Where can I find out about reviewing?

SOME PRACTICAL CONSIDERATIONS

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.

OVERALL STRATEGY

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?

PURPOSE

When and how are group aims and objectives decided? When and how are individual aims and objectives decided?

TIMING

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?

PLACE

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?)

CLIMATE

How structured? How informal? Easygoing? Businesslike? Free-flowing discussion? Speakeasy? Challenging? Fun? Covering lots of ground quickly or one aspect in depth? Using several reviewing methods or just one?

GROUND RULES

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?

PARTICIPATION

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)

ENDING

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?

THE 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.

EMPOWERING PEOPLE

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 choose.