Unit 3: What is a Reflective Learning Journal?
Link to: ETAP 623 Spring 2014 Home | Lisa Perreault's Portfolio | Mini-Course: Understanding Reflection: Using the Reflective Learning Journal
LEARNING OBJECTIVE
Educators will understand the purpose of a reflective learning journal.
Educators will learn about reflective learning journal strategies for student learning.
Educators are provided with examples of reflective journals and rubrics useful for grading rubrics.
LEARNING ACTIVITY
Educators describe reflective learning journal strategies.
Educators choose one strategy and explain how to use it.
Educators describe the basic components of a rubric.
Educators design a basic rubric and explain how to use it.
THE REFLECTIVE LEARNING JOURNAL
Reflective Journaling is one method to improve and enhance learning.
When learners arrive at school, the ARRIVE CYCLE begins. Reflective journaling can be used at any time during the ARRIVE CYCLE.
The reflection is shared solely between the teacher and student or in an open forum with other students either face-to-face or online.
Reflective Teaching Cycle: The ARRIVE Model
ASSESS: The teacher assesses students' learning and their own teaching.
RESEARCH: The teacher is knowledgeable about research methods to determine students' learning needs.
REFLECT: The teacher thinks about what is useful in the classroom.
INNOVATE: The teacher thinks about how to make changes to any instructions based on the their research.
EVALUATE: The teacher evaluates her work using an SWOT analysis (strengths, weaknesses, opportunities, and threats).
Purposes of Using Journaling
1. Write about personal and school-related experience(s).
2. Facilitate learning, understanding of the learning process, and building upon prior learning.
3. Develop deeper quality learning using critical thinking to solve problems.
4. Increase the learner's ability to reflect by exploring the self, personal constructs and their view of the world.
5. Inspire reflective and creative group interactions.
Journal Frequency & Format
1. The frequency can be daily, weekly, bi-monthly, monthly, at the beginning and/or end of a course.
* It will depend on many factors:
* the curriculum and the course and performance learning objectives,
* the time available, and students interest and motivation to use a journal.
2. The format can be oral, written, digital videos, online blogging, and social media to name a few.
3. The amount of writing can vary from a paragraph to several on-going pages.
4. It is presented in a an instrument for feedback from the teacher or peers.
Instructional Journals
There are many types of journals to meet student learning needs.
Rubrics
Rubrics are used to assess the quality of reflection in student journals.
LEARNING ACTIVITY PARTICIPATION
Link to the Discussion tab at the top left hand side of the page to participate in the learning activities.
ACTIVITY #3:
Choose and describe a reflective learning journal strategy that you feel will be useful for student learning.
How will you use it with your students?
ACTIVITY #4:
Design a basic Rubric for assessing and evaluating a student reflective journal.
REFLECTVE ASSESSMENT
In Unit 3, the course facilitator provides ongoing support and feedback for educators' questions.
Educators identify reflective journals and rubrics that they can use in their classrooms.
REFERENCES
Liuoliene, A. & Metiuniene, R. (2009). Students' learning through reflective journaling. Santalka, 17(4), 1-5.
Walker, S.E. (2006). Journal writing as a teaching technique to promote reflection. Journal of Athletic Training, 41(2), 216-211.
LINKS:
Go back to: Understanding Reflection: Using the Reflective Learning Journal
Unit 2: What is Gibb's Cycle of Reflection?
