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While this is not one specific theory, there are many models that take
into account the questions that we use to inform our work in program design.
These questions include:
- How do we sequence the activities to be
from lower risk (to have participants be comfortable and feel safe) to higher
risk (to challenge participants to gain the most possible from a program)?
- Are we able to incorporate a cycle of learning
that includes concrete personal experience, reflection, connection to theories
and models, and a chance to try out new skills and apply knowledge? (Kolb
and Kolb 2005)
- Do we utilize a variety of debriefing and
reflection questions to encourage learning culture-specific and
culture-general information, as well as questions that demonstrate life-long
learning? (Kappler, Cohen, Paige 2008)
Evaluations of events, workshops,
and classes should be reviewed in light of these models. For example, if
students are stating that the program is not worthwhile, is it because the
topic is not necessary or because the approach is not meeting the participants'
learning styles? Training programs should take into account various learning
styles and differing levels of prior experience and knowledge.
that are "connected" to Intercultural Training theories meet one or more of
the following criteria:
- Sequence activities from lower to higher
- Incorporate a cycle of learning that includes connecting with
personal experience; reflection time; connection to theory and frameworks; and
experimenting and applying new ideas.
- Include debriefing questions that
help participants focus on learning how to learn.
||R. Michael Paige
||David L. Di Maria
Factors - International scholars come to the U.S. to conduct research
and face difficult interactions with the resident assistant in their campus
study (40kb )