第四階段：活動後解說(Debriefing)
ART
A positive behaviour is encouraged by appropriate recognition during activities. However, if the way of recognition is not prominent, or too easy to be recognized and even the way of recognition is not accepted, it will all reduce its positive effect. Hence, the principles of recognition are fairness, justice and openness. If pupils can take part in fixing the rules and express their opinions, the effectiveness of recognition would be higher.
合適的表揚能鼓勵活動中正面行為的出現，但有些表揚方法太弱、太濫又或不被認同都減弱表揚所產生的正面效果。此外，學生亦需要知道怎樣的行為才是「表現優良」，故此表揚的準則必須公平、公正及公開讓學生知道，能有學生參與就「準則要求」表達意見更可令表揚的效果容易出現。
合適的表揚能鼓勵活動中正面行為的出現，但如果表揚方式不明顯；或者太輕易就作出表揚；又甚或表揚方式不受認同等等；都會減弱表揚所能產生的正面效果。還有，學生需要知道怎樣的行為才符合「表現優良」, 故此，表揚的準則必須公平、公正及公開。假如能讓學生參與訂定表揚準則，表達意見，則能令表揚更有果效。
A questionnaire is not the only tool to obtain a feedback. If pupils are too young to express their feeling, teachers could select other ways (e.g. drawing pictures) for them. Considering that the pupils’ expression may be diffused, teachers could suggest them to write down what they want to say before taking turns to read it out to others. For those too afraid to face others to speak, teachers may do it for them.
記錄回饋不一定要用問卷，若學生因為年紀小，不易說出感受，教師可選擇其他的方法，讓學生表達（例如畫圖畫）。為了讓學生所說的感受不會過於漫無邊際，教師可先著同學把想要說的先寫下來。然後輪流說出，至於沒有勇氣分享的同學，教師也可以把他所寫的朗讀出來。
No matter if they enjoy learning in an activity or not, pupils must have their own feelings. As the feelings revealed immediately after an activity are closer to true sentiment, teachers should let pupils express themselves shortly after the activity in order to get their opinions and sentiment. Feelings expressed by pupils may sometimes be negative, hence irritating. Teachers should prepare for the worst to face them and ready to respond to them.
To conclude, pupils having no chance to express their feelings immediately after an activity are deprived of an opportunity in emotional learning and teachers are missing the right time for an effective assessment.
活動的過程中，無論是否喜歡這次學習，學生一定會有很多感受。活動後即時說出來的感受，定會較之後經過修飾才說出來的感受真實。所以，教師宜安排在活動後最短的時間內，去搜集學生對活動的意見和感受。當然，有些感受可能是負面，甚至令人難受，教師需有足夠的心理準備面對這種情況以及作出回應。
總言之，若不安排學生在活動後即時表達感受的話，學生便會失卻一次情意學習的機會，教師也錯失有效評估學習的時機。