1. Reporting Style
1.1. Reporting out to the large group
1.2. Merging into gradually larger groups
1.3. No reporting
2. The Questions
2.1. General impressions
2.1.1. What was it like to play that game?
2.2. Emotional reactions
2.2.1. How did you feel playing that game?
2.2.2. On a scale of 1-10, how intense was that feeling?
2.2.3. How much did your beliefs influence your feelings?
2.2.4. What types of feelings are easiest to express? Most difficult?
2.2.5. What feelings were expressed nonverbally in the group?
2.3. Relationships
2.3.1. Who did you form a connection with during that activity?
2.3.2. What did you connect about?
2.3.3. Did you notice that you are similar or different to anyone in the group through that activity?
2.4. Appreciation of self and others
2.4.1. What is something you appreciated about yourself or others in the activity?
2.4.2. What appreciations would you have liked to receive?
2.4.3. Do you usually offer appreciations of others? Of yourself? Explain.
2.4.4. What personal strengths do you have that you did not use today?
2.5. Communication
2.5.1. What is an example of effective communication from the activity?
2.5.2. How did you know that you were understood?
2.5.3. What went wrong in communication attempts?
2.5.4. What could the communicator/the listener do differently next time?
2.6. Cooperation
2.6.1. When did the group cooperate?
2.6.2. How did it feel to cooperate?
2.6.3. How did we learn to cooperate in this activity?
2.6.4. Did you think anyone was blocking the group from cooperating?
2.7. Judgement
2.7.1. Is it ever difficult to avoid judging others?
2.7.2. Were there times when it was difficult to avoid judging others?
2.7.3. What are advantages to you or others by not judging them?
2.7.4. Are there any disadvantages to not judging others?
2.8. Leadership
2.8.1. Who assumed leadership roles during the task?
2.8.2. What behaviors do you think showed leadership?
2.8.3. Do we all agree that these are traits of leadership?
2.8.4. Did you ever follow the leader even if you weren't sure they were right?
2.8.5. What are reasons people don't assume leadership roles?
2.8.6. Is it easier with other people or in other situations? Why?
2.9. Listening
2.9.1. Who made suggestions?
2.9.2. Were all of these suggestions heard?
2.9.3. Which suggestions were acted upon?
2.9.4. Why were some suggestions ignored?
2.9.5. How did it feel to be heard? Ignored?
2.9.6. Did you listen in the same way or a different way from normal? Why?
2.10. Trust
2.10.1. Can you give examples of when you trusted someone in the group?
2.10.2. Is it easier to trust some people and not others?
2.10.3. Can you think of examples in the activity when trusting someone would have been a bad idea?
2.10.4. On a scale of 1-10, how much do you trust the group? Explain.
2.10.5. What did you do today that deserves the trust of others?
2.11. Connecting the activity to other experiences
2.11.1. Other times we have felt this way
2.11.2. Other times when we carry out the ritual demonstrated in this game
3. The Way We Answer
3.1. Active and Kinesthetic Techniques
3.1.1. Full Class
3.1.1.1. Take A Hike
3.1.1.2. Concentric Circles
3.1.1.3. Raccoon Circles
3.1.1.3.1. Elevation
3.1.1.3.2. Passing the knot
3.1.1.3.3. Circles of Four
3.1.1.3.4. Wrapped Around My Finger
3.1.1.4. Random Ricochet
3.1.1.5. Shuffle and stop
3.1.1.6. Values Clarification
3.1.1.7. Cross The Line
3.1.1.8. Touch Someone Who...
3.1.1.9. Question Ball
3.1.2. Small Group
3.1.2.1. Raccoon Circles
3.1.2.1.1. Elevation
3.1.2.1.2. Passing the knot
3.1.2.1.3. Circles of Four
3.1.2.1.4. Wrapped Around My Finger
3.1.2.2. Random Ricochet
3.1.2.3. Shuffle and stop
3.1.2.4. Values Clarification
3.1.2.5. Cross The Line
3.1.2.6. Touch Someone Who...
3.1.2.7. Sculpture
3.1.2.7.1. With people
3.1.2.7.2. With materials
3.1.2.8. Question Ball
3.1.3. Pairs
3.1.3.1. Concentric Circles
3.1.3.2. Sculpture
3.1.3.2.1. With people
3.1.3.2.2. With materials
3.1.4. Individual
3.1.4.1. Clay/Foil Sculptures
3.1.4.2. Sculpture
3.1.4.2.1. With people
3.1.4.2.2. With materials
3.2. Artistic Expression Techniques
3.2.1. Full Class
3.2.1.1. Group Drawing
3.2.1.1.1. Starting from a squiggle page
3.2.1.1.2. Starting from incomplete lines
3.2.1.1.3. Starting from a blank page
3.2.1.1.4. Creating Hieroglypics
3.2.1.2. Rhythm
3.2.1.3. Story Bag
3.2.2. Small Group
3.2.2.1. Group Drawing
3.2.2.1.1. Starting from a squiggle page
3.2.2.1.2. Starting from incomplete lines
3.2.2.1.3. Starting from a blank page
3.2.2.1.4. Creating Hieroglypics
3.2.2.2. Rhythm
3.2.2.3. Story Bag
3.2.2.4. Sculpture
3.2.2.4.1. With people
3.2.2.4.2. With materials
3.2.2.5. Figurative movement as speech
3.2.3. Pairs
3.2.3.1. Drawing
3.2.3.2. Group Drawing
3.2.3.2.1. Starting from a squiggle page
3.2.3.2.2. Starting from incomplete lines
3.2.3.2.3. Starting from a blank page
3.2.3.2.4. Creating Hieroglypics
3.2.3.3. Rhythm
3.2.3.4. Story Bag
3.2.3.5. Sculpture
3.2.3.5.1. With people
3.2.3.5.2. With materials
3.2.3.6. Figurative movement as speech
3.2.4. Individual
3.2.4.1. Writing
3.2.4.1.1. Poetry
3.2.4.1.2. Story
3.2.4.1.3. Journaling
3.2.4.1.4. Writing a letter
3.2.4.2. Drawing
3.2.4.2.1. Starting from a squiggle page
3.2.4.2.2. Starting from incomplete lines
3.2.4.2.3. Starting from a blank page
3.2.4.2.4. Creating Hieroglypics
3.2.4.3. Rhythm
3.2.4.4. Story Bag
3.2.4.5. Poetry
3.2.4.5.1. Defined form
3.2.4.5.2. Student-selected form
3.2.4.6. Sculpture
3.2.4.6.1. With people
3.2.4.6.2. With materials
3.2.4.7. Figurative movement as speech
3.3. Verbal Expression Techniques
3.3.1. Standard Verbal Q & A
3.3.1.1. Full class
3.3.1.1.1. Traditional Q + A
3.3.1.1.2. Dramatizations
3.3.1.2. Small Groups
3.3.1.2.1. Role Delegation
3.3.1.3. Pairs
3.3.1.3.1. Delegation of roles
3.3.1.3.2. No delegation of roles
3.3.2. Variations on Standard Verbal Q & A
3.3.2.1. Word Whip
3.3.2.1.1. Alphabet Blocks
3.3.2.1.2. From a word bank
3.3.2.1.3. Participant-generated
3.3.2.1.4. Crossword Ending
3.3.2.2. Visual prompts
3.3.2.2.1. Images (on cards, etc.)
3.3.2.2.2. Objects
3.3.2.3. Providing the answer
3.3.2.4. Pairs Storytelling
3.3.2.5. Completing a sentence
3.3.2.6. Concentric Circles
3.3.2.7. Debriefing Bingo/Tic-Tac-Toe
3.3.2.8. Index Card Debrief
4. Who Guides The Processing?
4.1. Participant-Centered Processing
4.1.1. "Mountains Speak for Themselves" (MST)
4.2. Participant-Directed Processing
4.3. Traditional Question and Answer
4.4. Facilitator-Centered Processing
4.4.1. Metaphoric Model
5. General Facilitator Tips
5.1. Right to pass
5.2. Sequence intentionally
5.3. Allow superficial answers at first and accept answers at face value
5.4. Try not to misinterpret silence
5.5. Use variety in your debriefing techniques - consider learning styles
5.6. Be open to processing whenever it happens
5.7. Take time to reflect yourself
5.8. Summarize
5.9. Watch someone else lead a debrief and steal from them
5.10. Remember that raising your hand is just one way of signalling that you have something to share
5.11. Consider mixing and matching techniques
5.12. Remember that there are alternatives to sitting in a desk
5.12.1. Standing in a circle
5.12.2. Sitting in a circle
5.12.3. Staying at desks
5.12.4. Sitting/standing some other way
5.13. You can focus on one aspect of the activity or the whole thing
5.13.1. Narrow focus
5.13.1.1. The facilitator narrows the focus
5.13.1.2. The participant narrows the focus
5.13.2. Broad focus
5.14. Think carefully about how you divide students into groups or pairs
5.14.1. Dominoes
5.14.2. Re-ordering/proximity pairing or grouping
5.14.3. Paired cards
5.14.4. Numbering off
6. Response Signals
6.1. Teacher-facilitated turn-taking
6.1.1. Responding to student signal
6.1.1.1. Hands raised
6.1.1.2. Touching nose
6.1.1.3. Card flipped
6.1.2. Teacher's choice
6.1.2.1. Laser pointer
6.1.2.2. Tossing a ball
6.1.2.3. Eyes closed, tap someone