REFLECTIVE JOURNALING
AS A TECHNIQUE
Reflective
is an inter-subjective process that promotes deeper learning. It involves
consciously thinking about and analyzing what one has done. In higher education
settings it provides a framework for developing professionals as life -long
learners who are committed to continuous improvement of their practice. There
are many theories explaining what reflection is and why it is so important in
higher education. Schon (1983.1987) and kolb (1984) are two leading theorists on
reflection.
Schon
proposed two sorts of reflection. Reflection-in-action and
reflection-on-action. Reflection-in-action is the almost un-conscious,
instantaneous reflection that happens as a more experienced teacher solves a
problem or dilemma. Schon described this as drawing on their repertoire of
knowledge, skills and understanding of a situation so that he or she can change
direction and operate differently in the classroom. In other words, rather than
randomly trying any other approach the teacher is using the accumulated
experience and knowledge to seek alternatives in the classroom in response to
the needs of the pupils.
Reflection-on-action
takes place after the event or teaching session and is a more deliberate and
conscious process. There is more critical analysis and evaluation of the
actions and what might have happened if a different course of action had taken
place. Since it involves looking back at an event, it is a form of
retrospective reflection. It can involve the actual writing down of what
happened and why, as for example, on a lesson evaluation form.
There
are several theoretical approaches which have been used to try to explain the
relationship between experience and learning- sometimes referred to as
experimental learning. One of the best known models is that of the experiential
learning cycle which forms the basis of several mentor- training manuals.
Kolb’s theory is that people learn from this experience, and the way this
happens is through reflection on the things we do and experimentation in
similar situations at another time, in order to gain further experience,
reflect again and so on.
Journal
writing can facilitate reflection and allow students to express feelings
regarding this educational experiences. The format of this writing can vary
depending on the student’s needs and the instructor’s goal. Journal writing
assignments can benefit students by enhancing reflection, facilitating critical
thought, expressing feelings, and writing focused arguments.
REFLECTIVE JOURNALING
AS A TEACHING STRATEGY
Journaling
is used in academic as a means of aiding reflection, deepening students
understanding and stimulating critical thinking. The value of journaling in
improving student learning outcomes cannot be overemphasized. Hence, a wide
range of teaching strategies using journaling have emerged in the literature.
Reflective journal writing is one such technique that has been promoted by
educators as a means of encouraging reflective learning.
The
strength of reflective journaling is that it highlights student’s thoughts and perceptions
about course content. It is a heuristic teaching tool that fosters critical
thinking skills and develops reflective practices among students. This increase
student interest and encourages further investigation. Reflective journaling is
not simply a recounting of the day’s events but a learning exercises in which
students express in writing their understanding of reflections on response to
or concept. This form of writing encompasses all aspects of the students thoughts
and emotions around specific aspects of their experiences in class and
increases attention and concentration levels during class time.
Furthermore,
reflective journaling plays a major role in the transformative learning
process. Transformative learning is thoughtful learning employed deliberately
by the student under the guidance of the teacher. It allows students to change
their orientation by critically reflecting on their beliefs and consciously
making and implementing plans that bring about improved ways of redefining
their beliefs. Reflective journaling is a useful tool in facilitating the
critical reflection underpinning transformative learning.
DESCRIPTION OF A
REFLECTIVE JOURNAL
Reflective
journal provides a channel of inner communication that connects beliefs,
feelings and actions which allows students to develop their knowledge and
understanding of course content. This creates effective learning conditions
that result in self -discovery. A reflective journal often called a learning
journal. It is a steadily growing document that the learner writes to record
the progress of their learning. Learners keep a learning journal for any course
they undertake, or even for daily work.
A reflective journal is
not:-
· Simply
a summary of the course material. Focus more on your reactions to what you have
read and what you have been reading.
· A
learning log. On a learning log you might write down the times and days when
you read something. A log is a record of events, but a journal is a record of
your reflections and thoughts.
Entries in a reflective
journal can include:-
· Points
that you found especially interesting in your reading and would like to follow
up in more detail.
·
Questions that came up I your mind,
because of points made in material you read on this topic.
Possible questions for
a reflective journal:-
·
What was the most interesting thing I
read for this lesson?
·
Why was that?
·
What was new or surprising to me?
·
What have I changed my mind about, as a
result of this lesson?
·
One thing I learned in this lesson that
I may be able to use in future is….
·
Miscellaneous interesting facts I
learned in this lesson…
Therefore,
According to a study prepared by The Learning Centre, The University of New South
Wales in 2008, reflective journaling is
·
Your response to experiences, opinions,
events or new information.
·
Your response to thoughts and feelings.
·
A way of thinking to explore your
learning.
·
An opportunity to gain self-knowledge.
·
A way to achieve clarity and better
understanding of what you are learning.
·
A chance to develop and reinforce
writing skills.
·
A way of making meaning out of what you
study.
STRATEGY FOR WRITING A
REFLECTION
In your entries,
attempt to:
·
Analyze your own performance as a learner
·
Evaluate your gains in understanding and
completing tasks
·
Verbalize how you feel about your
learning
·
Make connections with other experiences,
ideas
·
Demonstrate transfer of learning
·
Integrate the concepts taught in
courses.
The following is a
writing strategy for reflective journal entries in six paragraphs
·
DESCRIPTION
Give
the details of what happened.
Answer the question: what did I do,
read, see, and hear?
·
FEELING
Explain your learning, thoughts and
feelings.
Answer
the question: what were your thoughts and feelings?
·
EVALUATION
Explain your experience
Answer the question: what was good and
bad about the experience?
·
ANALYSIS
A detail description about the
evaluation and the reason
Answer the question: what sense can you make use of the situation?
·
CONCLUSION
Explain about the things that you could
have done
Answer the question: what else could you have done?
·
ACTION PLAN
Comment on its relevance to your course,
program, future, life etc.
Answer the question: If it happens again what would you do?
ADVANTAGES OF
REFLECTIVE JOURNAL
·
Active learning:
The process of reflection encourages the students to take the initiative to be
active, self-driven; allows individual learner to explore concepts and ideas in
relation to their thoughts and feelings from different perspectives. Students
can become independent thinkers through the practice and to enable themselves
to solve various problems on their own.
· Understanding
the progress of students: Reflective journal provide good
opportunities for teachers to gain better understanding about how the students
think and feel about the course, and the learning progress of the students
throughout the course, which will eventually enhance the student’s learning
process.
·
Improving writing skills:
writing reflective journals can involve students in a new form of writing which
they may not have a chance to experience in the past. This exposure can bring
out improvement in student’s writing skills.
·
Freely expressing personal views
and criticizing of one-self: Reflective journal
assignments provide the platform for students to freely express what they think
and feel about the course and their learning process, and also promote their
expression of ideas, personal experiences and opinions. This is an ideal place
for students who are generally not willing to speak up in the classes and
tutorials to express themselves.
·
Enhance critical thinking and creativity:
The process of self-reflection enhance the development of critical thinking
skills among students when they relate their knowledge to real world issues. It
can help students develop their creativity and a questioning attitude towards
different issues and problems.
MARKING RUBRICS
Reflections
Ability
to integrate learning into real world experiences and analyze issues with a
critical attitude.
Excellent
Ability
to proficiently demonstrate reflection and deep thinking of acquired knowledge
and concepts and integrate them into different issues from wide range of
perspective. Creative solutions and critical thinking shells demonstrated in
the writing.
Proficient
Showing
satisfactory ability to relate acquired knowledge to previous experiences;
demonstrating attempt to analyze the issues from a number of different
perspective.
Average
Includes
description of events, and a little further consideration behind the events
using a relatively descriptive style of language: no evidence of using multiple
perspectives in analyzing the issue.
Poor
Only
includes mere descriptions of theoretical knowledge: no reflection in
demonstrated beyond the descriptions.
Presentation
Articulation and
organization of the ideas and perspectives.
Excellent
Writing
is well focused; arguments or perspectives are precisely defined and explained:
coherent flow in developing an insightful idea demonstrated.
Proficient
Arguments
and perspectives are clearly stated. Organized flow in writing but not deep
enough to be very insightful.
Average
Arguments
and perspectives are vaguely mentioned. The writing lacked an organized flow
and the ideas were hard to follow.
Poor
Do
not show ant original thinking or perspectives. Chaotic in organization and
presentation of ideas.
Completeness
Incorporation
of the journal entries into a whole, demonstration of the learning process.
Excellent
Concrete
connections between journal entries into a whole: demonstrating clear steps in
the developmental learning process.
Proficient
Journal
entries can be generally connected; still able to observe how the student
develops during the learning process.
Average
Week
connections between journal entries; development gained from the learning
process is hardly observed.
Poor
No
connections between journal entries. The entries are mere descriptions of
events rather than showing a sequence of learning steps.
REFERNCES
http://ar.cetl.hku.hk/am_rj.htm
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