1. MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC
OF KAZAKHSTAN
AL-FARABI KAZAKH NATIONAL UNIVERSITY
Faculty of Philology, Literature and World Languages
«6M021000», Foreign Philology
Project work
“TECHNOLOGY OF DEBRIEFING”
Carried out by: Ongarbayeva M.
Almaty, 2013

2. Interactive training technologies such as simulation, role-playing
games, trainings case studies, brainstorming, master classes, discussions
etc. activate training process.
After to provide FEEDBACK there are other technologies they include
discussions, reflection and DEBRIEFING.

3. Plan
I. The Definition of “Debriefing”
II. Aim of the “Debriefing”
III. Stages of “Debriefing”
IV. Functions of “Debriefing”
V. How to conduct a “Debriefing”
VI. Teacher`s skills
Conclusion
Recommended Literature

4. I. The Definition of “Debriefing”
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Debriefing
is the process of reviewing
participants` judgments or opinions
and discussion, comparison of the
possible solutions, alternatives.
is the learning process that helps
participants to reflect about their
experiences, discover new and useful
ideas and share it with each other.
Debriefing
Debriefing
is the learning process that helps participants to reflect about their experiences, discover new and useful ideas and share it with each other.is the learning process that helps participants to reflect about their experiences, discover new and useful ideas and share it with each other.is the learning process that helps participants to reflect about their experiences, discover new and useful ideas and share it with each other.is the learning process that helps participants to reflect about their experiences, discover new and useful ideas and share it with each other.
means ―survey”, ―investigation‖ of
knowledge of the participants in the game
interaction. Firstly this technique was
proposed by Jeffrey Mitchell.

5. II. Aim of the “Debriefing”
is not to recognize judgments of speakers true or false, but
to extract information from the analysis of the
game, encourage students approach the problem from
different points of view and thus give them more
opportunities to find different solutions.
It emphasizes the review of the initial goals with final
results.

6. III. Stages of Debriefing process
were designed by Tyagi (1980).
(What they have learned)
These questions reinforce
comparison of hypotheses
with real events. They
encourage members to
support or reject the
hypothesis on the basis of
their experiences. Other
examples:"Do you agree
that ..." or "What do you
think about that ...".
These questions
help to relate
the experience
gained in the
game with the
experience of
real life. They
reinforce the
use of what was
discovered now
in the future.
These questions
help participants
emotionally calm
down and it
facilitates more
objective analysis
next phases of
discussion.
I. How do you
feel?
2. What`s
happened?
The function of this
question is the
collection of
information.
Players report their
previous
decisions, actions,
they look for
similar or different
behaviors.
3. Do you agree?
4. How does
this relate to
real life?
5. What if ..?
These questions encourage
participants to think about
would have happened if the
conditions have changed and
the rules of the game.
6. What would you have
done differently?
These questions focused
on the formulation and
realization of alternative
strategies.
.

7. IV. Functions of Debriefing
- To clarify situation;
- To eliminate misunderstandings and errors;
-To eliminate the stress (anxiety, restlessness)
- To enable participants to develop self-analysis;
- To improve the skills of observation;
- To correlate outcomes with the original targets;
- To analyze why events happened exactly in that way and not
otherwise;
- To draw conclusions from the analysis of the students` behavior
and actions;
- To fix or correct new information;
- To identify new topics to reflect and prepare for the next class;
- To establish a link between the previous and following lessons, etc.

8. Dominant Role-Teacher is the leader.
Debriefing consists of a series of open
questions that are written on a sheet of paper
or blackboard. Participants will prepare their
answers and report one by one. This is the
easiest way to conduct: all materials are
presented.
Assistant role Teacher starts Debriefing
with an open question and does not
interfere in the further work of the
participants. If discussion goes out of
control teacher can ask another question.
Teacher gives counterarguments.
Teacher stimulates class by giving
arguments. It`s risky position for teacher
that is why he should explain them.
Participants have to learn how to defend
their ideas.
With Observers: Some students don`t
take part, but observe. It can give great
benefit to students.
The division into sub-groups and
the use of reporters.
Quite often during the debriefing group
is divided into small subgroups. The
optimal size - approximately five
people, In small groups participants
will feel more relaxed than in large and
also leaders can be selected.
V. How to conduct a “Debriefing”

9. The use of Video for
Debriefing

10. “Briefing Techniques”
Phase 1. What has happened?
Address to the participants according to their roles, for example:“As a
controller of the products quality (or Mr / Mrs Smith) what did you feel
at that moment?”
Phase 2. Why it has happened?
You can refer to the participants by their real names:
"John, when the Controller, which you played said like that what effect
it had on the commission? “
Phase 3. What shall we do next??
Now group can discuss how mechanisms in real life would work. For
example you can take into account social, economic and political
conditions.

11. VII. Teacher`s skills:
1-Communicative competence -is an organization of
communication between students. Teacher must use
skills of active reflective listening and asking
questions. To track non-verbal (facial
expressions, gestures), physiological (redness, pale
skin), and any other signals so that teacher would use
alternative methods.
2-Interactive competence- is the ability to organize
interactive, effective communication. Teacher has to
intelligently allocate roles and find leader. Properly
manage all processes, adapt, find compromises.
3-Perceptual competence- is the ability to teach the
correct perception of each other, creating a favorable
first impression and an understanding on the
emotional and cognitive levels.
4-Game-technology competence – are special
knowledge and skills of intensive interactive
technologies.

12. Recommended literature:
Recommended literature:
1-Инновационные педагогические технологии : Активное обучение :
учеб. пособие для студ. высш. учеб. заведений /А.П.Панфилова. —
М. : Издательский центр Академия, 2009. - 192 с.
2-Панфилова А.П., Громова Л.А., Богачек И.А., Абчук В.А., Основы
менеджмента. Полное руководство по кейс-технологиям / Под ред.
проф. Соломина В.П., СПб, «Питер», 2004 г., с. 204-206.

13. The End
Thank you For Your Attention!!!