The Road Less Traveled in Elementary Physical Education: Exploring Human Relationship Skills in Adventure-Based Learning
Table 2
Driving instructions for Following the Road (Supplement for the Sunday Afternoon Drive Debrief Model).
Driving instructions for Following the Road
What is the Follow the Road strategy within the Sunday Afternoon Drive Debrief?
The Follow the Road strategy is the metaphor used to describe how the facilitator can choose a powerful and potentially impactful conversation thread or discussion topic, based upon initial student responses.
Why is the Follow the Road strategy important for ABL facilitators to use during the debrief?
The Follow the Road strategy is meant to help the facilitator focus and deepen the conversation. Focus the discussion by making the message, point, or idea clear and recognizable. Deepen the discussion by making the message, point, or idea centralized and relevant for students. Thus, allowing the students to connect with what is being spoken about and construct personal meaning from the centralized message, point, or idea.
Here are five techniques an ABL facilitators can use to increase the likelihood of making the debrief a powerful and memorable discussion for students:
(i) Note taking—the facilitator should take small, manageable notes on key words or phrases they hear in the debrief conversation based upon student responses. These notes can then be used to help the facilitator focus the conversation toward the next SADDM strategy of generalizing a central message, point, or idea (i.e., nearing the Final Destination).
(ii) Paraphrasing—if a student makes a powerful statement the facilitator should try to briefly paraphrase the remark. This proves helpful for two reasons. First, it helps to clarify the student’s response and allows the facilitator to check for understanding. Secondly, it allows other students in the class to hear the response one more time.
(iii) Probing questions—to help deepen the conversation, a facilitator can ask probing questions such as, “Can you explain what you said further” or “Why do think that to be true” or “Can you rephrase what you just said.” Probing questions allow opportunity for the student to provide additional clarification on his or her own thoughts.
(iv) Acknowledging—students may be hesitant to speak during the debrief. Teachers praise and acknowledgement (when congruent) can be a way to encourage students to speak and recognize those students who are making contributions to the discussion.
(v) Contributing—teachers should find moments in the discussion to contribute by adding their own thoughts and insight. However, teacher comments should be timely and balanced with student comments (i.e., the intent is still a student-centered reflection).
These five techniques do not have to be used in any particular order or amount.
