Transforming \u2013 Transforming the Reality<\/h3>\n

                          A growth producing experience in the philosophy of experiential learning refers not just to a direct experience related to a subject matter under study but to
                          \nthe total experiential life space of the learner. This includes the physical and social environment and the quality of relationships (Kolb & Kolb 2013). For
                          \nthis reason, the training subject should be related not only to the experience in the learning game but also to the participant\u2019s own experiences. Participants
                          \nneed to think and plan how they will use their knowledge and skills that they obtained in practice.<\/p>\n

                          Debriefing Questions:<\/strong><\/p>\n