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Dynamic Review and Reflection (physical) (QAA 5)

Objective:

  • To understand the power and necessity for review and reflection of a task or situation (review the session, understand the concept or steps covered in an interactive way).
  • To understand team dynamics and how teams come together to achieve a goal
  • To evidence the power of group work as more ideas are created through team work

Overview:

This is a physically active exercise that can be used at the end of the day or at the end of a session. It is especially useful after a session that involves a lot of technical material or requires heavy concentration as it is also an effective energizer.  This task brings together physical movement and the
opportunity for revision and review.

This can also be highly effective as an approach to reflective learning and providing natural opportunities for students to comment on the deeper or more personal learning they have achieved during a task.

Activity:

Example 1 – ‘Valuable Lessons Learned’ Ball Toss

  1. The facilitator asks the workshop participants to form a circle
  2. The facilitator starts by saying what they thought was their most valuable lesson or concept they learned that day, and then throw the ball to another participant
  3. The participant states the most valuable or important lesson/concept they learned that day and throws to another participant and so on until all participants have expressed their valuable lessons/concepts learned.

Example 2 – ‘Concept in Action’ Ball Toss

  1. The facilitator asks the workshop participants to form a circle
  2. The facilitator starts by stating a concept that relates to the workshop / exercise, and then throws the ball to another participant. 3. The participant gives an example of that concept in action, and the states another concept and throws to another participant and so on

Example 3 – ‘Process’ Ball Toss 

1.After an exercise has been conducted about the steps in a particular activity, the facilitator asks the workshop participants to form a circle.
2. The facilitator starts by explaining the first step in the process that has been covered in the exercise, and then throws the ball to another participant.
3. The participant explains the next step in the process and then throws to another participants and so on.  Notes: If someone receives the ball but does not have an example read, they can ‘pass’ by passing the ball to a different person and simply repeating the question.  This can declare them as “out” and result in having to withdraw from the circle, or sit down.  However as facilitator, you may not wish to use this for reflective tasks, as deeper reflections may emerge from the comments of others and total non-participation is not helpful to the individual.

Skill Development:

This task engages the whole body in either remembering or reflecting in a way that is both energising and engaging to the whole group.  The physical element can divert from the task and as facilitators, you can ask “why” or “so what” as the ball is thrown in order to deepen reflection.

If you wish to have more control over the game, you may stand in the middle and throw the ball back to participant who did not provide a sufficiently strong input. The skill development needs to be explored at the end and the emotions that are created in the game (pressure; speed; short-responses etc) acknowledged as drivers, as well as limiters of good communication.

Resources:

1. A soft ball or ball of wool.