Series Expeditionary Learning Deeper Learning: Debrief Circles

Challenge at the Heart of Deeper Learning

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Debrief Circles

Carol Dweck on Struggle

Debrief Circles

Lesson Objective: Reflect on learning through conversation

Grades 6-12 / All Subjects / Collaboration

2 MIN

Discussion
Supporting Materials

Thought starters

Why is it important to spend time modeling how to participate in debrief circles?
What do students learn from reflecting with their peers?
How does Ms. Ekmalian structure the questions she asks students?

7 Comments

Alondra Lopez-Duenas Sep 15, 2019 7:58pm

It is important to spend time modeling how to participate in debrief circles because if students don’t know what a debrief circle is or what they must do they will not be able to participate and learn from the process she also modeled it because in the beginning of the year the students were not really talking and she had to walk around to try to get the conversations going. Students learn a lot when reflecting from their peers. They learn new ways to solve problems and they also learn what they did wrong or help another student understand the process. Ms. Ekmalian structures the questions she asks her students by first asking what they would have changed in there batter then goes on to ask what they noticed and also asked what their wonders were and finally asked about the relationship between the two quantities. I think she asked these questions to hold the students accountable and to really focus.

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T.J. Hanify Apr 3, 2018 3:53pm

I really appreciate seeing this done in a math class. Great level of preparation by the kids, and emphasis on both speaking and listening. I also love that she shares that the strategy wasn't very successful on the first try! Implementation can take multiple attempts and lots of modelling!

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Mario Davila Nov 2, 2016 9:31am

This video shows that students in this age group are capable of doing this activity if it is structured correctly. I can see this being extremely beneficial with middle school age student.

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andrea dye Sep 7, 2016 2:50pm

Could you elaborate on your AGENDA for me? I have been perusing the resources, so I know it is tied to the EL model. Is your agenda a school-wide model and what comes after "Do Now?"

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Angela Barnes Jul 6, 2016 7:18pm

Great ways to create positive interactions and discourse among students. Are there any videos for how this looks in elementary classrooms.

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Materials

Transcripts

Debrief Circles Transcript

Teacher: Inside circle, you’re talking. Inside circle, you’re what?

[Cross talk] Listening.

Teacher: Okay. Inside circle, 30 seconds left. Make

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Debrief Circles Transcript

Teacher: Inside circle, you’re talking. Inside circle, you’re what?

[Cross talk] Listening.

Teacher: Okay. Inside circle, 30 seconds left. Make it happen.

Narrator: Debrief is actually where the kids do get the deeper learning and the deeper understanding of why it was what they did either worked or did not work. Today in math class, we were teaching them math class and proportions. I said, what better way to get them to interact with proportion and ratios that making waffles?

Teacher: First question is what would you have changed in your batter? Go ahead.

Narrator: Within the debrief circle, the inner circle was speaking while the outside circle was listening. Then the outside circle was speaking and the inside circle was listening. Then students were to rotate.

Teacher: Inside circle, rotate two people to the right. Outside circle, what did you notice? Go ahead. Share.

[Cross talk 01:06 – 1:08]

Narrator: Students were able to speak to each other and really hold each other accountable for what they were learning and how they were learning it.

Teacher: Outside circle, you’re going to share your wonders.

Narrator: In the beginning, when we first did the debrief circle, it was a major challenge. Students would not speak to each other, so you kind of had to go around and model it a few times. Now that we’re toward the end of the year, they’re definitely a lot more comfortable with each other, and they kinda know who they are and who their peers are. They’re able to articulate better.

Teacher: Now, two targets that I think were most important today, we’re gonna go back and revisit ‘em. First one was our learning target, which is I can describe the relationship between the two quantities. Inside circle, please let the outside circle know what it mean to do that today in class. Go ahead.

Narrator: It’s the courage that comes up in students to be able to articulate what it is and how it is they’re learning, and then for other students, to take it in so they can learn how other students, as well, are learning.

Teacher: Inside circle, rotate.

[End of Audio]

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