journals: an instructional strategy

Journals :

Journals An Instructional Strategy Encourage Motivate Stimulate Active Learning through Creative & Reflective Thinking

Learning Outcomes “the most important point from today’s lesson was...” :

Learning Outcomes “the most important point from today’s lesson was...” Description Purpose Types. Stem Prompts Limitations & Advantages Evaluation & Assessment Benefits Journal Moments

What is a Journal? “Today I learned...”:

What is a Journal? “Today I learned...” DIARY REFLECTIONS Learning Tool Self-Directed Reflective Learning Authentic Assessment Instrument

Why Use a Journal? “The key reasons for using a Journal are...”:

Why Use a Journal? “The key reasons for using a Journal are...” Formal or Informal settings Cognitive & Affective Domains Creative Thinking Reflective Learning Communication Skills

Types of Journals “What type of journal would you use in your course and why?”:

Types of Journals “What type of journal would you use in your course and why?” Open-ended or Learning Log Semi-Structured Guided Electronic Field Notebooks

How to Use a Journal “Journal entries should...”:

How to Use a Journal “Journal entries should...” “ Journal entries should be insightful and express understanding and feelings about your learning “ (Stephen Brookfield. The Skillful Teacher, 1990, p.34) Descriptive Elements Analytical Elements Reflective Elements

Descriptive Elements:

Descriptive Elements Events, experiences and issues Regularly record Jot down key ideas and words in notebook

Analytical Elements:

Analytical Elements Examine experiences Identify & challenge underlying assumptions, beliefs and views Reflect & evaluate outcomes

Reflective Elements:

Reflective Elements Examine journal entries as a whole Organised chronologically Identify issues & patterns that are significant &/or recur throughout the journal

Assessment & Evaluation “Is it possible to assess & evaluate a journal?:

Assessment & Evaluation “Is it possible to assess & evaluate a journal? Authentic Assessment RUBRIC>Rating Scales Reflects thoughtfully on issues & challenges of course concepts Relates concepts to personal situation

Quantity Approach :

Quantity Approach Simplest Approach Assign points for each journal entry Points deducted for each missing entry lacks subjectivity or quality based assessment

Quality Approach:

Quality Approach Specific Criterion > Detailed Approach Subjective look at journal entries Completeness of each entry assessed against predetermined set of standards or Ratings Scales Learners decide level of assessment criteria to attain

Rating Guides “What criteria would you include in a Rubric?”:

Rating Guides “What criteria would you include in a Rubric?” Keep it simple and clear 4 Marks: Complete entry with supporting detail 3 Marks: Complete entry, lacking in some details 2 Marks: Incomplete entry, lacking in detail 1 Mark: Incomplete entry, no detail 0 Marks: No entry Other criteria : Originality Degree of reflective thought Applicability to work or career Relevance to assigned task Connection to other course concepts

Advantages “How useful are journals as an independent study activity?” :

Advantages “How useful are journals as an independent study activity?” Flexible & easy to use Learner centred, directed and driven Knowledge retention & transference Progress Report

Limitations “I don’t use journals as part of my course process because...”:

Limitations “I don’t use journals as part of my course process because...” Learner Preferences Subjectivity Barriers Constraints Assessment

Best Practices “The most effective method to achieve creative or reflective thinking is...”:

Best Practices “The most effective method to achieve creative or reflective thinking is...” Indirect Instruction Method Stems or divergent questions Problem Solving , Conflict Resolution, Writing Skills Exploration, Research, Reading, Comprehension

Best Practices:

Best Practices Value & Relevance Tutorial review sessions Journal Moments

Educator Role “My role in facilitating journal writing as a learning activity is...”:

Educator Role “My role in facilitating journal writing as a learning activity is...” PARAMETERS Purpose Type Format Topics/prompts Assessment Criteria

Educator Role:

Educator Role Writing Efforts Regular use Positive Reinforcement Confidentiality

Learner Role “what are your experiences with journal writing?”:

Learner Role “what are your experiences with journal writing?” Value Read Clarify Process Audience

Learner Role :

Research Perform Submit Monitor Practice Learner Role

Benefits:

Benefits

Resources:

Resources www.teachersnetwork.com http://journalingtools.com http://olc.spsd.sk.ca./journal www.infed.org/reflect.htm VCC/SIE Elements of Instruction Course Handbook Stephen Brookfield. The Skillful Teacher. 1990 Katie Charner-Laird. Cultivating Student Reflection Jenny Moon. Reflection in Learning and Professional Development. 1999 Kogan Page. London Schön, D. The reflective practitioner: how professionals think in action. 1983. Boston: Arena Publishing David Boud. Using Journal Writing to Enhance Reflective Practice

Journal Reflections “My thoughts on journals as an instructional strategy are…”:

Journal Reflections “My thoughts on journals as an instructional strategy are…” Journals enrich our lives by giving us a platform for introspection, for self exploration, self discovery, self monitoring and self assessment. Journals are thought provoking, introspective, revealing, subjective and personal. They provide a safe environment for “free” expression and can serve as a personal Progress Report

Acknowledgments :

Acknowledgments Video designed, created & produced by Charlene ‘Char’ Andrews For VCC/SIE PIDP3106 Elements of Instruction Instructional Strategies Video Presentation March 2011