- You will find articles,
tips, methods, research and organised links about reviewing in Roger
Greenaway's free online Guide to Active Reviewing.
- Here are some links about
reviewing to help you on your way:
Here are some general considerations when planning and preparing for
reviewing. Specific skills and methods are described in
TOOLS FOR CHANGE
adapted from Playback:
A Guide to Reviewing Activities
- Thinking ahead
obviously increases the chances of successful reviewing, but it is
always better to have an unplanned or improvised review than to have no
review at all. The questions below should not deter you from reviewing.
For people in an optimistic frame of mind these questions will remind
you of opportunities for reviewing that you may have overlooked.
- What kind of review
would meet the needs of the participants?
What preparation would help to produce this kind of review?
What kind of experience would lead into this kind of review?
What kind of activity would create this kind of experience?
- When and how are group
aims and objectives decided?
When and how are individual aims and objectives decided?
- Immediately after the
event? After a short break? Next week?
A quick on-the-spot review, followed by a longer one later?
After another activity, and review both together?
Same duration as the activity? Or shorter? Or longer?
- Where the activity
took place? (while experiences are fresh and are the natural topic of
conversation, and while it is easier to demonstrate a point or repeat
parts of the activity)
While walking, travelling or eating? (providing a chance for informal
reviewing, especially with 'loud' or 'quiet' individuals who find it
difficult to participate in a group setting)
The review room? (Ideal surroundings? Comfortable? Air-conditioned?
Quiet? No interruption or distraction? Plenty of space and resources?)
- How structured? How
informal? Easygoing? Businesslike? Free-flowing discussion? Speakeasy?
Covering lots of ground quickly or one aspect in depth?
Using several reviewing methods or just one?
- No contract or
agreement unless problems arise?
Rules are expressed positively? (more do's than don'ts)
Agreeing principles rather than rules? (more respect for principles?)
What is negotiable? What is not negotiable?
- How will you maintain
high levels of involvement for each individual?
How will you help those who cannot express themselves readily?
(especially as they may have the greatest need to do so)
- How will you decide
when to finish? Will this be agreed in advance?
Will important points be summarised? How?
How will you gauge and attend to emotional needs at the end?
How will you help learners to work out realistic follow-up action?
How will learners be supported in carrying out follow-up action?
ROLE AND STYLE OF REVIEWER
- Provided that you are
consistent and sincere in your general attitude and values, variations
in your role and style will allow and encourage participants to try out
different roles and styles themselves. The reviewer's role and style
can vary considerably according to which methods are chosen.
- Remember that you are
helping people to learn from their experience. Encourage them to
develop reviewing skills as well as activity skills. Listen to their
ideas and you, and they, will have many more methods from which to
For more information see:
What, Why and How?