Teacher Resources
Debriefing
After coming into contact with new cultures, it is important for people to reflect on what they have experienced and learned. This process is commonly known as debriefing, and serves a purpose for workers repatriating into their home country, students returning from study abroad assignments, missionaries returning from a mission trip, and now, for students after encountering new cultures through technology from the comfort of their very own classrooms. "Debriefing is an essential part of cross cultural effectiveness and capacity development. Debriefing allows people to share and reflect on their experiences, in order to identify and share lessons learned..." (CCCNT). Debriefing works best in a group setting. This will allow students to openly discuss their new knowledge and feelings about what they experienced, and will help them learn from the thoughts, attitudes and experiences of their peers.
The Importance of Reflection
It is the language of reflection that deepens our knowledge of who we are in relation to others in a community of learners. ~Carole Miller and Juliana Saxton, University of Victoria
"We do not learn from experience...we learn from reflection on experience."
~John Dewey
“Know thyself.” ~Plato
Reflection is an important aspect of learning and lesson planning that is easily overlooked or skipped over in our busy classrooms! Why is reflection so important? John Zubizaretta describes that student learning can be improved by “providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from critical reflection" (2004, p.15). Giving students the time in class to reflect on their learning is not an unnecessary step or a form of “busywork.” Kate Charner-Laird, coauthor of the book Cultivating Student Reflection, “describes reflection as ‘the mind’s strongest glue’ for making the connections essential to understanding, regardless of the subject matter” (Boss, 2009). In the context of a cross-cultural exchange, reflection activities can help students think deeply about what they have experienced, helping that experience to create the desired change in thinking and perspective of the student.
Reflection is a key part of the Learning Cycle developed by David Kolb. His cycle “is based on the belief that deep learning (learning for real comprehension) comes from a sequence of experience, reflection, abstraction, and active testing” (Barrett & Richter). These four aspects of the Learning Cycle should be key components of cross-cultural lessons and activities in order to foster meaningful experiences and learning for your students. The image below-left elaborates on Kolb's Learning Cycle and provides a good visual of the different parts of his theory (Moon, 1999). The image below-right interestingly illustrates how this cycle fits naturally within the structure of the brain (Zull, 2002). This website seeks to provide you with the tools you need to provide three of the four aspects of Kolb's Learning Cycle to your students. For "experience", check out the main project detailed on this site, as well as the resources presented under the "During the Exchange" tab. For "reflection" and "abstraction", continue to browse this section of the website.
For more on reflection research and an abundance of reflection resources - go to this website: Reflection for Learning
"We do not learn from experience...we learn from reflection on experience."
~John Dewey
“Know thyself.” ~Plato
Reflection is an important aspect of learning and lesson planning that is easily overlooked or skipped over in our busy classrooms! Why is reflection so important? John Zubizaretta describes that student learning can be improved by “providing a structure for students to reflect systematically over time on the learning process and to develop the aptitudes, skills and habits that come from critical reflection" (2004, p.15). Giving students the time in class to reflect on their learning is not an unnecessary step or a form of “busywork.” Kate Charner-Laird, coauthor of the book Cultivating Student Reflection, “describes reflection as ‘the mind’s strongest glue’ for making the connections essential to understanding, regardless of the subject matter” (Boss, 2009). In the context of a cross-cultural exchange, reflection activities can help students think deeply about what they have experienced, helping that experience to create the desired change in thinking and perspective of the student.
Reflection is a key part of the Learning Cycle developed by David Kolb. His cycle “is based on the belief that deep learning (learning for real comprehension) comes from a sequence of experience, reflection, abstraction, and active testing” (Barrett & Richter). These four aspects of the Learning Cycle should be key components of cross-cultural lessons and activities in order to foster meaningful experiences and learning for your students. The image below-left elaborates on Kolb's Learning Cycle and provides a good visual of the different parts of his theory (Moon, 1999). The image below-right interestingly illustrates how this cycle fits naturally within the structure of the brain (Zull, 2002). This website seeks to provide you with the tools you need to provide three of the four aspects of Kolb's Learning Cycle to your students. For "experience", check out the main project detailed on this site, as well as the resources presented under the "During the Exchange" tab. For "reflection" and "abstraction", continue to browse this section of the website.
For more on reflection research and an abundance of reflection resources - go to this website: Reflection for Learning
Resources
Cross Cultural Consultants http://www.cccnt.com.au/
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:
Zubizarreta, J. (2004). The Learning Portfolio. Bolton, MA: Anker Publishing
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan Page.
Zull, J. (2002) The Art of Changing the Brain. Sterling, VA: Stylus Publishing
Boss, S. (2009) "High Tech Reflection Strategies Make Learning Stick." Edutopia. http://www.edutopia.org/student-reflection-blogs-journals-technology
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:
Zubizarreta, J. (2004). The Learning Portfolio. Bolton, MA: Anker Publishing
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan Page.
Zull, J. (2002) The Art of Changing the Brain. Sterling, VA: Stylus Publishing
Boss, S. (2009) "High Tech Reflection Strategies Make Learning Stick." Edutopia. http://www.edutopia.org/student-reflection-blogs-journals-technology