TASKs for democracy

Procedures
1. Displaying the audio/videotaped material
The facilitator asks participants to form pairs.
All members of the learning group receive the instructions for the self-reflection/feedback activity.
– Observe the recording of the learning situation carefully and focus on your own behaviour
as well as your peer’s behaviour
Tips and potential difficulties
The method is useful in learning processes that last for some days or weeks. In the case of shorter
learning units, the method in itself might be too time-consuming. In longer learning processes, it
can even be repeated.
You may plan on playing the recording twice, asking participants to view and/or listen, without taking
notes, for the first round, but taking notes in the second round.
Help the pair make sure they are sharing the time equally for their mutual feedback.
Debriefing/reflecting
The group is gathered again. The facilitator asks the group members to raise their hands:
– high, if the activity was experienced as helpful for self-reflection
– low, if the activity was experienced as not very helpful
– halfway, if the participant is undecided or evaluates the activity somewhere in between
The facilitator invites participants to share why they have evaluated the activity this way and encourages
more comments on the activity.
– As follow-up to this experience, participants should take some time to write about the activity
in their learning diaries. Make notes, using the TASKs.
The audio/video recording is displayed.
After the demonstration, all group members have about 5 minutes to take notes, before the group
dissolves.
2. Self-reflection/feedback
Self-reflection focus: all learners work with the TASK list. They note down for each of the relevant
actions whether this could be recognised “rather strongly” or “weakly” and come up with ideas for
further development.
Feedback/work in pairs: based on the notes made during the demonstration, each partner gives
feedback to her/his peer: which of the observable behaviour could s/he recognise and how strongly?
The person receiving feedback may ask questions (10 to 15 minutes for each partner).
Further reading
Gass S. M. and Mackey A. (2000), Stimulated recall. Methodology in second language research, Lawrence Erlbaum
Associates, Mahaw, NJ.
O’Brien J. (1993),“Action research through stimulated recall”, Research in Science Education Vol. 23, pp. 214-21.
Reitano P. (2006),“The value of video stimulated recall in reflective teaching practices”, Paper presented to the
ACSPRI Social Science Methodology Conference, University of Sydney, available at http://old.acspri.org.au/
conference2006//proceedings/streams/Retino_Paul_Full%20Paper.pdf. Accessed 21 November 2014
Someren M. van et al. (1994), The think aloud method. A practical guide to modelling cognitive processes, Academic
Press, London/Boston/San Diego/New York/Sydney/Tokyo.
Unit 4 – Stimulated recall Page 311