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Facts are represented by diamonds. Feelings are represented by hearts. Findings are represented by spades. Futures are represented by clubs.			>> Click here to START << Click here to FINISH - and give feedback Click here for the powerpoint version

• Feedback Methods and how they can be matched to the active reviewing cycle.
• This tutorial matches active and creative reviewing methods to the learning cycle.
• You are welcome to try it out - for free! Please let me know how you get on! Write to:   roger@reviewing.co.uk
• Once you have tried out the tutorial, use the links below to learn more about active reviewing.

Articles about Active Reviewing

• The Art of Reviewing When reviewing experience it sometimes pays to follow clearly sequenced models, but the best reviews often flow from intuitive judgements about what will work best.
• Reviewing by Doing also matches active reviewing methods to the learning cycle. The context is outdoor youth development, but the model applies to all ages and the methods are adaptable.
• Active Reviewing: Bringing together the worlds of talk and action describes active reviewing methods used in management development. The principles apply to all ages.
• Facilitation and Reviewing in Outdoor Education Considers the implications for facilitation style if you want to place learners' experiences at the heart of the learning process. Lists active reviewing methods suited to outdoor environments.
• More articles
  

Books about Active Reviewing

• Playback: A Guide to Reviewing Activities has an index (page 29) that matches even more reviewing methods to the 4 zones described in this tutorial. More books about active reviewing are described on the publications page

Ezine about Active Reviewing

• Active Reviewing Tips is my free monthly newsletter on the subject.

Alternative Viewpoints

• Improving the Learning Climate and In Search of Respectable Adventure provide an antidote to 'cycles' and 'sequencing' by looking at active reviewing from the perspective of developmental theory (and a poem!). As usual, you will find plenty of practical examples of how you can apply these theories in your work.
• To find more articles and ideas use the Article Index, the Archives Index (for 'Active Reviewing Tips') or the Search Page
• For some well researched background into the importance of exploring feelings and intuition in the learning cycle, refer to one of these books by John Heron, Founder of the Human Potential Research Project at the University of Surrey. These links take you to the relevant pages at amazon.co.uk:
  1. Feeling and Personhood: Psychology in Another Key(hbk) ISBN 0-8039-8729-3 (pbk)
  2. The Complete Facilitator's Handbook(pbk) ISBN 0-7494-2972-0 (hbk)
  Daniel Golman's 'Emotional Intelligence' and Howard Gardiner's 'Multiple Intelligence' provide even more angles on the value of emotions in learning.
• Frank Ashton's poem 'Factuality' provides an alternative way of seeing the links between facts, feelings and findings.
• Ed Batista compares three experiential learning cycles including the one presented here.
  
Many theories and models of experiential learning emphasise learning at the expense of the experience. The links above should challenge you to re-evaluate the left/right brain balance in your own approach to learning. The methods described within this tutorial (and throughout reviewing.co.uk) will allow you to adopt a 'twin track' approach in your reviewing - resulting in motivated learners moving towards their goals (combining depth with progression).

Other uses of the Active Reviewing Cycle

• Help desk staff responding to customer enquiries
  This application of the reviewing cycle is not an active one but it does follow the basic sequence: Facts, Feelings, Findings, Futures. When a customer phones the help desk they are taken through the cycle with a series of questions to investigate the facts, elicit feelings, analyse the problem and provide a solution. So the reviewing cycle can be used as a problem-solving cycle. Suitable questions at the feelings stage help staff to appreciate that they are dealing with a person as well as a phone. Discovering feelings may even help to diagnose the problem.
• Investigating the causes of a near miss incident
  A potentially serious incident was investigated by collecting information relating to each of the four zones of the cycle. The incident was divided into several stages - each represented by a flipchart divided into the four zones. Different coloured pens were used to distinguish between comments from those who were present at the incident used and those who were in touch by phone or by radio.
• Experiential Marketing
  Experiential Marketing: How to Get Customers to Sense, Feel, Think, Act, and Relate to Your Company and Brands by Professor Bernd Schmitt looks as if it follows much the same sequence. But the connection is not as close as it seems. The Active Reviewing Cycle is an holistic approach to reflection and review, while Experiential Marketing is an holistic approach to marketing which includes concepts such as: 'Customer Experience Management', the 'Experiential Selling Paradigm', 'understanding what experience the customer wants' and 'creating holistic experiences for customers'.
• Management Learning
  The Active Reviewing Cycle is included as a model in AMA course 8105 on Advanced Training Strategies:  Facilitating the Learning Experience. [AMA = American Management Association International]
  

Look out for the next tutorial. It will be about matching reviewing methods to immediate needs (rather than to a learning cycle). Be first with the news via my free monthly newsletter: Active Reviewing Tips.

Don't just do it - actively review it!

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