APPLICATION OF BRIEFING AND DEBRIEFING METHODS IN PREVENTING AND COMPENSATING FOR STUDENTS’ EDUCATIONAL LOSSES

Abstract

The article explores the use of briefing and debriefing in the process of preventing and compensating for students’ educational losses. Briefing and debriefing are defined as teaching methods, specifically verbal (dialogic) group methods of active learning. Briefing is typically used at the beginning of a learning session to ensure optimal engagement, fostering students’ conscious and responsible participation by presenting and discussing concise information about lesson goals, content, and expected outcomes structured in a briefing note. Debriefing is applied at the end of a learning session and involves guided reflection and discussion of the learning process and results, as well as the experience gained by students, based on a structured set of pre-prepared questions included in a debriefing note.

It is substantiated that briefing and debriefing are methods of subject–subject interaction between teacher and students, and their use contributes to the development of students’ conscious and responsible attitudes toward participation in learning activities, as well as toward their broader educational and self-educational practices. The study identifies key features of applying briefing and debriefing in the prevention and compensation of students’ educational losses. In particular, during lesson preparation, the teacher defines relevant objectives related to mitigating educational losses and prepares supporting instructional materials (e.g., printed cards, presentation slides). The briefing and debriefing notes include questions aimed at identifying and discussing existing or potential learning gaps related to the lesson content. The teacher is expected to upload digital versions of these materials to platforms such as Google Classroom or class messenger groups. Additionally, briefing and debriefing may be used in extracurricular remedial and compensatory activities, provided that students belong to the same grade cohort and study the subject at the same level (standard or profile).

The prospects for further research are associated with investigating the application of briefing and debriefing in basic and specialized secondary education, as well as their use in addressing educational losses across subjects/courses belonging to different educational domains.