Journalling School: A Short Course in Personal Journalling

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How will journals be evaluated? Many students admit that they are less likely to share their true thoughts or express questions when they are worried about a grade based on getting the "right" answer or using proper grammar or spelling. We suggest that if you choose to grade students' journals, which many teachers decide to do, you base these grades on criteria such as effort, thoughtfulness, completion, creativity, curiosity, and making connections between the past and the present.

There are many others ways to provide students with feedback on their journals, such as by writing comments or asking questions. Students can even evaluate their own journals for evidence of intellectual and moral growth. For example, you might have students look through their journals to find evidence of their ability to ask questions or to make connections between what was happening in Nazi Germany and an event from their own life.

What forms of expression can be included in a journal?

Journaling: How I Remember the Details

Students learn and communicate best in different ways. The journal is an appropriate space to respect different learning styles. Some students may wish to sketch their ideas, for example, rather than record thoughts in words. Other students may feel most comfortable responding in concept webs and lists, as opposed to prose. When you introduce the journal to students, you might brainstorm different ways that they might use it to express their thoughts. How can journals be used to help students build vocabulary? Throughout a unit, students both encounter new vocabulary and develop a more sophisticated understanding of concepts that might already be familiar to them.

Journals can be used as a place to help students build their vocabulary through the construction of "working definitions. Students' definitions of words such as "identity" or "belonging" should be richer at the end of the unit than they are on day one. We suggest that you use the journal, or perhaps a special section of the journal, as a space where students can record, review, and refine their definitions of important terms referred to in this unit.

How should journal content be publicly shared? Students are often best able to express themselves when they believe that their journal is a private space. We suggest that information in students' journals never be publicly shared without the consent of the writer. At the same time, we encourage you to provide multiple opportunities for students to voluntarily share ideas and questions they have recorded in their journals. Some students may feel more comfortable reading directly from their journals than speaking "off the cuff" in class discussions. Suggestions for using journals in the classroom Once you settle on the norms and expectations for journal writing in your class, there are many possible ways that you can have students record ideas in their journals.

Find a Time That Realistically Works For You

Here are some examples: Teacher-selected prompts: One of the most common ways that teachers use journals is by asking students to respond to a particular prompt. This writing often prepares students to participate in a class activity, helps students make connections between the themes of a lesson and their own lives, or provides an opportunity for students to make meaning of ideas in a reading or film.

In every lesson, you will find suggested prompts for journal writing. Dual-entry format: Students draw a line down the center of the journal page or fold the page in half. They write the factual notes "What the text says" or "What the historians say" on one side and on the other side their feelings about the notes "Reactions". What ideas does it make you think about? What questions does this line raise for you? We can deepen these in conversation with others or through reading relevant texts.

Education involves more than gaining and exercising technical knowledge and skills.

2. They Attend Various Courses

It depends on us also cultivating a kind of artistry. In this sense, educators are not engineers applying their skills to carry out a plan or drawing, they are artists who are able to improvise and devise new ways of looking at things.

Through engaging with our experiences we are able to develop maxims about, for example, group work or working with an individual. In other words, we learn to appreciate — to be aware and to understand — what we have experienced. We become what E lliot W. Connoisseurship is the art of appreciation. It can be displayed in any realm in which the character, import, or value of objects, situations, and performances id distributed and variable, including educational practice.

Eisner Connoisseurship involves the ability to see, not merely to look Eisner 6. To do this we have to develop the ability to name and appreciate the different dimensions of situations and experiences, and the way they relate one to another. We have to be able to draw upon, and make use of, a wide array of information. We also have to be able to place our experiences and understandings in a wider context, and connect them with our values and commitments. It is into this context that writing and keeping journals comes. Connoisseurship is something that needs to be worked at.

what 18 years of journaling has taught me + how to start your own journaling practice

However, educators need to become something more than connoisseurs. We need to become critics. If connoisseurship is the art of appreciation, criticism is the art of disclosure. Criticism, as Dewey pointed out in Art as Experience , has at is end the re-education of perception… The task of the critic is to help us to see. Thus… connoisseurship provides criticism with its subject matter. Connoisseurship is private, but criticism is public.

Connoisseurs simply need to appreciate what they encounter. Critics, however, must render these qualities vivid by the artful use of critical disclosure.


  1. Circumstances Unforeseen;
  2. Ciscos Boy (Indiscreet Book 3);
  3. Here's How to Actually Make Journaling a Habit | Shine;
  4. BURTON UPON TRENT ENJOYING THE LOCALITY (BURTON UPON TRENT TALES AND TRAILS Book 4)!
  5. Class journals | TeachingEnglish | British Council | BBC.
  6. Programme details.

Criticism can be approached as the process of enabling others to see the qualities of something. In the light of this perhaps the most fundamental question we can ask when evaluating writing and keeping journals is whether they have allowed us to develop as connoisseurs and critics. A further question relates to the work we do with different individuals and groups. Has writing and keeping a journal had an impact on the direction that work has taken and on the appropriateness of our actions? Writing and professional development.

Journal Teaching Strategies

London: Sage. Popular text that explores how practitioners can critically engage with their actions and feelings. Boud, David et al eds. Turning experience into learning , London: Kogan Page.


  1. Conch Shell Cross Stitch Pattern.
  2. Larcobaleno di pensieri (Le domande filosofiche dei bambini Vol. 1) (Italian Edition);
  3. 75 Free Online Courses to Improve Your Writing Skills;
  4. Manuel de médecine pratique (French Edition).
  5. Epistola in Carcere et Vinculis (German Edition);

Good collection of readings which examine the nature of reflection. The early chapters make particular use of Dewey and Kolb. Dowrick, S. Creative journal writing: The art and heart of reflection. New York: Jeremy P. Rightly popular book that invites people to explore journal writing. Practical, easy to read and helpful. It includes exercises, stories and sound advice. Holly, Mary Louise Writing to Grow. Keeping a personal-professional journal , Portsmouth, New Hampshire: Heinemann.

One of the best guide to journaling for professional growth. Written initially for teachers it explores reflective writing, understanding experience, gives practical suggestions for writing about experience and examines different dimensions of personal and professional inquiry. A guide to journal keeping for inner growth and personal discovery rev. Now in its fourth edition, this rightly popular book is a good starting point for journaling as a spiritual practice. Moon, Jennifer Learning Journals. A handbook for academics, students and professional development , London: Kogan Page.

A helpful introduction to learning journals that not only looks at their possibilities and how they may be kept, but also reflects on their use within education and training programmes. Rainer, Tristine , The New Diary. How to use a journal for self-guidance and extended creativity , Los Angeles: J.

Tarcher Inc. Reissued with a new introduction in , this book is rightly regarded as a classic. It provides a good introduction to the writing and keeping journals and opens up different approaches.

Wood, J. Transformation through journal writing: The art of self-reflection for the helping professions. London: Jessica Kingsley Publishers. Specifically aimed at practitioners in the social professions, this book explores what can be gained from journaling, the different forms and approaches that can be taken — and reflection on different techniques. Adams, K. Journal to the self: 22 paths to personal growth. Brinton, Howard H. Casewit, Curtis W. A complete guide to journal writing , Allen, Texas: Argus. Eisner, Elliot W. London: Falmer Press.

Upper Saddle River, N. Goetschius, G. Problem, approach, method , London: Routledge and Kegan Paul. Carter et. Social Working , London: Macmillan.