Part II: Lesson Outline for the "END" Method
Merrill describes four instructional principles - demonstration, application, activation, and integration - as being the bedrock of effective instructional methods (Reigeluth & Carr-Chellman, 2009). These principles, which he refers to as "first principles of instruction", have been shown by research to facilitate learning. He proposes that the value of any given instructional method increases with the addition of each first principle.
Merrill found that learning is promoted when lesson material is demonstrated rather than just "told" to learners (first principle: Demonstration). When learners are participating in the learning process by carrying out some sort of task(Application) , Merrill found that learning was promoted and knowledge was better retained. Instructional activities that caused the learner to recall previously learned knowledge or skill (Activation) led to deeper and more established learning. Finally, instructional designs must allow the learner to reflect upon what was just experienced or learned so that the new information can be made sense of relative to previously learned knowledge and skill (Integration). Meaningful reflection allows the learner to store newly acquired information / knowledge as schematic memory, which leads to longer retention than information that is stored for the short term as associative memory (Reigeluth & Carr-Chellman, 2009).
The following lesson plan shows how each instructional component in the "END" tool is related to Merrill's first principles (column 6). Also, the plan shows the roles and responsibilities of the expatriate, national, and facilitator and the rationale and time allotment for each lesson deliverable. [To enlarge the text in the follow chart, use the "zoom" option under the "View" tab.]
Merrill found that learning is promoted when lesson material is demonstrated rather than just "told" to learners (first principle: Demonstration). When learners are participating in the learning process by carrying out some sort of task(Application) , Merrill found that learning was promoted and knowledge was better retained. Instructional activities that caused the learner to recall previously learned knowledge or skill (Activation) led to deeper and more established learning. Finally, instructional designs must allow the learner to reflect upon what was just experienced or learned so that the new information can be made sense of relative to previously learned knowledge and skill (Integration). Meaningful reflection allows the learner to store newly acquired information / knowledge as schematic memory, which leads to longer retention than information that is stored for the short term as associative memory (Reigeluth & Carr-Chellman, 2009).
The following lesson plan shows how each instructional component in the "END" tool is related to Merrill's first principles (column 6). Also, the plan shows the roles and responsibilities of the expatriate, national, and facilitator and the rationale and time allotment for each lesson deliverable. [To enlarge the text in the follow chart, use the "zoom" option under the "View" tab.]
“Culture Analysis" Exercise
Preamble:
The exercise is handed out at this point in the END process; without having been reviewed by participants ahead of time. The exercise is designed to get both parties thinking about the host-country culture relative to other cultures. The exercise is consistent with the activation principles described by Reigeluth & Carr-Chellman (2009) for launching experiential learning; namely: a) the experience is authentic to their practice (work in host country; b) the experience invites the learner to make decisions that have real-world relevance; c) the experience is problem-based; and d) the experience is not too difficult for this stage of the expatriate’s development. The exercise is of moderate difficulty compared to the three scenarios that are to follow.
Instructions:
In the following chart, key characteristics for individualistic (e.g., Canada) and collectivistic (e.g., Africa) cultural categories are presented in broad terms. The expatriate and national are encouraged to discuss how characteristics vary between these two cultural categories. This task gets the participants thinking about culture in a comparative way. The next step is to assign descriptions for each cultural characteristic under the host-country column. Some host-country attributes may lie closer to one or the other cultural category. Perhaps, there are some attributes that are unique to the host country. Ideally, the expatriate is trying to predict host-country characteristics based upon their current knowledge and intercultural effectiveness skills. However, the main objective for this exercise is for both parties to reach decisions based upon open discussion.
Table 2. Cultural Analysis Worksheet:
Preamble:
The exercise is handed out at this point in the END process; without having been reviewed by participants ahead of time. The exercise is designed to get both parties thinking about the host-country culture relative to other cultures. The exercise is consistent with the activation principles described by Reigeluth & Carr-Chellman (2009) for launching experiential learning; namely: a) the experience is authentic to their practice (work in host country; b) the experience invites the learner to make decisions that have real-world relevance; c) the experience is problem-based; and d) the experience is not too difficult for this stage of the expatriate’s development. The exercise is of moderate difficulty compared to the three scenarios that are to follow.
Instructions:
In the following chart, key characteristics for individualistic (e.g., Canada) and collectivistic (e.g., Africa) cultural categories are presented in broad terms. The expatriate and national are encouraged to discuss how characteristics vary between these two cultural categories. This task gets the participants thinking about culture in a comparative way. The next step is to assign descriptions for each cultural characteristic under the host-country column. Some host-country attributes may lie closer to one or the other cultural category. Perhaps, there are some attributes that are unique to the host country. Ideally, the expatriate is trying to predict host-country characteristics based upon their current knowledge and intercultural effectiveness skills. However, the main objective for this exercise is for both parties to reach decisions based upon open discussion.
Table 2. Cultural Analysis Worksheet:
Scenario #1: Iceberg
Preamble:
Culture can be looked upon as an “iceberg”. A small part of it is visible above the water. But the majority of it is beyond view or invisible. When an expatriate comes into contact with a culture for the first time, they may see only a few behaviors / beliefs; like the part of the iceberg above the waterline. The rest of what culture represents will lurk beneath the surface. In other words, the things that people have or do are above the water line. Just under, are the things that host-country people think or mean. This area is still conscious to the expatriate. Deep below the surface, are elements which are not usually appreciated by the expatriate; many of the behaviors and beliefs that members of a culture hold tight to their chests (CIL, 2003). Like the “Cultural Analysis” exercise mentioned above, this exercise meets all of the experiential-learning activation principles mentioned by Reigeluth & Carr-Chellman (2009). It also builds upon earlier learning.
Preamble:
Culture can be looked upon as an “iceberg”. A small part of it is visible above the water. But the majority of it is beyond view or invisible. When an expatriate comes into contact with a culture for the first time, they may see only a few behaviors / beliefs; like the part of the iceberg above the waterline. The rest of what culture represents will lurk beneath the surface. In other words, the things that people have or do are above the water line. Just under, are the things that host-country people think or mean. This area is still conscious to the expatriate. Deep below the surface, are elements which are not usually appreciated by the expatriate; many of the behaviors and beliefs that members of a culture hold tight to their chests (CIL, 2003). Like the “Cultural Analysis” exercise mentioned above, this exercise meets all of the experiential-learning activation principles mentioned by Reigeluth & Carr-Chellman (2009). It also builds upon earlier learning.
Instructions:
Each expatriate / national pairing is given a picture of an iceberg (see above) and a list of “cultural features”. Features include: greetings, notions of modesty, notions of time, concepts of leadership, work ethic, concept of fairness, child raising beliefs, eating habits, gestures, and clothing; just to name a few. Each feature is assigned a number. The expatriate is asked to locate the number for the feature above or below the waterline. Features that are considered to be observable behavior are to be located above the waterline. Those that are beyond view should be located below the waterline. This informal activity will test the expatriate’s critical thinking skills. The national will share their “take” on the expatriate’s choices. Each feature should be open to discussion as the exercise progresses.
Scenario #2: Organizing the "Important Meeting"
Preamble:
In this scenario, you (the expatriate) are charged with hosting a meeting that brings your delegation into contact with the host-country delegation for the first time (in Canada). It is your job to organize the timing, travel and hotel arrangements, introductions, speakers list, seating arrangement, the menu, the creation of a short presentation about the project and meeting farewells.
Instructions:
As the expatriate in this scenario, please create a strategy for each element in the following checklist based upon your current understanding of the host country. The national’s role is to offer insights and suggestions as to how this meeting should be arranged. There are no absolutely correct ways to accomplish this task. The exercise has value when the expatriate leads the discussion and draws upon their current knowledge in order to deduce suitable strategies.
Meeting organization checklist:
Each expatriate / national pairing is given a picture of an iceberg (see above) and a list of “cultural features”. Features include: greetings, notions of modesty, notions of time, concepts of leadership, work ethic, concept of fairness, child raising beliefs, eating habits, gestures, and clothing; just to name a few. Each feature is assigned a number. The expatriate is asked to locate the number for the feature above or below the waterline. Features that are considered to be observable behavior are to be located above the waterline. Those that are beyond view should be located below the waterline. This informal activity will test the expatriate’s critical thinking skills. The national will share their “take” on the expatriate’s choices. Each feature should be open to discussion as the exercise progresses.
Scenario #2: Organizing the "Important Meeting"
Preamble:
In this scenario, you (the expatriate) are charged with hosting a meeting that brings your delegation into contact with the host-country delegation for the first time (in Canada). It is your job to organize the timing, travel and hotel arrangements, introductions, speakers list, seating arrangement, the menu, the creation of a short presentation about the project and meeting farewells.
Instructions:
As the expatriate in this scenario, please create a strategy for each element in the following checklist based upon your current understanding of the host country. The national’s role is to offer insights and suggestions as to how this meeting should be arranged. There are no absolutely correct ways to accomplish this task. The exercise has value when the expatriate leads the discussion and draws upon their current knowledge in order to deduce suitable strategies.
Meeting organization checklist:
Scenario #3: Dysfunctional Relationship with Host Country Contact
Preamble:
One primary measure of an expatriate’s intercultural effectiveness is their ability to create solid, productive relationships with host-country contacts. To be effective in this regard, the expatriate must have some awareness of host country culture, behaviors, and values. Ideally, they would be able to approach a host country contact in a knowing and productive way in order to resolve a problem.
In this scenario, you are an expatriate (woman) who has been working with a host country contact (male) on a joint project for one year. The contact has been an excellent performer over this time period. However, he has recently become distracted and quiet during your one-on-one meetings. He is not getting basic tasks completed by agreed-upon deadlines. Although you have no official power over this individual, you are responsible for the delivery of the overall project.
Instructions:
With the help of your partner (the national), please determine some contributing factors for this change of behavior. Also, how would you go about resolving this problem? Put your ideas into the following chart.
Facilitation Guide
The following Facilitation Guide prompts the facilitator to carry out various tasks throughout the lesson. The lesson plan phases that make up the one-on-one discussion element are shaded. [To enlarge the text in the follow chart, use the "zoom" option under the "View" tab.]
The following Facilitation Guide prompts the facilitator to carry out various tasks throughout the lesson. The lesson plan phases that make up the one-on-one discussion element are shaded. [To enlarge the text in the follow chart, use the "zoom" option under the "View" tab.]
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