ERIC Number: EJ774643
Record Type: Journal
Publication Date: 2006-Nov
Reference Count: 29
Using Guided Reflective Journaling Activities to Capture Students' Changing Perceptions
Dunlap, Joanna C.
TechTrends: Linking Research and Practice to Improve Learning, v50 n6 p20-26 Nov 2006
Many professions are increasingly emphasizing the role of reflection, encouraging educators to look for appropriate ways to help students engage in reflective practice during their professional preparation. Journal writing is an insightful and powerful instructional technology utilizing strategies that foster understanding and the application of concepts, enhance critical thinking, improve achievement and attitude, encourage student reflection and capture changes in students' perception. Examples from three different professional preparation courses illustrate the power of journal-writing activities as a way of encouraging students' reflective thinking, and giving faculty a way to assess students' reflective practice and perceptual changes. Based on the author's experiences and the lessons she has learned while using guided reflective journals with students in several of her courses, she defines a number of strategies that can increase the likelihood of this instructional technology's success for self- and instructor assessment in the classroom. Her recommendations for structuring journal-writing activities with students are presented within four categories: (1) constructing journal questions that work; (2) scheduling journal writing activities; (3) reinforcing the value of journaling; and (4) supporting students' journaling.
Descriptors: Student Attitudes, Journal Writing, Teacher Guidance, Self Efficacy, Self Evaluation (Individuals), Lifelong Learning, Higher Education, Teaching Methods, Student Journals, Alternative Assessment, Undergraduate Students, Graduate Students, Professional Education, Active Learning, Problem Solving, Thinking Skills, Critical Thinking
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A