Instructional Closings

Debrief

As with the Warm-up activity that gets the brain going at the beginning of class, my students end class with an activity that lets them feel closure with the lesson and their work for that day. The activity is almost always an online reflective journal or survey, and the purpose is to have an impact on and inform my planning for the next class. Sometimes we end the period with a whole-class conversation instead, especially after a Socratic Seminar day, because we use the conversation to debrief and think metacognitively about our discussion process as a whole group. Students should develop metacognition skills as a way of understanding how they learn. The debrief looks at the learning process for the day and is that opportunity for me to point out how different students learned well because they have certain strategies they used effectively. In this way, more students can benefit from that reflection. Literacy development requires so many strategies that operate differently given the text. When my students can benefit from understanding how they each learn, a strong sense of community and collaboration develops.

Strategy Resources (2)
Students In Action
 
 
 
Student Handout
 
 
This is an example of an Exit Survey I gave about Elizabethan English during our Shakespeare unit as a part of our Debrief. I review the results in order to better tailor my lesson for the next class and we discuss the results openly in class.
 
Students In Action
 
 
Student Handout
 
 
This is an example of an Exit Survey I gave about Elizabethan English during our Shakespeare unit as a part of our Debrief. I review the results in order to better tailor my lesson for the next class and we discuss the results openly in class.
Johanna Paraiso
Fremont High School Oakland
Oakland, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Twelfth grade
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