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Student Teacher Lesson Debriefs

The REVIEW framework offers a practical and accessible structure for mentors to facilitate productive learning conversations with students. It emphasizes reassurance, focus on learning objectives, and active student involvement through questioning. By allowing students to articulate their understanding and reflect on their experiences, the framework encourages a partnership approach in mentoring. Feedback from mentors and students indicates that REVIEW enhances dialogue quality, improves reflection, and empowers learners to take control of their learning journey.

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Student Teacher Lesson Debriefs

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  1. Student Teacher Lesson Debriefs Tony Macfadyen University of Reading t.m.macfadyen@reading.ac.uk

  2. REVIEW • A practical and easily accessible framework to help give structure to the ‘learning conversation’ between student and mentor

  3. The REVIEW framework • Reassure and re integrate • Establish focus on learning objectives and planning • Visit through questions • Input own contribution • Emphasise and summarise key points discussed • What have you learnt, what will you do now? (Original Source: The RFU, undated)

  4. UoR – Our background • B. Sharp (1992) ‘the learning gradient’ in ‘Acquiring skill in sport’ • It is not until learners have finally been questioned on their knowledge, & their ability to analyze and assess can we be fully sure that information has been retained • TLRP (2007) ‘promote the active engagement of the learner’

  5. REVIEW based around • 10 Principles of Mentoring and Coaching (CUREE) • Effective Teaching and learning: evidence –informed principles (TLRP & ESRC) • Assessment for Learning (AfL) promoting research based evidence of the need to actively involve students in their own learning (Black and Wiliam)

  6. Students were saying … • Mentors (too) helpful in wanting to advise; they jump in ‘too quickly’ before student has had a proper opportunity to explain their actions / thoughts • Did not give student time to show what they knew (which was ‘frustrating’ – key theme)

  7. Is there some thing better than: ‘How did that go?’ Professional dialogue?? Staff were asking for help with this issue

  8. Influences… • Indirect teaching styles:- you cannot just expect small groups to magically be able to work together and coach each other without support & guidance • Scaffold Learning (TLRP, 2007)

  9. So, what is REVIEW and how does it work?

  10. Mentor feed back on REVIEW • ‘really like it.. structure helps’ • ‘works well to navigate what happened in the lesson’ • ‘it’s an excellent prop that I’ve used a lot’ • ‘as a new mentor it was really helpful to have something to work with …gave me confidence’ • ‘Great to be able to dig deeper into a trainee’s understanding’

  11. Students said: • more opportunity to express ourselves • better coverage of the key areas in a lesson [more methodical] • Helps us to really think about what we have done, helps with reflection, ‘especially when your mind is buzzing after the lesson’ • It’s great to be asked questions • Much more of a ‘partnership’ when teachers use REVIEW

  12. Tutors noticed • More equal discussions of a better quality • Trainees better able to articulate / explain why they did things and justify their decisions • A more structured dialogue • Trainees involved in their own learning

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