Transcript Slide 1
PRISM
Tracy Rundstrom Williams, Ph.D.
TCU Center for International Studies
Purpose
Synthesize, utilize ideas you’ve heard
Improve on what you already to
Through a mutidimensional pedagogy
Origins / Motivation
Linguistic Training
Frustration with quantitative approaches
to measuring intercultural competence
Interest in capturing “students’ words”
Interest in teaching students to articulate
their own outcomes
Qualitative approach – Assessing
student outcomes
What to measure?
How to measure?
What to Measure?
Creating Learning Outcomes
"If you aim at nothing, you'll hit it every
time. “ ~ Unknown
Articulating goals – Learning Outcomes –
provides direction, something to aim for.
Providing Learning Outcomes grounds
study abroad in LEARNING / academia.
TCU’s Learning Outcomes:
TCU Learning Outcomes
Increased understanding of international
& cultural issues
Increased flexibility
Increased open-mindedness and
curiosity
Enhanced critical skills
Enhanced sense of self in global
community
How to Measure?
Qualitatively
Open-ended questions
Table-topics at Celebration
Photo Contest
Rubrics
Take One
Define Learning Outcomes
Create Assessment
Reflective Model of Measuring
Intercultural Competence
Williams, Tracy Rundstrom. 2009. The reflective
model of intercultural competency: a
multidimensional, qualitative approach to study
abroad assessment. Frontiers: The Interdisciplinary
Journal of Study Abroad, Vol. XVIII, 289 – 306.
Take Two
Define Learning Outcomes
Create Assessment
Assess … Examine gaps … do what?
Facilitating Student Development
Intercultural Competence does not occur
simply as a result of being abroad.
Students need:
Direction
Intentionality
Feedback
Reflection
“A goal without a plan is just a wish”
Antoine de Saint Exupery
Take 3
Define Learning Outcomes
Facilitate Learning
Examine gaps
How to facilitate learning … ?
Assess
How to facilitate learning?
New Tools & Techniques
How can we help students examine
intercultural encounters
More in-depth?
With new eyes?
Considerations
Experiential Learning Theory
Millennial Students
Intercultural Competence components
Experiential Learning
Concrete
Experience
Active
Experimentation
Abstract
Conceptualization
(Kolb 1984)
Reflection
Intercultural Competence
AAC&U
Cultural Self-Awareness
Knowledge of Host Culture
Empathy
Intercultural Communication
Curiosity
Openness / Flexibility
Deardorff:
Change Your LENS
Look objectively:
Recognize that you are not viewing the encounter or event neutrally, but
interpreting it through your expectations and judgments, which are often
conditioned by your culture. Eliminate judgmental words, and describe the
encounter or event objectively.
Examine your assumptions:
Be open-minded and curious, and look carefully at the assumptions you’ve
made to see what values, habits, beliefs, and other cultural influences have
led you to view the encounter or event as you did.
Note other possibilities:
Be flexible and use your knowledge of the culture to envision what other
values, habits, and beliefs might be at work here, and how they might lead
to a different conclusion.
Substantiate with locals:
Use your intercultural communication, critical thinking and people skills to
ask locals or bicultural people if the new possibilities you’ve generated are
accurate, or if there are other parts of the culture you’ve overlooked.
Step
Kolb Learning
Ability
Look
Objectively
Concrete
Experience
Examine Your Reflective
Assumptions Observation
Intercultural
Competence
Component
Observation
Millennial Generation
Characteristics
Cultural SelfAwareness
Curiosity
Openness
Actively involved in
their own learning
Note Other
Possibilities
Abstract
Knowledge of cultural
conceptualization worldview
frameworks
Empathy
Actively involved in
their own learning
Learn through trial and
error
Substantiate
with Locals
Active
Experimentation
Learn through social
interaction /
engagement
Action-oriented
Intercultural
communication skills
Curiosity
Openness
Change Your LENS
Williams, Tracy Rundstrom. 2013. Examine your
LENS: A Tool for Interpreting Cultural Differences.
Frontiers: The Interdisciplinary Journal of Study Abroad,
Vol. XXII, 148 – 165.
Still something missing …
I wanted to create a pedagogy for
developing intercultural competencies
The PRISM
Why a PRISM?
Prisms:
Uses facets, angles
change the direction of a light wave
producing a different wave output
The PRISM Program
Uses tools, resources, intervention
Change the student’s understanding of the
intercultural experience
Producing a more nuanced understanding
Why a PRISM?
I am not the “teacher” – the city, the locals
are the “teacher”
I am the facilitator – I provide the prism:
Tool
Modalities
Opportunities
Creating the Pedagogy
Theoretical and Practical Basis
Experiential Learning
Concrete
Experience
Active
Experimentation
Abstract
Conceptualization
(Kolb 1984, )
Reflection
Behavioral Economics
Reminders of values regulate behavior
Ariely. 2008. Predictably Irrational
Oaths, written agreements, visual reminders
Intercultural Competence
AAC&U
Cultural Self-Awareness
Knowledge of Host Culture
Empathy
Intercultural Communication
Curiosity
Openness / Flexibility
Deardorff:
Target Audience
Study Abroad Professionals, Faculty:
Variety of academic backgrounds
Limited resources
Limited ability to require study abroad class /
add on to student’s experience
The Solution
A pedagogy to
Provide options
Modalities
Degrees of implementation
Provide resources
Centralized source of ideas from others
(toolbox)
Sample syllabi
Capitalize on millennial students and
experiential learning research
Goals
Curriculum intended to:
Facilitate engagement in the host culture
Promote reflection on cultural learning
Document learning
Student Outcomes
Develop intercultural competencies
Articulate their learning
Recognize the transferability
The PRISM
PRISM
The PRISM is an approach to engaging
students in their own learning by giving
them:
PERSPECTIVES to consider
RESOURCES to study
opportunities to generate INSIGHTS
opportunities to develop SKILLSETS
opportunities to adopt MINDSETS
Perspectives
Snipets of info:
To introduce the topic
To contextualize the topic
To stimulate thinking / conversation on the
topic
Examples:
Quotes
Purpose / goal:
To begin generating knowledge
To serve as reminders
Resources
More in-depth sources of info
To explain and illustrate the topic
To further develop understanding
Examples:
Readings
Videos
Purpose / goal
To expand understanding / knowledge
Insights
Thoughtful reflections or illustrations
To show understanding of the element
Examples:
Reflection papers
Classroom discussions
Purpose / goal:
For students to articulate themselves their
understanding
Students will generate INSIGHTS on the topics
through illustrations or accounts. (Bloom’s taxonomy:
Level 4: Analysis)
Skillsets
Engaging and interactive activities
To develop the competencies
Examples:
Assignments / activities
Games
Purpose / goal
To implement / apply the learning through
engagement, experience, kinetics
Students will execute SKILLSETS through
engagement activities. (Dave’s Psychomotor taxonomy:
Level 2: Manipulation)
Mindsets
Attitudes
To incorporate the competencies into life
To adopt a mindset
Examples
Quotes
Mantras
Purpose / goal
To live the element, to make it a part of one’s
attitudes and lifestyle, to embrace
Students will demonstrate an ability to report /
justify MINDSETS through discussions or
testimonies. (Krathwohl’s Affective taxonomy:
Level 2: Responding / Leveling 3: Valuing)
The Cycle
Perspectives
Mindsets
Skillsets
Resources
Insights
Step 1: Develop Learning Outcomes
Learning Outcomes
Cultural Self-Awareness
Knowledge of Host Culture
Empathy
Intercultural Communication
Curiosity
Openness / Flexibility
AAC&U Rubric Link
Step 2: Expand through PRISM
Learning Outcome: Knowledge of Host Culture
Demonstrates moresophisticated understanding ofthecomplexity ofelements ofanotherculture (history,values, politics, communication styles, economy,or
beliefs andpractices)
Perspectives
When you travel, remember that a foreign country is not designed to make you comfortable. It is designed to
make its own people comfortable. - Clifton Fadiman
When we understand the needs that motivate our own and other's behavior, we have no enemies. - Marshall
Rosenberg
You don't get harmony when everybody sings the same note. - Doug Floyd
When I am able to resist the temptation to judge others, I can see them as teachers. - Gerald Jampolsky
Share our similarities, celebrate our differences. - M. Scott Peck
A frog in a well does not know the great sea. - Japanese proverb
Ch. 2: Cultural Knowledge
Resources
Culturegram for your country
TED Talk by Rick Steves: The Value of Travel
Insights
Pre Abroad: What aspects of daily life do you expect to be different? Are you looking forward to this? Are you
worried about this?
While Abroad: Describe a habit of the locals that you find intriguing. Are there environmental, physical,
cultural, or other reasons why they engage in those habits? Have you tried to emulate those habits, and what
was that experience like?
Post Abroad (Photo Contest): How did seeing a site, taking an excursion, or exploring the country helped you
better understand a component of the culture?
Skillsets
“Iconic Image”
Take a photo of an iconic image. Then do some research on it: What are the social, historical, environmental,
and / or economic factors contributing to or resulting from it?
Ask 1 or 2 locals: what makes this special to you? What do tourists not understand about this? Take another
photo of the same icon, but this time see if you can incorporate something you learned. Write a 1 - 2 page paper
summarizing your findings and evaluating the experience. What did you do, and what did you learn?
Mindsets
We go abroad not just to see different things, but to see things differently.
Learning Outcome: Opennes s & Flexibility
Initiatesanddevelopsinteractions withculturally different othersandsuspends judgment invaluing her/hisinteractions.
Perspectives
Resources
It is never too late to give up our prejudices. - Henry David Thoreau
It’s good to do uncomfortable things. It’s weight training for life. - Anne Lamott
Becoming is better than being. - Dweck
I'm actually starting to like more and more people who have convictions that are unpopular. -Bono
Remember, there are no mistakes, only lessons. - Cherie-Carter Scotts
Ever tried. Ever failed. No matter. Try again. Fail again. Fail better. - Samuel Beckett
Chapter 1: What is cultural learning and Chapter 2: Attitudes and cultural traits that promote cultural learning,
from The Whole World Guide to Cultural Learning by Daniel Hess.
A Single Lucid Moment by Robert W. Soderstrom
Ch. 3: Mindfulness & Cross-Cultural Skills, from Cultural Intelligence by David C. Thomas and Kerr Inkson
TED Talk by Chimamanda Adichie: The Danger of a Single Story
Insights
Pre-Abroad: Tell me a story about a time when things did not go the way you planned. How did you respond to
the situation? What skills and characteristics did you learn / develop / hone?
While Abroad: While interacting with the people, music, art, economy, natural environment and other aspects of
your host culture, what previously held stereotypes - yours and theirs - do you find being challenged?
Post-Abroad (photo contest): What did you do to stretch yourself? What new skills and characteristics did you
develop?
“New Experience”
Skillsets
Go to a ceremony, rite, celebration, event, or activity – can be religious, sports, cultural in nature. What did you
find uncomfortable about the experience? What did you learn that surprised you?
Mindsets
Change Your LENS. – Tracy Rundstrom Williams
Step 3: Implementation
Pre-departure
Marketing
Perspectives:
http://studyabroad.tcu.edu/default.asp?pid=
162
Application
Insights: application essays
Orientation
Class
While Abroad
Blogging
Class
UNPR 20201 – required
8 weeks long
Face-to-face time at beginning and mid-term
Photo submissions
Post-Return
Photo Contest
Evaluations
Celebration
Class
Modalities
Perspectives
Share through social media
Send emails
Share in class
Example Perspectives
Resources
Readings
Chapters
Stories
Videos / TED talks
Insights
Written journal
Blogs
Discussions with faculty
Example Insight Prompts
What have you discovered is part of
American culture, that you had not
realized before? What did you think was
just “normal” which is actually cultural?
Share a saying, proverb, or motto from
your host culture. How and when do
they use it? What insight does it give
you?
Example Insights: Photo Contest
Category
Inspirational
Insights
(Cultural
Knowledge)
Learning Outcome Prompts (explain / describe
how photo demonstrates category)
Example Photos
How did seeing sites, taking excursions, and
Monuments, important
exploring the locale help you better understand the sites
country’s people, history, religion, politics, or
culture?
Local Life
(Flexibility)
What was local life like? How did you adapt
yourself to be comfortable with the locals?
Student in homestay,
student in local cultural
activities, markets,
events
Finding your
Footing
(Skills )
What did you do to stretch yourself? What new
skills and characteristics did you develop?
New activities, new
transportation,
engaging with locals,
taking trips
This is Study
Abroad
(Growth)
What made the experience amazing,
transformational, authentic, and YOURS?
Volunteering, Interning,
Teaching, the New You
Sample Photo Contest Submission
Skillsets
Interactive assignment
Game
Course-related site-visits and activities
Life abroad
Example Skillset Prompts
Ask a few locals: What makes you proud
to be where you are from?
Take a photo of an iconic image. Ask a
few locals: what makes this special to
you? What do tourists not understand
about this? What are the social, historical,
environmental, and / or economic factors
contributing to or resulting from this?
Example Skillset Prompts
Ask someone about what they are proud
of in Krakow: ______________________
What makes it special to the person?
_____________________________________
____________________________ What do
tourists not understand about it?
_____________________________________
_________________ (30 pts)
Mindsets
Discuss / determine as group
Social media
Emails
Discussion
Your turn
What are your Learning Outcomes?
How would you use PRISM?
How would you design a rubric?
Learning Outcome:
Perspectives
Resources
Insights
Skillsets
Mindsets
Rubric
Learning Objective
Capstone (3)
Milestone (2)
Baseline (1)
Student :
Demonstrates
Identifies
Analyzes
Applies
……
Does with
sophistication,
complexity
Does with some
clarity
Does simply,
incompletely
Resources:
Taxonomy of Cognitive Learning (Bloom)
Taxonomy of Affective Learning (Krathwohl, Bloom, Masia)
Taxonomy of Psycho-motor Learning (Simpson, Dave, Harrow )
http://www.nwlink.com/~donclark/hrd/bloom.html
AAC&U VALUE rubrics http://www.aacu.org/value/rubrics/
Future directions
Challenges
Growing study abroad population
Training faculty & staff to use model
New Directions
Web tools
Manual
Explanation of goals for reflective writing
using AAC&U rubric
Conclusion
Conclusion
Developing a learning plan can help
students achieve learning outcomes.
Providing a PRISM of formats for
students to realize the learning outcome
helps them develop the competencies.
Questions?
Dr. Tracy Rundstrom Williams,
[email protected]
www.changeyourlens.org