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ERIC Number: ED403778
Record Type: Non-Journal
Publication Date: 1996-Nov-2
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Reflection/Review Journals in Japanese Classrooms.
Bray, Eric; Harsch, Kenton
Two teachers' experience with using reflective journals to help both teachers and students reflect on the teaching and learning processes is described. The technique was implemented in English-as-a-Second Language (ESL) classes in a Japanese university. Specific guidelines were established for students, and the journal format was a worksheet containing specific questions for students to answer, including questions for reflection and for review (vocabulary and phrase use and recall, pattern practice). Students worked on journals at the end of each class rather than outside the classroom. Benefits of this method for the teachers included increased awareness of teaching/learning processes, feedback for adjustment of classroom technique or presentation, creation of an additional basis for evaluating student progress, improved rapport with students, and added openings for classroom research. Benefits to students included increased awareness and autonomy, review and increased use of content, and creation of a forum for teacher-student communication. Techniques for journal design and use include using questions and tasks reflecting special student or teacher interests, targeting specific problem areas to raise student awareness, explaining why the journals are used and their role in evaluation, and limiting questions and tasks to the time available. Contains 20 references. (MSE)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan