Learning Journal Entries

Participants in the Educational Theory and Practice course are expected to keep a “learning journal.” Following EVERY class discussion session (preferably within 1 week), each participant will make an entry into his/her learning journal. The learning journal can take the form of an electronic “blog.” You can create your own blog at www.blogger.com. Regardless of whether you create a paper or electronic version, journal entries should contain the following:

Part A – What did I learn?

1) Write a brief summary of the class session. Recall and describe the learning activities and concepts discussed during the class session.

2) Reflect on the importance and relevance of the material covered in this class session to you. Write a few sentences that specifically state why this material is important and how you envision it will be applied in your professional life.

Part B – Discovery

3) Identify a book, an article, web-site, newspaper article, videotape, or other media that relates to the material discussed during the session. This material is in addition to the required reading. Photocopy the material (if less than 10 pages), create a web link in your blog, or write a brief description of the material in your journal.

4) Reflecting on the material you’ve discovered, write a few sentences that specifically state why this material is relevant to the topic. Postulate on the application of this information in your professional life.

Educational Theory and Practice - Journal

This is the first entry to my Educational Theory and Practice blog containing my reflections and discoveries. I hope by creating this forum that I will become a better teacher and mentor.

I have had an interest in journaling as an instructional technique for several years - and I have required students to keep a journal in my Educational Theory and Practice class since I started the course in 1999. Although some students embrace journaling, many, perhaps most, students dislike it. Not only is it time consuming, but as an introspective activity, it forces students to record their thoughts. Reflective thinking can be uncomfortable because it can lead to revelations about our understanding (or confusion). And while journaling can lead to some pretty profound thoughts - let's face it - it can be pretty mundane stuff. Like most, I worry that I don't (or won't) have anything important to say. The act of translating our thoughts into words - particularly in a written form - forces us to construct new meanings and connections. And isn't that what learning is all about? There is some evidence that journaling, as an instructional technique, may enhance long-term retention.

Many of the greatest minds in human history avidly recorded their thoughts in journals. Does the act of journaling lead to greater insights - and therefore builds great minds? Or do great minds journal because it is a natural outlet for their profound thoughts? Or is journaling merely a medium for great thoughts to be recorded and communicated? Perhaps all of these statements are true.

When I first read about blogging two years ago, I saw the POTENTIAL power of this medium for students and teachers to share their thoughts. I made a note about blogging in my journal (my paper version) and I envisioned using it as an instructional technique on an experimental basis in one or more of my classes. This is the first step in that experiment.