ACTIVE REVIEWING TIPS
for Dynamic Experiential Learning

Active Reviewing Tips 2.5   Sequencing in Active Reviewing Training Workshop: Tools for Reviewing in OMD Main Feature: SEQUENCING in ACTIVE REVIEWING Corrections x 2: Learning Styles Past and Future Issues of Active Reviewing Tips

Active Reviewing Tips for Dynamic Experiential Learning http://reviewing.co.uk Active Reviewing Tips 2.5  Sequencing in Active Reviewing   ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ISSN 1465-8046   You are receiving this free monthly newsletter either because you asked [thank you] or because someone has forwarded it to you [check the message header above].   WELCOME TO NEW READERS especially the friendly and dynamic people I've just met at the European AEE Conference at Brathay. Face to face exchange of ideas and activities beats electronic mailings any day! In combination they work even better!   >You can learn more about the Association for Experiential >Education in Europe by visiting Michael Rehm's 'International' >pages (written in English) at: http://www.erlebnispaedagogik.de   ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ A C T I V E . R E V I E W I N G . T I P S ** ~ ~ FOR DYNAMIC EXPERIENTIAL LEARNING ~ ~ the free monthly newsletter associated with the ~ ~ 'GUIDE TO ACTIVE REVIEWING' http://reviewing.co.uk ~ ~ Editor: Roger Greenaway roger@reviewing.co.uk ~ ~ Vol. 2.5 May 1999 ~ ~ SEQUENCING in ACTIVE REVIEWING ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~   ** REVIEWING = PROCESSING = REFLECTION = DEBRIEFING Usage and meaning of these overlapping terms varies across different cultures and countries. I call it 'reviewing'. The term 'ACTIVE REVIEWING' includes a whole range of methods for learning from experience - including (but not limited to) discussions. Still puzzled? All is explained at: www.reviewing.co.uk/_review.htm ''Reviewing and Debriefing: What, Why and How''   ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~   CONTENTS (TOP) ============ ADVERTISEMENT ====================   ~ ~>> TRAINING WORKSHOP with Roger Greenaway   10 firm bookings confirms that this event will be taking place. Up to 10 more places are still available. Several people have asked if this event can be run on different dates at different places. The answer is 'yes' - ask Dig Woodvine, XCL at: woodvined@cix.co.uk or write to roger@reviewing.co.uk   TOOLS FOR REVIEWING IN OUTDOOR MANAGEMENT DEVELOPMENT Most of my training workshops are provided as part of a client's in-house staff development programme. Here is a rare open workshop that provides opportunities for individuals, freelance trainers, staff development officers etc. to experience a live workshop! - thanks to XCL: ''Ordinary People doing Extraordinary Things''.     ''Tools for Reviewing in Outdoor Management Development''     Saturday 19th to Sunday 20th June 1999     Nantwich, Cheshire, England     provided by Roger Greenaway, hosted by XCL Details: www.reviewing.co.uk/outdoor/omdxcl.htm or request a leaflet from: woodvined@cix.co.uk Full List of 20 workshops: www.reviewing.co.uk/_wkshops.htm [reviewing skills for working with young people and with adults] CONTENTS (TOP) ~ ~>> Main Feature: SEQUENCING in ACTIVE REVIEWING   In recent issues I have challenged the over-use of FLIP-CHARTS the over-use of QUESTIONS and the over-use of TALKING.   Although I have been suggesting alternatives to take their place, I feel that I should now offer some more constructive advice about how to fill the 'vaccuum' that may be left as you wean yourself (or others) away from these various 'over-use syndromes' (or 'bad habits' - if you prefer).   This 'constructive' advice takes the form of a sequence for 'active' and/or 'talkative' reviews. This sequence has a sound basis in both theory and practice - but is not the only one!   First, some introductory points about SEQUENCING.   1) SEQUENCING Sequencing in reviewing is not just about the sequencing of questions. Any collection of reviewing methods can be arranged in a sequence to fit your favourite learning theory.   2) VARIETY PAYS Don't spoil a stimulating diet of activities with a predictable and one-dimensional approach to reviewing. There is no single 'best' or 'correct' sequence for reviewing. This is partly because the situation and purpose of reviewing can vary so much. It is also because a variety of approaches (and sequences) for reviewing is more stimulating. Just as for activities, it is easier to provide a stimulating and balanced programme when there is variety and choice.   3) ART and/or SCIENCE? What variety and choice is there for reviewing sequences? There could be as many good reviewing sequences as there are ways of having good conversations. Unfortunately, many people stick to one or two favourite methods or models. However good these favourites are, the art of good conversation and the art of good reviewing are unlikely to be discovered or developed if they are based around only one or two patterns or 'proven formulae'.   4) A 2 STAGE SEQUENCE The most basic sequence (described in Creative Reviewing by Hunt and Hitchin, 1986) is just two stages: looking back then looking forwards. If you start a review with ''How will you do it differently NEXT time?'' you will have bypassed the essential stage one: ''How did it go THIS time?''   5) WHY 2 STAGES ARE NOT ENOUGH A problem with this appealingly simple two stage approach is that it tends to *distance* people from their experiences. It asks people to stand apart from their experiences and make judgements. Taking an objective view is clearly an important stage in reviewing. But it is rarely (in my view) a good starting point. Also, the quick shift from 'there and then' into the future misses out the vital 'here and now' stage of learning. This approach tempts people to jump to conclusions before checking the facts and feelings as others see them. [Also see Peter Honey's views on missing out stages in the 'corrections' section below.]   6) 4 STAGES OF REVIEWING I have for some time been promoting a 4 stage model of reviewing that is loosely based on the Kolb cycle, and is in keeping with Dewey's ideas about helping experiences live on in future experiences. More importantly (perhaps) the four stage sequence I described was based on my observations of how facilitators actually conducted reviews.       1 - The Facts of the Experience Facilitators ask people to recap what happened - whether through story-telling, charting, mapping, re-enacting or just summarising the event.       2 - Expressing Feelings (emotions) Facilitators encourage learners to share feelings so that they learn more about what it is like to be in each other's shoes/skin. This creates opportunities to discover other realities and perspectives of the 'same' event.       3 - Examining Findings Sooner or later every review involves analysing the event from different perspectives and through different questions.       4 - Exploring Futures This is often the most difficult stage - which is why I have now divided this stage in two.   7) WHY 4 STAGES ARE NOT ENOUGH The problem with any model is oversimplification. But if you add too many extras, models gets too cumbersome to be of practical value. But I do believe that in stage 4 (when looking to the future) it is essential to cater for two very different kinds of learning. A learner once told me after his course: ''SOME LEARNING IS NOW A PART OF ME, SOME I WILL NEED TO REMEMBER''. According to this view, some learning will be carried into the future anyway (with or without a plan or resolution) and some learning is unlikely to happen unless it is planned for in some way. Everyone is capable of both kinds of learning. To help people get maximum value from an experience, we can facilitate *both* kinds of learning (for ourselves and for others). Forecasting and predicting the future draws on gut feelings and intuition, while planning clearly helps to deliberately shape what happens in the future.   Here (at last!) are the five stages. I have paid more attention to stages 4 and 5 because these are the new ones. If you like, dislike or have any views or comments about these ideas please write to me at roger@reviewing.co.uk   <<<<<<<<<   fA  fE  fI   fO  fU   >>>>>>>>>>   <<<<<<<<<<<<<<<<<<<<<<<<<  LOOKING BACKWARDS   #1    fActs <<<<< What happened?     Tell the story.   #2    fEelings <<<<< What did you experience?     How was it? What emotions did you feel? Motivation? Ups and downs etc.   #3    fIndings <<<<< What was interesting about it?     Issues? Conclusions? What have we found out so far?     LOOKING FORWARDS  >>>>>>>>>>>>>>>>>>>>>>>>>>   #4    fOrecasts >>>>> What impact (if any) is this event likely to have?     CHANGES: How are things already different? How are things already changing? Where are you (now) heading?     PREDICTIONS: What do you think the consequences will be? for you? for others? for the group?     CHOICES: What choices are you likely to make or avoid?   #5    fUtures >>>>> What do you want to do to influence the future?     What choices do you have? How do you want things to be different? What can you do to achieve this? Are then any first steps you can take now? What support (if any) do you need? Anything you now want to try, explore, find out? Any fresh start or fresh challenge you want to take on? What will you do and when?   SAVE OR SPEND? Capacity-building, raising self-esteem, developing potential etc. are concepts that create greater wealth without necessarily creating spending plans. Learners may choose what to do with their growing potential - they can bank it for using later, or they can have a spree and immediately use it for any purpose they choose.   THINK OR WRITE? ''There is no single 'best' or 'correct' sequence for reviewing.'' Any thoughts (large or small) about sequencing, or about your own favourite sequences? Please send your message to roger@reviewing.co.uk (for private messages) or to roger@reviewing.co.uk (for publication). If there is any doubt, I will always contact you to ask your permission before publishing anything you write.   INSTANT READER SURVEY AEIOU provides an easy way of rembering the sequence. The above version is presented as: fA fE fI fO fU for:     fActs, fEelings, fIndings, fOrecasts, fUtures An alternative presentation of the same basic sequence could be presented as AEIOU standing for:     Actions, Experiences, Insights, Opportunities, Undertakings If you prefer the first version please send a blank email to: roger@reviewing.co.uk If you prefer the second version please send a blank email to: roger@reviewing.co.uk   ==================================================   CONTENTS (TOP) ~ ~>> LEARNING STYLES - 2 CORRECTIONS   CORRECTION #1 Tim Pickles has asked me to point out that his article about Experiential Learning on the Web (published in the last issue) did not correctly distinguish between 2 different learning style theories. The relevant section should have read:   Honey and Mumford defined four styles, based loosely around the four stages of Kolb's cycle: Activists, Reflectors, Theorists and Pragmatists.'' You can read the (corrected) version of the article packed with many useful hotlinks at: www.reviewing.co.uk/research/experiential.learning.htm   CORRECTION #2 This could be a mistake that you have made. If so, you are not alone! Many people misunderstand and misuse learning style theory. The theory is not meant to cramp your style - it is meant to extend your style so that you become a more balanced learner. Who better to clarify this point than Peter Honey himself who wrote in to the UKHRD discussion list on 7 Jan 1999 with this explanation of how he presents learning styles (depending on the time available):   ''I have three different ways of introducing learning depending on time constraints (writes Peter Honey) ...   1.  IF I HAVE ONLY 15-20 MINUTES   In a tightly structured day I introduce the Learning Cycle alone, showing how all four stages are essential contributors to effective learning and alerting people to some of the ways it gets 'distorted' to accommodate different preferences ie - by postponing planning and doing and indulging in analysis to paralysis - by cutting out reviewing and concluding and going straight for a quick fix - by jumping to conclusions instead of reaching them via a review.   I have visuals to show the stages in the cycle and these 'distortions'.  I then explain how the structure for the day incorporates the Learning Cycle.   2.  IF I HAVE 20-35 MINUTES   I do all of the above then I give people four cards (different colours) containing a summary of the Learning Styles ie a card (red) for Activist, a card (yellow) for Reflector etc.  They simply read the lists on the cards and decide which one is most like them.  A straw poll is conducted by getting people to hold up their card and counting the number of people with Activist preferences etc etc.  I finish by stressing the importance of investing extra effort in the parts of the Learning Cycle they do not relish.   3.  IF I HAVE 35-60 MINUTES   I do 1. above, then get people to complete the Learning Styles Questionnaire;  read the descriptions to the four styles; predict their preferences; score the questionnaire; apply the appropriate norms and share/discuss the results ...   Finally, I believe it is essential always to make the learning process explicit. Being pushed for time is no excuse.  After all, the learning process is the key to whatever else you plan to tackle during the day.''   For more information visit www.peterhoney.co.uk where you can find out your own learning style, or write to peterhoney@peterhoney.co.uk   To find out more about the UKHRD discussion list visit http://www.ukhrd.com ==================================================   CONTENTS (TOP) ~ ~>> PAST AND FUTURE ISSUES OF ACTIVE REVIEWING TIPS   This fairly 'theoretical' (but useful?) issue will be followed by a more practical one!   The focus of the last issue was 'Therapy For All' - now archived at: www.reviewing.co.uk/archives/art/2_4.htm The 'ideas from therapy' theme will be returned to in future issues. Narrative Therapy and Art Therapy are coming soon. Your contributions on this topic or any other reviewing topics are always welcome.   If you would like to write in on any ''reviewing'' topic please send your message to roger@reviewing.co.uk (for private messages) or to roger@reviewing.co.uk (for publication). If there is any doubt, I will always contact you to ask your permission before publishing anything you write.   ==================================================   ~ ~>> 3 WAYS TO SAY THANKS FOR THIS FREE EZINE 1. Send comments, questions or tips to: roger@reviewing.co.uk 2. Ask a friend to view: http://reviewing.co.uk/_ezines.htm 3. Buy ANY book online from Amazon.co.uk via my coded link: www.amazon.co.uk/exec/obidos/redirect-home/reviewingskillst I receive a commission if you buy a book via this link :-)