Coin Flip

Analyze positive and negative aspects of an experience in order to encourage informed

action
1. Depending on the size of the group, participants work in partners or groups of
three. All group members are given a blank sheet of paper, and each group
receives a coin.
2. Participants select one experience upon which they wish to reflect, and group
members take turns explaining their experiences to one-another in as much
detail as possible.
3. Individuals fold their paper in half, labeling one half Positive
Interpretations and the other Negative Interpretations.
4. Group members take turns flipping the coin. When the coin lands on heads,
participants discuss positive interpretations of their experiences, and when the
coin lands on tails, they discuss negative interpretations. These ideas are
recorded on the paper as participants continue to take turns flipping the coin.
5. After every ten flips, group members analyze the positive and negative
interpretations recorded on their paper, discussing new understandings that
have arisen from the activity.
6. The process is repeated, and group members continue to challenge each other
to look twice at their experiences, and refrain from making sweeping
generalizations and premature judgments about what has occurred.
7. During the final discussion, group members work collaboratively to pose
challenges for one another, which require them to change thought patterns
or actions as a result of the reflective experience.
-----------------------------------------------------------------------------------------------------------Investigating experiences from two sides of the coin requires both flexibility
and divergent thinking. This process takes time; individuals must break free from
scripted response sets and analyze the differences between expectations and outcomes
(Kolb, 1984). Reflecting on experiences from contradictory viewpoints inspires informed
action; individuals move beyond simply thinking about their experiences (Schon 1983,
1987).
-----------------------------------------------------------------------------------------------------------This strategy is inspired by Looking Twice, a metaphor used in the Incubation
Model of Teaching to describe the ability to defer judgment and remain open-minded to
new information (Torrance & Safter, 1990). Individuals evaluate and reevaluate
information as they search for additional learning opportunities, reaching a deeper and
more sophisticated understanding of their experiences.
-----------------------------------------------------------------------------------------------------------Kolb, D. (1984). Experiential learning: Experience as the source of learning and
development. Upper Saddle River, N.J.: Prentice Hall.
Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New
York: Basic Books.

Schon, D.A. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
Torrance, E. P and Safter, T. (1990). The incubation model of teaching: Getting beyond the aha.
Buffalo, NY: Bearly Limited.