the most practical pages in the Guide
to Active Reviewing
practical considerations from Playback:
A Guide to Reviewing
a basic method with
some useful variations from Playback:
A Guide to Reviewing
13 strategies listed in More
21 strategies listed in More
the worlds of talk and action together. This article describes various
active reviewing methods - basic and advanced - used in work with
managers and young people.
Giving and receiving personal feedback - creative and focused methods
that have been used successfully with youth and adult groups.
making and telling
as a reviewing method - 30 variations, limitless applications. This is
a 'how to' extension of Stories
Benefits, Variations, Do you need an audience? Exaggeration,
Reconstruction, Theatre of the Absurd.
40 'end of course'
methods and how these can fit into an overall evaluation strategy. This
section now includes
an example of the 'Give
Evaluation Form' that I use
during and at the end of my training
workshops. There is also a form for longer term follow-up. Participants
can fill these out online.
how to use ready-made and learner-made pictures in reviewing.
There is now an easy
print version of Reviewing with
getting the positive/negative balance right in reviewing. If you are
short of ideas about reviewing positive/successful experiences, don't
be surprised if your reviewing sessions dwell on negatives. Find some
happy and effective alternatives here.
having a chat or conducting an interrogation? Whatever your own
preferred style might be, does it suit all the learning styles of the
learners you are reviewing with? Also some tips on dealing with common
problems in discussions.
some questions, some answers and an index of
reviewing tools, articles and research in outdoor management
Questions for Success. More pages about questions - and another FAQ
about reviewing will have links from here.
- Solo Challenge
is an exercise that involves creative negotiation, imagination, caring,
co-operation, understanding, reviewing and ... challenge! It is
suitable for an established learning group of 6 to 12 people. At least
90 minutes is needed for this three part exercise.
shows how participants can share their
experiences and their learning with others. Performing
describes how (without special training in
drama skills) people can create and produce a play for performing to an
is about ways of generating and recording
learning experiences and achievements.
Issues, solutions, strategies and methods.
especially useful near the end of an event when there is so much to
reveiw and so little time ...
Reviewing Tools for Developing Potential
- Where has all the
- How can you raise
- What's in your
25 methods for 1, 2, 5, 10 and 20 minute reviews.
12 methods. Ropes are a handy resource for active reviewing (objective
lines, deciding lines, position lines, happy charts, body maps,
activity maps, mapping journeys, drawing ...) You need plenty of space
indoors or outdoors.
Why make learning active and visual?
Four methods and their recommended applications:
Q JUMPING: makes contribution levels visible.
Recommended use: for encouraging more balanced participation.
MOVING MARKERS: makes the quality of the group process visible.
Recommended use: for monitoring group process while working on a task.
CHANGING PLACES: seeing yourself as others see you.
Recommended use: for developing empathy and providing feedback.
REPLAY: noticing what was missed first time around.
Recommended use: for easing conflict and for building trust and
This article about re-enacting physical activities includes:
- Seven Benefits of
- Eight Ways of Staging
- Miniature Replays
to come - in
the 'Tools for Change'
section of Guide
to Active Reviewing
to Transfer Learning: More of
supporting this workshop
will be appearing in Tools For Change. Workshop details
People at Risk: how the
reviewing of activities
(and other experiences) can be of particular value to young people who
are struggling more than most. (This will be a development of the ideas
and strategies you will find now on the Strategies
Reviewing: yes it's possible! A
culture has built up around the flipchart - a useful tool, but much
overused and forest-unfriendly. Substitute methods are described.
Learners will enjoy a break from routine - and so will you. So will the
[This theme was begun in Active
Training: the coming together of
'training' culture of focused objectives (with or without flip charts)
enhanced by the 'developmental' culture of more open-ended and holistic
purposes. A dynamic combination which gives birth to some innovative
reviewing practices - some of which will be described!
[There is already a 'development
training' section on this site
that includes a bibliography and definitions, but it does not yet
Styles: why have a range of
styles and how
do you choose? Examples of the possibilities and an assessment of the
benefits of developing a more varied reviewing style. [This theme is
frequently explored in Active
Tips but has yet to be brought
together into a full article.]
and feedback: one of the most
aspects of reviewing - seeing yourself as others see you. How to
conduct such sessions so that everyone is a winner.
[Some pages on this theme already exist: Feedback
and Receiving Feedback -
including 18 active methods.]
a research angle on reviewing - with a
practical focus. Experiential learning theory underlines the importance
of reviewing. So why is it that some people seem to learn or benefit
from experience without (apparently) going through a reviewing process?
[Meanwhile, see Food
for Thought and the
- which are more
thought-provoking than practical.]
activities and programmes:
reviewing into experience- based programmes. Carefully designed courses
may not create the kinds of experiences that were predicted. To what
extent can (and should) you design 'experience'? The greater the
unpredictability of the training or work environment, the greater will
be the need for reviewing skills!
[Designing activities and programmes for young people is described in
my first book: More
Than Activities The emphasis
on this new page about design will be about design the reviewing
structure for a course before choosing activities. The principles and
examples will apply to youth and adults courses.]
- Future Topics will
help - if you like!
and motivation -
techniques for engaging and sustaining interest in reviewing
time effectively -
time-saving techniques and the timing of reviews
in reviewing - how to work
through difficult situations, conflict, resistance to learning etc.
evaluation methods - how to
improve and demonstrate the value of experiential learning provision.
- 'how to review' topics
visitors to this site
- 'how to review'
contributions from visitors
to this site
[Each of the 3 links below creates a ready-addressed email for your
to ask for a topic to be included in the 'Tools for Change' section of
this Guide to Active Reviewing.
Suggest a brand new topic or
choose one from the
- Write to: email@example.com
to offer a topic to be included
- Write to: firstname.lastname@example.org
to recommend a useful source e.g. a reference to a useful web page, web
site, book, article etc. about reviewing.
Your help in developing
the content of this
section and in making links to other
practical resources (about reviewing experience) will be greatly
by all visitors to this 'Tools For Change' section of The
tools to find more reviewing tools
Since this page was first created there are now more ways of searching
for reviewing tools in The
Online Guide to Active Reviewing and
SEARCH BOX (at the top of
REVIEWING TIPS ARCHIVES
SITE SEARCH where you will find
even more options.
a 'Guided Tour' of the
key reviewing pages on this site
(first box below)