The Art of Debriefing for Intercultural Learning

This blog post outlines the importance of debriefing and provides tips for success. 

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Thiagi Debrief

Thiagi’s six-phase model to structure debriefing questions

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Thiagi Debrief

As a result of this debriefing technique, participants will be able to: 1. Reflect on their emotions. 2. Identify what happened, both objectively and subjectively. 3. Synthesize and evaluate what they learned. 4. Relate their experiences and reflection to the real-world. 5. Apply their insights to new contexts. 6. Adapt their new knowledge and experiences to action planning.

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Critical Reflection Rubric

This rubric can be used to assess any kind of intercultural reflective writing assignment, such as an essay or a blog post. 

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Cultural Autobiography

This activity asks participants to write about aspects of their cultural identity, such as family structure, nationality, rituals, environment, friends, institutions, mobility, and education. In an online learning environment, participants can share their autobiographies through a discussion board. 

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Emotional Resilience Worksheet

This activity helps participants to develop a better understanding of their stressors and how to deal with stress. It is designed for a study abroad program but can be adapted to other contexts. It can also be completed by participants on their own time and then sent to a facilitator/instructor. 

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Empathy Not Sympathy

The video in this tool (see the Links section) explains the difference between empathy and sympathy. Facilitators/instructors can assign this video as a "reading assignment" in an online learning environment. 

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Journaling Across Cultures

In this activity, participants are asked to keep a journal where they analyze and reflect on cultural experiences. 

Facilitators/instructors can adapt this activity for online learning by asking participants to journal through blogs. 

 

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Living in a Bubble

This activity challenges participants to begin developing deeper relationships with those who are different from them. They will read The Atlantic article, “These are the Americans who live in a bubble” (in the Links section of this tool) and use it to reflect on their own personal bubbles and how they might further develop relationships across difference.

Participants can fill out the handout included in the Downloads section of this tool on their own time. Then, instructors can choose to have participants answer reflection questions in an essay, or discuss them through an online discussion board or video chat. 

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Motivation for Language Learning Quiz

This assessment measures emotions as possible barriers to effective learning, as well as emotional baggage that is brought to learning situations. 

This assessment is available online (see both the Links and Downloads sections in this tool). Participants can take the quiz on their own time and send results to the facilitator/instructor.

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Motivation for Language Learning Quiz

This assessment measures emotions as possible barriers to effective learning, as well as emotional baggage that is brought to learning situations. 

This assessment is available online (see both the Links and Downloads sections in this tool). Participants can take the quiz on their own time and send results to the facilitator/instructor.

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My Plan for Intercultural Growth

In this activity, participants list activities that will help them personally develop in one domain of intercultural knowledge and competence from the AAC&U Intercultural Knowledge and Competence VALUE Rubric. They also identify evidence that signals they have personally developed in that domain.  

All the materials required for this activity are available online (see both the Links and Downloads sections of this tool), and participants can complete the activity individually on their own time. 

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My Plan for Intercultural Growth

In this activity, participants list activities that will help them personally develop in one domain of intercultural knowledge and competence from the AAC&U Intercultural Knowledge and Competence VALUE Rubric. They also identify evidence that signals they have personally developed in that domain.  

All the materials required for this activity are available online (see both the Links and Downloads sections of this tool), and participants can complete the activity individually on their own time. 

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My Emotional Hot Buttons

This activity enables participants to examine what kind behaviors bother or challenge them, learn about their emotional "hot buttons," and plan for ways to manage their reactions to "hot buttons" behaviors. 

Michael Vande Berg created a version of this activity that is available online (see the Links section of this tool). Participants can complete this activity individually on their own time and then send it to facilitators/instructors. 

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Self-Awareness and Core Cultural Values

This activity allows participants to evaluate their self-awareness of their cultural identity and their core cultural values. It is designed for students who are studying abroad but could be adapted to different contexts.

All materials associated with this activity are available in the Downloads section of this tool. Participants can complete this activity individually on their own time and then send it to the facilitator/instructor.

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What is a Critical Reflection? Introducing the "What, So What, Now What" Model

A less-than-3-minute intro to a critical reflection model that can help students write intercultural reflections or help instructors steer a debrief following an experiential intercultural learning activity. 

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Culture Learning Strategies Inventory

Although this document was created for use in an immersion study setting, sections work well for world languages classrooms, .e.g., "Strategies to deal with different communication styles."

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One Minute Paper

For one n one session

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Personal Identity Wheel

This worksheet helps participants to describe and reflect on their identities in terms of their skills, favorite books/movies, hobbies, etc. 

All of the materials required for this activity are available through the LSA Inclusive Teaching Initiative at University of Michigan (see the Links section in this tool). Participants can complete this activity individually on their own time and then post it to an online discussion board so that they can get to know their peers, or they can send the worksheet to the facilitator/instructor once it is completed. 

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Episode 6: Embedding Intercultural Learning into World Languages: Italian at Purdue

This episode features Dr. Tatjana Babic Williams, Director of Italian Studies and Senior Lecturer, and Dr. Annalisa Mosca, Senior Lecturer and Coordinator of Italian 101-202 at Purdue University. They discuss the Italian program's efforts to redesign the curriculum to incorporate intercultural learning at all levels. In particular, they discuss their use of backwards design to embed intercultural learning outcomes into several of their courses. 

This post includes links to the episode recording (without Q&A), the presentation slides, and the following resources/tools referenced in the presentation:

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Personal Identity Wheel, Social Identity Wheel, and Spectrum Activity

Personal Identity Wheel challenges participants to reflect on their identities beyond social groups and get to know others in the group. They brainstorm words that describe their personal interests, skills, hobbies, etc. and then compare them with others.

Social Identity Wheel challenges participants to reflect on their identities in relation to social groups and get to know others in the group. They consider identities such as race, gender, and sexual orientation and contemplate how those identities manifest themselves in different environments and impact others’ perceptions.

Spectrum Activity challenges participants to reflect on their identities and how they are perceived in different contexts. They consider identities such as race, gender, and sexual orientation and contemplate how those identities may be privileged in different environments and therefore affect their interactions with others.

These three tools can be used in conjunction with each other. 

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Assessment

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All the Rubrics

This collection pulls together all of the rubrics available on the HubICL for assessing intercultural learning.  As of June 2021, there are eight of them.We've also included the Purdue version of the AAC&U intercultural competence rubric which served as a foundational document for the HubICL sorting categories.

Finally, as a bonus, we've including a link to a blog article that explains how to make sense of qualitative data!

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