learning journals - developing the reflective teacher & student

Year 1 Induction (Science) 2011 Reflective Journals 1 KP

Learning Journals - developing the reflective teacher & student

September 2011 1

What is Reflective Practice?

Discuss

Discuss what issues may arise in developing a reflective approach to learning and teaching.

Be prepared to feedback and discuss


September 2011 2

Linking theory with practice-Kolb’s learning cycle

http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php


September 2011 3

Learning from our observations means that we need to:

Avoid just descriptions of events.

Consider What – is going well or not so well /happened / might

have happened /how you reacted/ you did or might do/ might be the next step/ what you said/ the consequences/ challenges

Why – something is going well or not / happened or didn’t/ you reacted / felt in a particular way

How – did you do something/ it feels: for you & others/ do you know/ it can be changed or resolved

When – has this occurred/ happened before/


September 2011 4


What is a reflective journal ?

Have you used a reflective journal before?

May be called a learning log or reflective log or diary but it is not the same as a personal diary.

Let us consider how it differs from a personal diary….

September 2011 5


A reflective journal…

Has no hard and fast rules Has a personal style.

It contains impressions, descriptions, thoughts and feelings

Can be used as a tool for analysis and reflection

Over time patterns and relationships emerge which were previously isolated events.

September 2011 6


A journal can take any form …

Diary, notebook, Ring file, scrapbook, album

E-file Jottings, prose, drawings, diagrams,

cartoon strips, photographs, cuttings, annotated documents …

September 2011 7


Who is a journal for?

September 2011 8


Your journal is for …

YOU! You might share with a colleague/s as

response partner/s. Try to establish this special relationship with a ‘critical friend’

You might write jointly.

September 2011 9


Ownership and meaning …

When learners make journals ‘their own’ they are more useful and meaningful…

SEE EXAMPLES – which format appeals to you?

September 2011 10


What might you record in your journal?

September 2011 11


You might record …

information events contexts roles relationships and interactions emotions and responses

September 2011 12


When might you use your journal?

September 2011 13


You might use your journal …

During events, discussions, readings

Immediately after events, discussions, readings

Later - after time to reflect.

September 2011 14


Session Task Think about:

What led you to start this course? Why now? Why The University of Winchester?

September 2011 15


Session Task

What sort of information did you record? How did you feel about the task? Is there anything you would like to add at

this stage? If so, annotate your journal now.

FEED BACK

September 2011 16


Now, if you feel comfortable, share your writing with a colleague/s. Can you identify common themes?

What have you both clarified or learnt from this task and discussion?

Can you annotate your entry with new ideas or feelings?

FEED BACK

September 2011 17


So, what can you find out through keeping a journal?

What happened? What were the facts? What was the context for the events? What was my role? What feelings and sense surrounded the event? What did I do? What was the role of others? / What did they

do?Continued

September 2011 18


What can you find out through keeping a journal? Continued

What did others feel about the situation? What were the significant events that took

place? What else might I have done? What are the implications? What do I need to do next? And …

September 2011 19


Directed Task

Return to your writing later this week. Reflect on your ideas and add annotations. You are not ‘correcting’ your work, but noting additional thoughts, changes in thinking and reasons for those changes.

Consider sharing your writing … and allow a colleague to respond to your reflections.

September 2011 20


Directed Task

Think about how you might use your journal for professional development during and after the course.

What are the issues for you of keeping a reflective journal? What are the issues for you of reflective practice? How might you address the issues you have identified?

Find a reference/s to journal writing in the library or on the internet.

September 2011 21


Reminder

If you wish to recap, these notes can be found on the Learning Network .

September 2011 22


Reference

You can read Marcia Popp

(1997) at books.google.com

http://books.google.com/books?id=oULy12itBB4C&pg=PP1&dq=Marcia+Popp&sig=3I4-LpbKipLqr1ijm8k2YixhCUY#PPA48,M1

(accessed 28/07/10)

September 2011 23


Reference

Kit Field K (2006) Writing a Reflective learning Journal, CPD Update Sept 2006 at http://www.teachingexpertise.com/articles/writing-reflective-learning-journal-642 (accessed 28/07/10 )

Kelly Christey of Westlands School, Sittingbourne, describes the initial problems and subsequent benefits of keeping a journal.

September 2011 24


Bibliography

Cottrell, S. (2003) The Study Skills handbook Basingstoke: Palgrave Macmillan

Fulwiler, T. (1987) (Ed.)The Journal Book Portsmouth NH: Boynton/Cook

Holly, M.L. (1987) Keeping a Personal Professional Journal Deakin: University Press

Moon, J. (1999) Learning Journals London: Kogan Page Moon, J. (2004) A Handbook of Reflective and Experiential

Learning London: Routledge Falmer (available through the library online book service – Dawsonera)

Popp, M. S. (1997) Learning journals in the K-8 classroom : exploring ideas and information in the content areas Mahwah NJ: : L. Erlbaum Associates

September 2011 25


Enjoy Semester 1 – and be reflective!

September 2011 26

learning journals - developing the reflective teacher & student

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