Guidelines
Debriefing is best incorporated after longer cross-cultural experiences and interactions, for example, if students communicate and collaborate online with students from a different culture for an entire semester or school year. Debriefing works well as a group discussion, in which case technological resources are not needed, but there are also ways that you can incorporate technology into debriefing activities - look for resources further down this page!
The University of Oregon's Holden Leadership Center website provides teachers/facilitators with a detailed explanation on how to lead a group debrief. "As a facilitator, your job is to lead a thought provoking, safe discussion by asking meaningful questions in a pre-planned sequence. A mature group will often lead their own discussion with little prompting from a facilitator" (HLC).
The sequence includes the following:
Rules
Before the debrief, rules should be put in place in order to foster a supportive and open environment. Facilitators and participants can contribute to compiling a list of rules. The rules should be posted and agreed upon by group members before the discussion begins.
What?
It works well to begin discussion with a project synopsis, giving students time to reflect on what happened, what was accomplished, who was involved, and any special memories they may have from their time working on the project. They can also discuss observations they made during the project and things that may have surprised them.
So What?
This is when students have the opportunity to express and share what they learned from the experience and how their attitudes, opinions, and perspectives may have shifted during the course of the project.
Now What?
The end of the discussion should focus on how students will apply what they have learned to future endeavors, and to their lives in general. They can also verbalize changes they would make to future projects of this nature, how they might participate differently in the future, and what the group may accomplish together in the future.
For a detailed look at the HLC's Group Debrief guidelines, Click Here.
The University of Oregon's Holden Leadership Center website provides teachers/facilitators with a detailed explanation on how to lead a group debrief. "As a facilitator, your job is to lead a thought provoking, safe discussion by asking meaningful questions in a pre-planned sequence. A mature group will often lead their own discussion with little prompting from a facilitator" (HLC).
The sequence includes the following:
Rules
Before the debrief, rules should be put in place in order to foster a supportive and open environment. Facilitators and participants can contribute to compiling a list of rules. The rules should be posted and agreed upon by group members before the discussion begins.
What?
It works well to begin discussion with a project synopsis, giving students time to reflect on what happened, what was accomplished, who was involved, and any special memories they may have from their time working on the project. They can also discuss observations they made during the project and things that may have surprised them.
So What?
This is when students have the opportunity to express and share what they learned from the experience and how their attitudes, opinions, and perspectives may have shifted during the course of the project.
Now What?
The end of the discussion should focus on how students will apply what they have learned to future endeavors, and to their lives in general. They can also verbalize changes they would make to future projects of this nature, how they might participate differently in the future, and what the group may accomplish together in the future.
For a detailed look at the HLC's Group Debrief guidelines, Click Here.
Reflection is important at the end of any lesson or project, whether it lasts 45 minutes or the entire school year! There are numerous ways to approach reflection in the classroom. This page provides you with guidelines for reflection, leading questions, and examples of reflection using technological resources, as well as a examples that do not use technology.
Important Tips to Remember when guiding students in reflection:
1. Give the students opportunities to reflect in different ways, i.e., don't use the same reflection technique for every lesson. Mix it up!
2. Give the students support and direction when asking them to reflect. Provide them with guiding questions or introductory sentences to get their minds rolling!
3. Make reflection a common occurrence. The more that students reflect, the more natural it will become.
4. Keep the students' reflections in a portfolio or organized online. Kids love to look back on their previous work to see how much they have grown and learned over time.
5. Specifically explain to the students why they are reflecting and that it isn't a pointless activity! This will help them to take reflection activities more seriously.
(Bilash)
Three Reflective Directions
Reflection IN Action
Takes place during the project or exchange. Students are encouraged to reflect throughout the duration of their project. This can help students to identify mistakes or areas of struggle, and before continuing to progress, allows them to stop and think about how they can overcome challenges that arise, perhaps by drawing on previous experience.
IDEA: Video Confessional Booth set up in classroom
One teacher's story:
"Borrowing an idea from reality television, Farmer set up a self-contained "video confessional" in the corner of the classroom equipped with a stool and a video camera on a tripod, which she then surrounded with a curtain for privacy. When students had a free moment from their engineering investigations, they could duck behind the curtain, hit the Record button, and talk about how it felt to be an inventor" (Boss, 2009). Read the whole story here.
Reflection ON Action
Takes place after the project or exchange. This is when students look back on the project and identify their thoughts, actions, and what was accomplished.
IDEAS: Blogging, journaling, storytelling, interviewing
Reflection FOR Action
This is where students take their reflection a step further and think about how they can apply what they've learned to their future endeavors. Students can brainstorm how they would like to use their new knowledge and experience in the future and can even brainstorm projects they would like to work on later in their school career.
(Killion & Todnem, 1991)
Important Tips to Remember when guiding students in reflection:
1. Give the students opportunities to reflect in different ways, i.e., don't use the same reflection technique for every lesson. Mix it up!
2. Give the students support and direction when asking them to reflect. Provide them with guiding questions or introductory sentences to get their minds rolling!
3. Make reflection a common occurrence. The more that students reflect, the more natural it will become.
4. Keep the students' reflections in a portfolio or organized online. Kids love to look back on their previous work to see how much they have grown and learned over time.
5. Specifically explain to the students why they are reflecting and that it isn't a pointless activity! This will help them to take reflection activities more seriously.
(Bilash)
Three Reflective Directions
Reflection IN Action
Takes place during the project or exchange. Students are encouraged to reflect throughout the duration of their project. This can help students to identify mistakes or areas of struggle, and before continuing to progress, allows them to stop and think about how they can overcome challenges that arise, perhaps by drawing on previous experience.
IDEA: Video Confessional Booth set up in classroom
One teacher's story:
"Borrowing an idea from reality television, Farmer set up a self-contained "video confessional" in the corner of the classroom equipped with a stool and a video camera on a tripod, which she then surrounded with a curtain for privacy. When students had a free moment from their engineering investigations, they could duck behind the curtain, hit the Record button, and talk about how it felt to be an inventor" (Boss, 2009). Read the whole story here.
Reflection ON Action
Takes place after the project or exchange. This is when students look back on the project and identify their thoughts, actions, and what was accomplished.
IDEAS: Blogging, journaling, storytelling, interviewing
Reflection FOR Action
This is where students take their reflection a step further and think about how they can apply what they've learned to their future endeavors. Students can brainstorm how they would like to use their new knowledge and experience in the future and can even brainstorm projects they would like to work on later in their school career.
(Killion & Todnem, 1991)
Activities
The following list contains topics and questions that can be useful during a debrief group discussion or for individual reflection activities after a cross-cultural exchange. These are mostly appropriate for secondary-aged students, but can be modified for primary use.
- Use a compare and contrast model to reflect and understand cultural differences that students encountered.
- Discuss your own cultural perspective and how you may have become more self-aware throughout the cross-cultural exchange.
- Why do different cultures organize the world in particular ways?
- What skills and strategies did you need to work successfully cross-culturally?
- How does cultural difference affect you?
- What are the key values of my own culture?
- How am I viewed by someone outside of my culture?
- What were some challenges that you encountered while working cross-culturally?
- How did you cope with conflict if and when it arose?
- How has your cross-cultural experience impacted your life?
- What are your future goals in light of this experience?
- How will you further your own cultural literacy?
VoiceThread
This web reflection activity gives students a chance to answer reflection questions and to hear the thoughts of their peers. A great Web 2.0 tool to use in many areas of teaching!
To check out the VoiceThread reflection for the culturesconnect project Click Here. You will need to quickly register with VoiceThread in order to view it. Below you can see the images and questions that appear in this voicethread. The students verbally answer each question and can hear others' responses as well.
This web reflection activity gives students a chance to answer reflection questions and to hear the thoughts of their peers. A great Web 2.0 tool to use in many areas of teaching!
To check out the VoiceThread reflection for the culturesconnect project Click Here. You will need to quickly register with VoiceThread in order to view it. Below you can see the images and questions that appear in this voicethread. The students verbally answer each question and can hear others' responses as well.
Culturesconnect Additional Reflection: *Non-technological resource
A simple worksheet activity that allows students to explore their feelings after the exchange, and to write and illustrate what they learned.
A simple worksheet activity that allows students to explore their feelings after the exchange, and to write and illustrate what they learned.
cultures_connect_individual_reflection.docx | |
File Size: | 66 kb |
File Type: | docx |
Spotlight On: Glogster EDU
Glogster is a multimedia tool that allows students to create an interactive poster using text, images, music and video. This can be used as a reflective tool, because students can incorporate songs or videos that portray their thoughts and feelings after a cross-cultural exchange. They can also describe through text and images different things that they have learned.
Be sure to use Glogster EDU - there is a regular Gloster site as well, but the EDU site has been created specifically for teachers and students as a more private and safe environment. Happy glogging!
Below are reflection sheets that were created specifically for the students at the Italian school mentioned in the "During the Exchange" section. However, these could be tweaked to meet your specific classroom needs! Also below are samples of reflections from the students of Scuola Elementare T. Galbani. Although young, it is clear this cross-cultural experience had an impact on them!
Glogster is a multimedia tool that allows students to create an interactive poster using text, images, music and video. This can be used as a reflective tool, because students can incorporate songs or videos that portray their thoughts and feelings after a cross-cultural exchange. They can also describe through text and images different things that they have learned.
Be sure to use Glogster EDU - there is a regular Gloster site as well, but the EDU site has been created specifically for teachers and students as a more private and safe environment. Happy glogging!
Below are reflection sheets that were created specifically for the students at the Italian school mentioned in the "During the Exchange" section. However, these could be tweaked to meet your specific classroom needs! Also below are samples of reflections from the students of Scuola Elementare T. Galbani. Although young, it is clear this cross-cultural experience had an impact on them!
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Italian Students' Written Reflections
The following are samples taken from the 5th grade reflections. The students wrote in their native language, Italian, and I have translated them below.
Did you like hearing a native English speaker? Why or why not?
"Yes, because I learned many things and because I like English!"
"Yes, because I learned many things and so I study good English."
Did you like learning about American holidays? Why or why not?
"Yes, because they are interesting."
"Yes, because I played and I learned new things."
Would you like to learn more about American holidays and traditions? If so, which ones?
"Of Texas, or the Carnival, or the New Year."
"The day of independence the 4th of July."
"Easter and Epiphany"
"If they celebrate the Carnival, and to know about the New Year."
My favorite part about American Thanksgiving is...
"...that you shop all night." (Referring to Black Friday!)
"...when they see the big balloons." (Referring to the Macy's Thanksgiving Day parade.)
"...beautiful and very important to them and I like the turkey."
List 2 ways that Christmas in Italy is different from Christmas in America:
"That in Italy it is the tree and in America the stocking is hung by the fireplace."
"The food, the stocking"
I was surprised that...
"...a girl from Texas came to us."
"...Christmas is celebrated differently."
"...everyone is happy."
"...the Americans are very different from us."
"...each country has its own tradition."
It is important to learn the traditions of other countries because...
"...it is educational and strange because you cannot understand anything!" (I think she is referring to not being able to communicate well with me!)
"...you become more educated."
"...so maybe when we go to those places we know all of their traditions."
"...if in my life I go to America I know the language and can speak."
"...to better know their tastes and their customs."
*All reflections posted with permission by the Scuola Elementare T. Galbani in Malnate, Italy
Did you like hearing a native English speaker? Why or why not?
"Yes, because I learned many things and because I like English!"
"Yes, because I learned many things and so I study good English."
Did you like learning about American holidays? Why or why not?
"Yes, because they are interesting."
"Yes, because I played and I learned new things."
Would you like to learn more about American holidays and traditions? If so, which ones?
"Of Texas, or the Carnival, or the New Year."
"The day of independence the 4th of July."
"Easter and Epiphany"
"If they celebrate the Carnival, and to know about the New Year."
My favorite part about American Thanksgiving is...
"...that you shop all night." (Referring to Black Friday!)
"...when they see the big balloons." (Referring to the Macy's Thanksgiving Day parade.)
"...beautiful and very important to them and I like the turkey."
List 2 ways that Christmas in Italy is different from Christmas in America:
"That in Italy it is the tree and in America the stocking is hung by the fireplace."
"The food, the stocking"
I was surprised that...
"...a girl from Texas came to us."
"...Christmas is celebrated differently."
"...everyone is happy."
"...the Americans are very different from us."
"...each country has its own tradition."
It is important to learn the traditions of other countries because...
"...it is educational and strange because you cannot understand anything!" (I think she is referring to not being able to communicate well with me!)
"...you become more educated."
"...so maybe when we go to those places we know all of their traditions."
"...if in my life I go to America I know the language and can speak."
"...to better know their tastes and their customs."
*All reflections posted with permission by the Scuola Elementare T. Galbani in Malnate, Italy
Blogging is a reflection tool that is appropriate and beneficial for all age levels. Blogging has proven to be an invaluable tool in classrooms, not only helping students to reflect on their learning, but also teaching them to use technology in new ways and improving their writing skills. The process also helps to encourage collaboration and sharing among classmates, as they read each others' blogs and post comments. Blogging is also easier to organize since everything is online! No more lugging home crates of your students' journals to read!
It is a smart idea to lay some ground rules in your classroom before beginning to blog. The following is a good resource for establishing your own blogging rules for your classroom: Blogging Rules
Read about one teacher's success with blogging here: http://www.edutopia.org/student-reflection-blogs-journals-technology
Blogging Sites specifically created for teachers and students:
Kidblog
Edublogs
ClassPress
It is a smart idea to lay some ground rules in your classroom before beginning to blog. The following is a good resource for establishing your own blogging rules for your classroom: Blogging Rules
Read about one teacher's success with blogging here: http://www.edutopia.org/student-reflection-blogs-journals-technology
Blogging Sites specifically created for teachers and students:
Kidblog
Edublogs
ClassPress
Research has proven that storytelling is a power learning and reflective tool in the classroom. "Part of the reflective process is to have students tell stories about their experiences which brain research shows can help students embed these experiences into their long term memory" (Barrett & Richter). Donald Schön (1988) explains, "When we get into the habit of recording our stories, we can look at them again, attending to the meanings we have built into them..."
After a cross-cultural exchange, students can write stories about themselves living in or visiting new cultures, or can tell the story of their project and what they learned.
There are several Web Tools available for students to create stories and make them come to life - here are a few to get you started!
There are a variety of tools to support the creation of digital stories or podcasts; most of them require software on a desktop or laptop computer such as:
The Ins and Outs of Podcasting in the classroom
StoryJumper
VoiceThread
Check out more resources at CoolToolsforSchools: Writing Tools
After a cross-cultural exchange, students can write stories about themselves living in or visiting new cultures, or can tell the story of their project and what they learned.
There are several Web Tools available for students to create stories and make them come to life - here are a few to get you started!
There are a variety of tools to support the creation of digital stories or podcasts; most of them require software on a desktop or laptop computer such as:
- Mac: iMovie, GarageBand, Audacity
- Windows: MovieMaker2, PhotoStory3, Audacity
The Ins and Outs of Podcasting in the classroom
StoryJumper
VoiceThread
Check out more resources at CoolToolsforSchools: Writing Tools
Resources
Holden Leadership Center website http://leadership.uoregon.edu/
Cross Cultural Consultants http://www.cccnt.com.au/
Bilash, O. (2009) "Reflection in the Language Classroom." Best of Bilash. http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/reflection.html#3
Killion, J., & Todnem, G. (1991). A process for personal theory building. Educational Leadership, 48(7), 14-16.
Reflection for Learning https://sites.google.com/site/reflection4learning/Home
-developed by Helen Barrett and Jonathon Richter of the University of Oregon's Center for Advanced Technology in Education
Resources retrieved from this site:
Schön, D. (1988) “Coaching Reflective Teaching” in P. Grimmett & G. Erickson (1988). Reflection in Teacher Education (pp. 19-29). New York: Teachers College Press.
Cross Cultural Consultants http://www.cccnt.com.au/
Bilash, O. (2009) "Reflection in the Language Classroom." Best of Bilash. http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/reflection.html#3
Killion, J., & Todnem, G. (1991). A process for personal theory building. Educational Leadership, 48(7), 14-16.
Reflection for Learning https://sites.google.com/site/reflection4learning/Home
-developed by Helen Barrett and Jonathon Richter of the University of Oregon's Center for Advanced Technology in Education
Resources retrieved from this site:
Schön, D. (1988) “Coaching Reflective Teaching” in P. Grimmett & G. Erickson (1988). Reflection in Teacher Education (pp. 19-29). New York: Teachers College Press.