outdoor education debrief activities

According to Gass and Stevens (2007), debriefing is the process where “the facilitator guides clients' learning in a supportive role to help the group discover their own learning through goal setting, questions and answers, and guided reflection after each adventure activity and the total experience” (p. 104). Debriefing will typically occur in a group setting with the use of verbal discussion, but there are also nonverbal reflection methods that can be used (Gass & Stevens, 2007). Furthermore, a debriefing requires a facilitator to ask open-ended questions aimed at eliciting varying responses rather than providing students with an evaluation of critical events that happened (Berry, 2011). Gass and Stevens (2007) stated the following:

A group discussion in learning by reflection often includes questions modeled after the following: What happened? What impact did this have? How did that make you feel? What did you learn from this? What parts of this activity were similar to other areas of your life (or school or workplace)? Given this information, what can you do differently in the future? (p. 104)

Overall, debriefing plays a crucial role in the adventure education process and student learning. Schary et al. (2018) stated the following:

Perhaps the most important component to the CC [Challenge Course] session, the debrief attempts to guide individuals toward unique insights related to the CC activity that can affect their lives beyond the CC. Thus, without a proper debrief, a CC program may lose its ability to give the participants a complete experiential education. (p. 239)

Below is a list of various tools that, when used creatively, can be effective tools to facilitate a debriefing.

Verbal Questioning : ask various questions that address what happened, what they learned, and how they can apply that learning to life outside of PE

Debriefing Wheelies : cards with questions to help reflect and learn from an experience

o   Purchasable on Amazon

Paint Sample Cards : students grab a color card that describes how they felt during the activity

o   Free at hardware stores

Stack of Words : students grab a word and explain why they chose that word as well as how it relates to the activity

Stack of Pictures : students grab a picture and explain why they chose that picture as well as how it relates to the activity

Emojis : students choose an emoji that describes how they felt during the activity and the students explain why they felt that way

Drawings : students draw an emotion of how they felt during the activity and explain why they felt that way

Rose/Thorn/Bud :

o   Rose : something they liked

o   Thorn : something they didn’t like

o   Bud : something they learned and can use in the future

Dice Debrief : there are 6 questions aligned with each number on a die, and students will answer the question that aligns with the number the die lands on

Debriefing Ball : pass around a ball that has debriefing questions on it

Five finger Contract : ask specific questions that relate to each part of the five-finger contract (see the full value contract tab for more information on the five-finger contract)  

Berry, M. (2011). Learning and teaching in adventure education. In M. Berry & C. Hodgson (Eds.), Adventure education: An introduction (pp. 63-83). Routledge. https://doi.org/10.4324/9780203856758

Gass, M., & Stevens, C. (2007). Facilitating the adventure process. In D. Prouty, J. Panicucci, & R. Collinson (Eds.), Adventure education: Theory and application (pp. 101-

123). Human Kinetics.

Schary, D., Jenny, S., Morrow, G., & Wozniak, T. (2018). Bringing challenge course activities into the classroom: Pedagogical strengths, obstacles, and recommendations.

Journal of Outdoor Recreation, Education, and Leadership, 10 (3), 238-252. https://doi.org/10.18666/JOREL-2018-V10-I3-8533  

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How Do I Make Debriefs Fun & Engaging?

How to Make Your Debriefs More Engaging: Strategies for Fun & Effective Reflection

If you’ve ever gathered your group for a debrief after an activity and noticed their eyes glaze over or heard groans of boredom, you’re not alone.

Many facilitators struggle to keep debrief sessions engaging and impactful. But debriefing doesn’t have to be a dull experience—it can be fun, interactive, and, most importantly, deeply meaningful.

In this post, I’ll share my top strategies to transform your debriefs from dry and boring to engaging and energizing. Let’s explore how you can create engaging debriefs and use powerful reflection strategies to ensure that your group learns and grows.

Click play below to get started or continue reading…

In this Post…

Click the links below to scroll directly to that content:

• Why are debriefs so important?
• 1. Sequence your conversation
• 2. Use open-ended questions
• 3. Incorporate variety
• 4. Start small
• 5. Make it easy
• Bonus strategy
• Transform your debriefs
• What are your go-to reflection strategies?

Why Are Debriefs So Important?

Debriefs are more than just a way to wrap up a session – they’re an essential part of the learning process.

No matter how engaging or thrilling an activity is, its true value is only unlocked through thoughtful reflection. In fact, the phrase “there is no learning without reflection” holds true in nearly every setting. Without a structured debrief, participants may leave the experience without fully understanding what they gained or how it connects to their goals.

But here’s the challenge: how do I make my debriefs more engaging so that participants are eager to share and reflect?

The secret lies in using a variety of fun debriefs and creative reflection strategies that invite interaction and keep everyone engaged.

Five Strategies to Make Your Debriefs More Engaging

1. Sequence Your Conversation

Debriefs are more effective when treated as a structured conversation rather than a checklist of questions. Think of your debrief as a natural flow of dialogue rather than something tacked onto the end of the activity.

When you jump into deep questions too quickly, it’s like skipping straight to the marriage proposal on a first date – awkward and ineffective!

One of the best approaches is to follow the “What, So What, Now What” model:

• What?  Start with the facts. What happened? This stage is all about the events and actions that took place.
• So What? Dive deeper into the meaning. What did the group learn? How did these events impact the participants?
• Now What? Move toward action. What will you do differently next time? How can this new understanding be applied?

This sequencing not only keeps your debrief organised, but also helps participants feel more comfortable as they progressively open up and share deeper insights.

2. Use Open-Ended Questions

One of the quickest ways to kill a debrief is by asking yes-or-no questions. For example, asking “Did you enjoy the activity?” will likely result in one-word answers and shut down the conversation. Instead, try questions that encourage participants to elaborate, such as:

• “What surprised you most about today’s activity?”
• “How did this experience make you feel?”

Open-ended questions invite multiple perspectives and spark curiosity, creating space for richer dialogue and more engaging debriefs.

3. Incorporate a Variety of Techniques

Using the same method for every debrief can quickly lead to monotony. If your default technique is forming a circle and asking a series of questions, it’s time to mix it up! Incorporating fun debriefs can make the process more enjoyable and effective.

For example, try using props like index cards, sticky notes, or emoji cards to represent emotions or key takeaways. Or, use physical movement by asking participants to position themselves along a spectrum to show agreement or disagreement with a statement.

The more variety you bring into your debriefs, the more engaging and dynamic they become.

4. Start Small: Pair Up Before You Share

If you’re working with a larger group, starting with a question to the entire audience can feel overwhelming. People may hesitate to speak up, especially if they’re introverted or unsure of their answers.

To overcome this, use a simple strategy: start small.

Ask participants to pair up and discuss the question in twos or threes before inviting them to share their thoughts with the entire group. This helps people feel more comfortable, builds initial momentum, and leads to more meaningful contributions when the discussion broadens to include everyone.

5. Make It Easy to See & Hear One Another

It sounds basic, but ensuring everyone can see and hear each other is critical for effective communication.

If your group is outdoors, avoid having participants face into the sun. If you’re indoors, minimize distractions by positioning yourself away from windows with beautiful views.

And always, always, ask participants to “take half a step in” when forming a circle. This simple movement creates a sense of cohesion and helps everyone feel more connected, while also making it easier for people to hear and engage.

Bonus Tip: Use Neutral Responses

How you respond to participants’ answers can have a significant impact on the tone of the debrief.

Avoid labeling responses as “great answer” or “fantastic,” as this may unintentionally discourage others from sharing if they feel their answers won’t measure up.

Instead, use neutral responses like “thank you” or “does anyone else have a different perspective?” This keeps the conversation open and encourages a broader range of input.

Transform Your Debriefs: Make Them Engaging & Fun

By incorporating these strategies, you can turn a standard debrief into a powerful learning experience.

Whether you’re aiming for engaging debriefs that spark meaningful conversations or fun debriefs that keep participants smiling, the key is to mix up your techniques and be intentional in how you guide the reflection process.

Remember, the goal is to help participants make sense of their experience, learn from it, and leave feeling inspired and motivated.

What Are Your Go-To Reflection Strategies?

Have you found a particular strategy that works wonders for your debriefs?

Share your thoughts in the comments below. Your tips could help fellow facilitators create better, more impactful debriefing experiences.

And if you’re looking for even more ideas, browse playmeo’s activity database for a veritable treasure trove of fun & engaging reflection strategies and activities that will keep your debriefs fresh and engaging.

Original post October 2024, last updated November 2024.

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Frontloading and Debriefing – Shannon Diaz

“On your mark, get set, go!” “Huh? I don’t even know what we’re playing!”

Have you ever tried playing a game or doing an activity that wasn’t explained completely or didn’t make sense to you? This can be confusing and frustrating for everyone involved. In order to successfully set our students up for success and make sure that they understand why we do certain activities, here are some strategies to help you successfully frontload and debrief.

What is Frontloading?

• NAME : It’s a good idea to start off the activity giving the Name of the class/activity/game. This way your audience can remember the activity and you can reference it throughout the week; Also, your students will know what you’re talking about.
• OBJECTIVE : After giving the name of the game, it’s good to give students an Objective . This helps explain the goal of the class/activity/game. Depending on the activity, the objective could be to be the last person in the game, or to collect the most poker chips.
• INSTRUCTIONS : After the objective is made clear, it’s time to give some Instructions . Instructions should be clear and concise and should explain how you do the class/activity/game.
• SAFETY : Next comes one of the most important parts of a frontload, Safety . You should explain specific safety components to the activity or game. These can include the 3 E’s for safety: Environment, Equipment, Element.
• EXPERIENCE : After checking for students’ understanding of rules, it is finally time to Experience the class, activity, or game.

A bit more on Safety…remind yourself of the 3 E’s:

Pretty but FULL of tripping hazards

• ENVIRONMENT : for the Environment , look around the area of the activity for any hazards, and create boundaries for students. You should try to choose a flat spot free from potential hazards (like lots of sticks and rocks) before starting. If, however, the area that you’ve hiked to has some obstacles (we are teaching in a National Forest surrounded by trees, sticks, rocks and other potential hazards), you can modify the rules to maximize safety. For example, students can walk with ‘heel-toe’ movements rather than running for the activity.  Make sure to also set up Boundaries for the activity. Physically show the boundaries so students know exactly where they can/can’t go. Pointing out boundaries from a stationary position near the students, or saying that the boundaries are “10 feet from here” can be confusing. If you tell students, “See that tree, (log, rock etc.) over there…that’s your boundary!” Students are probably going to ask “Which one? This is a forest.” So…. To make boundaries more clear, physically jog out the boundaries for students to see or use objects (like your student’s backpacks) as a physical perimeter. Getting your students in a circle, and each taking 10 steps backwards and placing their backpacks behind them is a great way to set up a physical perimeter.  

For example, in our Breaking Rocks experiment we break rocks open to illustrate weathering. We use hammers, safety goggles, and hand lenses; it is important to model and describe wearing safety goggles before and while smashing rocks and how to properly hold a hammer, making sure to be on your knees and put the other hand behind your back so it doesn’t get smashed.

• ELEMENT : Also, if there is an Element involved (like at the Adventure Course) make sure to go over safety instructions for it. For example, on our Whale Watch: only enter and exit from the middle of the board, don’t stand on the outer edge of the board, no jumping, etc.

Be sure to enforce your safety rules right away and follow through with your consequences; the rest of your teaching time will be smooth because of this.

What is Debriefing?

Debriefing is a way to bring closure to an experience and get students to think about how ideas or activities can impact the future. A great way to do this is to follow the What? So What? Now What? Model.

What did we just do in our Breaking Rocks experiment? Q: Now that we have all had a chance to break open rocks and view them through the magnifiers, let’s share with a partner what characteristics we see on the outside versus the inside of our rocks (Think/Pair/Share). Q: How does the inside of your rock look as compared to the outside? Does it look different? Why? A: The rocks do look different on the inside, because there has been weathering occurring on the outside of the rock.

So what? Why is this important? Q: Why might a scientist/geologist be interested in the inside of a rock? A: The inside of the rock is untouched; the outside has been affected by the environment around it. Q: Is it important to see the inside/untouched portion of the rock? A: Yes, it may be easier to classify the rock if we can see it in its ‘original’ state.

Now what do we do with this information? Q: Why does weathering matter in our everyday lives? A: We do have lots of things made from rocks that we use in our lives. Many buildings and statues are made from rocks like granite or marble and they can be weathered the same way like the our rocks we broke in class. Q: What will happen overtime to these buildings and statue? A: Weathering will cause them to breakdown overtime. They may even become so weathered that they are no longer buildings, but become sand! Q: How can we prevent weathering from occurring? A: Weathering is a natural occurrence overtime, but a lot of chemical weathering of rocks is caused by acid rain. Acid rain is caused by human air pollution that rains down and weathers rocks. If we pollute less, then we can help slow down the weathering of things made from rocks. Q: Is the phrase “solid as a rock” always true? A: No; even rocks break down with time. This is how even mighty mountain ranges like the Sierra Nevada can change over time.

At High Trails Outdoor Science School, we literally force our instructors to write about elementary outdoor education, teaching outside, learning outside, our dirty classroom (the forest…gosh), environmental science, outdoor science, and all other tree hugging student and kid loving things that keep us engaged, passionate, driven, loving our job, digging our life, and spreading the word to anyone whose attention we can hold for long enough to actually make it through reading this entire sentence. Whew…. www.dirtyclassroom.com

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