Reflective journal

Submitted by Ildikó Szabo (… on Mon, 07/23/2018 - 17:31
English
Summary

Reflective writing is evidence of looking back at an event, idea, object, experience, process, etc. Reflective journals are personal records of students’ learning experiences. Students typically are asked by their instructors to record learning-related incidents, sometimes during the learning process but more often just after they occur. Entries in journals and learning logs can be prompted by questions about course content, assignments, exams, students’ own ideas or students’ thought processes about what happened in a particular class period. Journals and learning logs are then submitted to the instructor for feedback. Reflective writing includes one’s response to experiences, opinions, events or new information; thoughts and feelings. It is a way of exploring one’s own learning which means an opportunity to gain self-knowledge.

Both paper-based and online journals or logs can be turned in before or after each class period or at any other designated time.

Subject
All subjects
Setting
Blended learning
Face-to-face
Online learning
Sequence of activities

Reflective writing is evidence of looking back at an event, idea, object, experience, process, etc. It involves:

  • analysing and commenting on the object, process, etc from different points of view using contemporary ideas and theories
  • exploring and explaining the importance or relevance of the object, process, etc
  • considering things that went wrong as well as successes
  • saying what the object, process, etc means to you
  • saying how your learning will influence the way you work
Assessment method
Written work or similar
Resources
Communication tools (Videoconference, Forum and Chat)
References

Bassot, B.: The Reflective Journal. Palgrave, London, 2016.

Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting, Open University Press, Milton Keynes.

Mezirow, J 1990, Fostering critical reflection in adulthood: a guide to transformative and emancipatory learning, Jossey-Bass, San Francisco.

Schön, DA 1987, Educating the reflective practitioner, Jossey-Bass. San Francisco.

Duration
30 minutes - 1 hour
Grade your contribution (I consider this TEL method can be used with TEL tools)