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  • Active Reviewing & Debriefing | What's New? Revision History
    Different Ages part 1 Active Reviewing Tips 11 3 Reviewing when time is short Active Reviewing Tips 11 2 Reviewing for Starters Why Active and Creative Reviewing pdf Foreword to Reviewingtechnieken Other Ways of Learning full chapter Turntaking in Group Reviews full article Bad Science Roger s review of Ben Goldacre s book of the year Active Reviewing Tips 11 1 Turntaking in Group Reviews Active Reviewing Tips 10 2 Active Reviewing for Peace and Conflict Resolution Active Reviewing Tips 10 1 Active Reviewing for Leaders Active Reviewing Tips 9 4 Active Reviewing for Newcomers Active Reviewing Tips 9 3 Reviewing for Teams Reviewing with Playing Cards powerpoint slideshow Active Reviewing Tips 9 2 Reviewing for All Active Reviewing Tips 9 1 Reviewing for Results Active Reviewing Tips 8 1 Reviewing for Fun Reviewing for Development article from Active Reviewing Tips 7 6 Outdoor and Experiential Learning Roger s review of this book about dramaturgy Icebreakers Roger s Active Learning Bookshop Books for under 5 Roger s Active Learning Bookshop Training Skills Roger s Active Learning Bookshop Working and Playing with Different Age Groups Roger s Active Learning Bookshop Reviewing by Numbers Article Toolkit Obesity Research into the Effect of Participation in Outdoor Activities on Engendering Lasting Active Lifestyles The Guide to Active Reviewing a new selective index to this site Big Picture Reviewing Article Toolkit Reviewing Ropes Course Experiences Article Toolkit Learning to Fly vs Common Knowledge Comparative Book Review Roger s Pick of the Best Books Recommendations and Reviews New Top 20 The best sellers from Roger s Bookshop New Books New books added to Roger s Bookshop Leadership Training 10 tips for programme design The Art of Reviewing first published in the ITOL Journal The RHP Companion to Outdoor Education Description of new book Critiques of Kolb s Experiential Learning Theory addition of Miriam Webb s substantial critique Experience AI vs Outdoor Management Development Comparative Book Review Reviewing with Large Groups extended with 5 extra methods Active Learning Bookshop new Top 20 best sellers over the last 5 years Facilitation and Reviewing in Outdoor Education article from the RHP Outdoor Education Companion Feedback Methods and how they can be matched to the active reviewing cycle Visible Reflection Techniques Article describing Q Jumping Moving Markers Changing Places and Replay Active Learning Bookshop revised and extended 500 books with the latest books and offers in each category now highlighted in the right hand margins Revolver debating method revised and extended with new applications Adventure Therapy Bibliography from Peter Weinberg updates the Why Adventure bibliography Story making and telling new content and links added Reviewing with Ropes new article also published in Horizons Active Reviewing Tips Questions for Reviewing Adventure Plus SiteFinder Re launch issue See contents How Transfer Happens new article available by email Questions 4 sets of questions added to the reviewing cycle tutorial Experiential Learning Theory Critiques of Kolb s theory revised and extended Reviewing Success updated major section and now more suitable for printing out Several

    Original URL path: http://www.reviewing.co.uk/revision.htm (2016-02-10)
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  • Active Reviewing & Debriefing ~ Revision History 1997-99
    2 6 Outdoors on the Web Active Reviewing Tips 2 6 Reviewing in Large Groups May 1999 Active Reviewing Tips 2 5 Sequencing in Active Reviewing SiteFinder 2 5 Living Networks April 1999 Article and links Experiential Learning on the web by Tim Pickles March 1999 New Open Workshop Outdoor Management Development Tools for Reviewing June 1999 Outdoor Adventure Education Noticeboard Several updates SiteFinder Directory 1999 Edition created All entries updated or verified no dead links New Toolkit Page Sharing Learning Presentations Performing and Reports February 1999 Active Reviewing Tips 2 2 No Questions Asked SiteFinder 2 2 Finding Helpful Humans December 1998 SiteFinder Mapping the Field November 1998 Tools for Change Solo Challenge a dynamic appraisal exercise Tools for Change 100 Active Reviewing Methods methods in Playback with hyperlinks to this guide October 1998 Research What is Development Training index bibliography definitions Please note free monthly ezines are published every month September 1998 Food for Thought Research Learning Cycles Website Reviews What No Ropes Course August 1998 Interactive Tutorial It s Time to Review Evaluation Forms Give and Take Evaluation Form Follow up Review and Evaluation August issues of the SiteFinder Ezine and Active Reviewing Tips June 1998 New Navigation Tool Site Search Engine Noticeboard Outdoor Adventure Education Noticeboard Expanded Section Links to Learning New Section Search Help especially for training and education topics May 1998 Free Ezine First issue of Experiential Education Directory Archive for back issues Sign up form for future issues New Section Outdoor Management Development Expanded Section Research now includes bibliographies and interviews April 1998 Free Ezine First issue of Active Reviewing Tips Archive for back issues Sign up form for future issues March 1998 New Section Review Discussions Introduction Discussions for Everyone Different Points of View New Section Reviewing Success Questions for Success Finding

    Original URL path: http://www.reviewing.co.uk/revision1998.htm (2016-02-10)
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  • Rounds: sentence completion exercises in groups aka 'Creeping Death'!
    was The easiest thing for me was What surprised me was Something I knew would happen was Nobody listened when I m really pleased that I I wish I had I felt like going home when If I d had a camera If I could do it again I would I wish I had been asked I was annoyed when My motivation went down when My motivation went up when I was helped by I helped I appreciated I was appreciated by I d like to complain to I d like to congratulate I d like the group to tell me One last thing I d like to say is SOME USEFUL SEQUENCES AND COMBINATIONS EXPRESSION What I found difficult easy interesting satisfying FEEDBACK I felt when you One round about each person LEARNING What I learned What I m beginning to learn is PLANNING If only Next time CLOSING I d like to thank apologise to congratulate HINTS People may not listen well if they are too anxious about what they will say for their turn This pressure can be reduced by allowing time for thinking or making notes before a round starts allowing passing or repetition of what someone else has said starting with different people for each round Creeping Death Rounds can be overused with the result that the routine stifles discussion rather than stimulates it so mix rounds with more free flowing methods and when using Rounds remember the tips above for keeping things alive Circle Time Rounds are also a basic feature of Circle Time which can be a useful source of similar ideas especially for working with young children 5 11 years old adapted from Playback A Guide to Reviewing Activities Learning from experience going round and round in ever in creasing circles Responses

    Original URL path: http://www.reviewing.co.uk/rounds.htm (2016-02-10)
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  • Reviewing Adventures: Why and How? ~ by Roger Greenaway
    precisely because the medium of adventure can be so powerful that adventure educators have a responsibility to find out what kind of impact adventurous experiences are having And as educators it makes sense to assist and assess the learning experiences which are aroused by adventure Through reviewing facilitators demonstrate that they care about what participants experience value what participants have to say and are interested in the progress of each individual s learning and development Greenaway 1992 Reviewing energises the process of learning from experience Some of the reviewing methods that are possible after an adventure fit the dictionary definition of review to see view or examine again to look back on or over to survey to examine critically to revise Chambers s Dictionary But this definition does not convey the full range of methods that can be used to enhance learning and development after an adventure Review is a word that can sound cold clinical and critical as if it will produce a sudden and solemn change of climate following an intense or lively experience But the alternative terms for reviewing debriefing processing and reflection are really no better at suggesting that a review can be as lively and involving as the adventure that precedes it Reviewing may be justifiable as being a rewarding experience in itself But how essential is it to the process of learning from experience Is it always necessary to review an experience to learn from it Are there not plenty of adventurous experiences which are rewarding in themselves and in which the learning is self evident Is not the outdoor environment valued because it allows people to learn directly from the consequences of their actions Surely adventures can be meaningful enough without needing to make sense of them through reviews When learning has already been an integral part of the experience should reviewing not be seen as an optional feature These are important questions to ask because the experiences at the heart of adventure based learning can be substantially different in character to the kinds of experiences which feed other forms of experiential learning The importance of reviewing does seem to depend on the nature of the experience but to conclude that big experiences need less reviewing seems insensitive and irresponsible How then should the nature of the experience affect the nature of reviewing Is experiential learning theory such as that of Kolb 1984 really so versatile that it can be usefully applied to any experience from boiling an egg to climbing a mountain According to the authors of The Annual Handbook for Group Facilitators Pfeiffer and Jones 1983 it is axiomatic that the processing stages of the experiential learning cycle are even more important than the experiencing phase They even urge facilitators to be careful that the activity does not generate excess data Climbing a mountain or descending whitewater would surely be just the kind of experiences which would generate excess data There is clearly an enormous difference between a way of working

    Original URL path: http://www.reviewing.co.uk/rva.htm (2016-02-10)
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  • Introduction to 'Reviewing Adventures: Why and How?'
    experience but to conclude that big experiences need less reviewing seems insensitive and irresponsible How then should the nature of the experience affect the nature of reviewing Is experiential learning theory such as that of Kolb 1984 really so versatile that it can be usefully applied to any experience from boiling an egg to climbing a mountain According to the authors of The Annual Handbook for Group Facilitators Pfeiffer and Jones 1983 it is axiomatic that the processing stages of the experiential learning cycle are even more important than the experiencing phase They even urge facilitators to be careful that the activity does not generate excess data Climbing a mountain or descending whitewater would surely be just the kind of experiences which would generate excess data There is clearly an enormous difference between a way of working which advocates keeping experiences down to a reviewable size and a way of working which is founded upon a philosophy of adventure The style of this book is a questioning one It challenges readers to test out or work out their own philosophy and practice for reviewing in adventure based learning This approach has been adopted because it is a field in which there is such a wide variety of settings and purposes There are also many different sources of practice from which a facilitator can draw inspiration for reviewing These might include for example action learning art therapy behaviour modification counselling developmental groupwork educational drama experiential learning theory gestalt psychology meditation nature awareness sensitivity training values clarification visualisation etc Wherever the ideas come from it is important that there is a good fit between the style of reviewing and the experiences generated by the adventure This will help to ensure that what is gained through adventure is not lost through review When

    Original URL path: http://www.reviewing.co.uk/rva_intro.htm (2016-02-10)
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  • STORIES IN LEARNING: story telling in Experiential Education
    experiences if they are original and home grown They must CONNECT The value of activities in working with young people does not just depend on what is experienced during an activity It also depends on the kinds of the connections that are made with other experiences We continually come to know ourselves and our world by making connections between past present and future Threads and themes help us to draw separate experiences together into stories about ourselves and who we are This process stops once people come to depend too much on stories which have served them well in the past or which have helped them to survive When this happens people have effectively made up their minds about themselves and their world they have stopped learning from experience Young people s development is also held back if people around them are not letting them change or grow up they may have liked them too much as they used to be or they may have written them off perhaps labelling them as trouble maker slow learner or failure Young people may be unlucky enough to live in a world of ready made connections in which whatever they do gets explained by themselves or by others in terms of outdated stories or labels from the past Introducing new activities into this kind of world does not automatically lead to more hopeful and open ended stories young people may need some help to learn from these experiences and to make connections And others in their world may need some encouragement to change their past prejudices and allow young people to change and grow Extract from More Than Activities Not just any alternative stories Narrative therapists when initially faced with seemingly overwhelming thin conclusions and problem stories are interested in conversations that seek out alternative stories not just any alternative stories but stories that are identified by the person seeking counselling as stories by which they would like to live their lives The therapist is interested to seek out and create in conversations stories of identity that will assist people to break from the influence of the problems they are facing Just as various thin descriptions and conclusions can support and sustain problems alternative stories can reduce the influence of problems and create new possibilities for living Extract from Chapter 2 in What is narrative therapy by Alice Morgan You had to dream up new stories You see I was told stories we were all told stories as kids in Nigeria We had to tell stories that would keep one another interested and you weren t allowed to tell stories that everybody else knew You had to dream up new ones Ben Okri Read more from Ben Okri at http www brainyquote com quotes authors b ben okri html A story that is rarely told and rarely heard Martina s Story The forum on disability was for all ages I found that my interests and concerns weren t getting much of a voice

    Original URL path: http://www.reviewing.co.uk/stories.htm (2016-02-10)
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  • Strategies for Active Learning in Roger Greenaway's Reviewing Guide
    the organisation or quality of the activity and are not simply consumers of the activity encouraging activities in which early success is likely and in which there is a good chance of further successes soon after converting competitive games into co operative or creative ones using a variety of review techniques which give individuals plenty of scope for expressing positive experiences encouraging adventurous activities especially activities likely to generate experiences of self control taking risks and achieving what seemed impossible reframing an experience which is seen as a failure every cloud has a silver lining find a 14th and it will raise your self esteem Could creativity be the clue Based on More Than Activities See the Feedback Exercises page for descriptions of associated techniques View Self esteem The Costs and Causes of Low Self Worth review of this Rowntree Foundation review of self esteem research View the SEAL report on well being in schools produced by the Centre for Confidence and Well being The report is critical of the way in which SEAL is being promoted in schools and suggests non psychological ways of enhancing self esteem such as more opportunities for PE sports outdoor education martial arts nutritional support more opportunities for volunteering community activities more exposure to third world countries more exchanges Introduction Raising Self esteem Reducing Offending 22 ways in which activities can reduce offending Taking part in activities can reduce opportunities for committing offences Clients participants might see a mixture of work and play as a fair deal and be more willing to work when play is part of the deal Activities can help to develop relationships with workers Better relationships in turn increase the range and quality of work that is more directly related to offending Activities can assist group functioning and development which in turn can improve the quality of group discussions about offending Doing activities with police officers or other authority figures can change attitudes all round This can help to reduce offending and helps to avert or defuse any future confrontations Activities provide more opportunities for positive assessment and can surprise workers about a person s capabilities and good nature This can reverse the labelling effect damaging labels such as troublemaker get replaced by more optimistic ones Experiences of success in activities can help to develop self esteem This can affect offending behaviour in which low self esteem is a contributory factor If a person gains self esteem both from activities and offending then lawful activities can become a substitute for esteem needs which were previously met through unlawful activities The reviewing of positive experiences in activities can help to establish reviewing itself as a positive experience Reviewing skills can then be applied to offending issues The reviewing of negative experiences which arise during activities can provide useful insights into difficulties that are related to offending When clients learners are involved in the organisation and design of activities they become more capable of influencing events around them They may be less

    Original URL path: http://www.reviewing.co.uk/strategy.htm (2016-02-10)
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  • Using Experiential Learning to Develop Team Skills
    spectrum from superficial to total How positive Learning from mistakes or achievements How much reviewing Balancing experience and review How much say do learners have How is this decided Learning about teams and teamwork Off the shelf models their uses and limitations Learner generated models clarifying and developing them Learning from here and now team experiences on the job and off the job Learning about myself in teams Through personal reflection norms and exceptions Through feedback from others how my behaviour affects others Avoiding labels and stereotypes multiple realities and moving on Learning about this team Reviewing tools that help teams explore their own processes Activities that highlight weaknesses Activities that highlight strengths Seeking a variety of team experiences Active Experimentation Experiencing different activities with the same team Experiencing different roles and responsibilities within the same team Experiencing different teams with different people Seeking success Link to Reviewing Success The importance of liking experiential learning Nit picking vs studying success Destroying barriers to success and making recipes for success Facilitating the development of team skills Experiential methods help everyone to stay focused on skills development Experimentation helps to discourage stereotyping and stagnation A positive focus removes fears about learning by doing Web based resources about experiential learning and team skills Web pages at reviewing co uk that are relevant to the workshop Reviewing Success strategies for getting the positive negative balance right in reviewing Active Reviewing Article about bringing the worlds of talk and action together Review Discussions conversation or interrogation tips for involving everyone Reviewing with Pictures how to use ready made and learner made pictures in reviewing Reviewing with Large Groups Issues solutions strategies and methods High Speed Reviewing how to review a lot in a short time Experiential Learning Cycles descriptions and limitations To explore more of

    Original URL path: http://www.reviewing.co.uk/teamskills.htm (2016-02-10)
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