The author analyzed journal entries from a course to identify themes. The theme identified was "Gaps in my Learning." The author used a keyword-in-context approach to analyze sentences and group them by similarity to arrive at the theme. Self-assessment using literature revealed gaps in skills, focus, prerequisite knowledge, and reflecting/reflexive practice. The author plans to address weaknesses by seeking assistance, developing skills and focus, and becoming a lifelong learner.

1. The Learning Portfolio
EDLM2008

2. Reflective Product from Journal Analysis
a)Identify a theme that was derived from your analysis of one or more
journal entries that you made from engaging in the Unit activities of the
course
Theme identification is fundamental as it the main idea which gives a general message or makes a statement
about a topic or subject in which all the elements or essential features of the literature work together to
develop. It is often understated but functions as a vital ingredient to make the written piece meaningful.
According to Hughton (2016), the theme of a story is “what the author is trying to convey, in other words,
the central idea of the story.

3. The theme of a story is woven all the way through the story, and the characters' actions, interactions, and
motivations all reflect the story's theme.” Themes are opinions expressed on the subject and are sometimes
repeated in the literary piece.It gives its readers a clearer understanding of the context such as the main
character, experiences, discoveries, conflicts and emotions. I selected “Gaps in my Learning.” as my theme.
Being a reflexive practitioner it enables me to reflect on my performance, identify my gaps and make the
necessary adjustments incorporating them into my daily life, thus enabling me to be a lifelong learner.

4. b) Describe the approach used to derive the theme
My theme for the written piece was selected after going over the literature. Eventually, I came up with the
idea of using ‘Keywords in context’ presented by Bernard and Ryan (n.d) to identify my theme. Key-words-
in-context (KWIC) is based on a simple observation. In this technique, It identifies keywords and then
systematically search the corpus of text to find all instances of the word or phrase. Each time a word was
found, a copy of it and its immediate context was made. To make my selection, I read over my journal and
assigned numbers to identify the lines.

5. Categorize sentences that are similar in nature using colour coding to highlight and sort the examples into
piles based on the similarity in their meaning with further reflection arrive at a broader theme to make
classification. This approach as purported by Boyatzis 1998 and cited by Braun & Clarke (n.d) can be
incorporated with that of the semantic approach which look at the items as they appear, the latent approach
which identify the features that give meaning to the items and the thematic approach which deals with the
formation of broader themes thus arriving at the theme chosen as “gaps in learning.”

6. c) Examine this theme using relevant literature to self-assess
Analysing my journal, I was able to identify some gaps that I need to work on to improve as a reflective-
reflexive practitioner. Learning Gaps as stated by The Glossary of Education Reform (2014) is “the
difference between what a student has learned—i.e., the academic progress he or she has made—and what
the student was expected to learn at a certain point in his or her education, such as a particular age or grade
level. A learning gap can be relatively minor—the failure to acquire a specific skill or meet a particular
learning standard, for example—or it can be significant and educationally consequential.” Gaps can take a
wide range of form. According to Flowers (2016/17), possible reasons for gaps between theory and practice
is the limitations of applying a preferred perspective of reflective practice. This task seeks to identify some
examples of gaps experienced in learning as I use relevant literature to self assess.

7. A reflective practitioner needs to be ready at all times and be aware of their expectations. In this activity I
was not able to prove that I was performing as a reflexive Practitioner as I did not take enough time to go
through the the list of criteria After posting the first four activities from unit one and hearing from my Tutor
that we are not doing what is expected of us,I became a bit despondent and wondered what was expected of
me. . As a result, I was unable to function effectively in this area causing discouragement and an urge to exit
from the course. Piaget’s (n.d) constructivism learning theory argues that people produce knowledge and
form meaning based upon their experiences through the process of accommodation and assimilation.
Through assimilation, my new experiences should have been incorporated into the old experiences which
would have allowed me to develop new perceptions and have renewed thoughts to clarify my
misconceptions. Being accommodative, on the other hand would allow for a conceptual change as I use the
knowledge gain with prior experiences.

8. Not operating within this context will now allow me to accommodate and reframe my expectations with my
outcomes. In moving forward, I needed to be mentally prepared and take the initiative to improve myself by
seeking assistance from peers and Course Coordinator. This exercise has also taught me that I needed to pay
more attention to details and to move quickly from the traditional method of learning. According to
Education Broadcasting Corporation (2004), The classroom is no longer a place where the teacher ("expert")
pours knowledge into passive students, who wait like empty vessels to be filled; but to operate with
constructivist model where the students are urged to be actively involved in their own process of learning.
The teacher functions more as a facilitator who coaches, mediates, prompts, and helps students develop and
assess their understanding, and thereby their learning.

9. The art of mastering life is the prerequisite for all further forms of expression, (Klee n.d). Having
prerequisite knowledge is tantamount to a good performance and quick comprehension. Hailiakari (2008)
alluded to the fact that “prior knowledge is defined as a multidimensional and hierarchical entity that is
dynamic in nature and consists of different types of knowledge and skills. Prior knowledge has long been
considered the most important factor influencing learning and student achievement. The amount and quality
of prior knowledge positively influence both knowledge acquisition and the capacity to apply higher-order
cognitive problem-solving skills.” It is a well accepted fact that one should be building on the information he
should have acquired and that he should have an improved understanding through formal and informal
experiences as he develops attitudes and beliefs which help me to progress through life. This had not been
the situation with me as I showed a gap and was not fully able to use prerequisite knowledge to get the
activity done.

10. Getting into unit two was additional problems as I did not grasp the ideas in Unit 1. I needed to move
forward. I reflected and thought that I was not going to give up no matter what. The lack of prerequisite
knowledge had me ill prepared for the task that I have to complete and had to sought assistance from my
colleague who was also experiencing problems. It also prevented me from identifying my strengths and
weaknesses and knowing where I needed to improve. Having inadequate and inaccurate knowledge was also
a hinderance to my learning. Gee (2012) states that “an instructor’s work of facilitating students’ learning
never ends. In order to facilitate learning, one of the fundamental principles instructors employ is
understanding students’ prior knowledge.” It was important therefore that my instructor assess my prior
knowledge or attitudes and beliefs early in the semester since the knowledge I possess may either promote or
hinder my learning. Also, having to detect prior knowledge and skills early could be used to help foster my
engagement and critical thinking.

11. In solving this problem, the Course coordinator should be made aware initially of my challenges so that the
necessary action could have been taken to assist me in better understanding the misconceptions I had in the
area before moving ahead. According to Hailakari (2008) Students' prior knowledge should be taken into
consideration in instructional design and curriculum planning. As a reflective-reflexive practitioner, the onus
should be on me to take the initiative to activate relevant prior knowledge which acts as a tool to initiate my
further learning and as a foundation on which new knowledge can be built on what I already know. To be
responsible to make research and to be more involved in my learning. Moving on, I have begun to take the
opportunity to revisit some of the areas in which I am lacking so that the necessary prerequisite will be met
and propel me into the future.

12. Being skillful will enhance my performance, on the other hand, having a lack of skill created a gap in my
learning which caused me to become increasingly confusing and to experience difficulty in becoming
progressive. I lacked the skills to make effective use of the new perspectives presented to me. Ntirenganya
(2015), is of the opinion that a lack of skills cause the insufficient use of academic materials which resulted
in a level of mediocrity making students contribution questionable. According to Jinman (2015), the skills
students need were lacking because their focus and emphasis were placed elsewhere as a result, the essential
elements that were needed gave rise to a gap making them ill - prepared for new experience.They also lack
the essential element that needed to develop their skills. Jinman saw the need to get away from the
traditional method of learning and to be actively involved in the learning process. I needed to develop my
social skills in order to have my academic skills mature to the necessary level to create success and to
provide more opportunities to learn effectively.

13. I should have a clear understanding of where I am lacking and be intrinsically motivated as a reflective
practitioner to find ways to develop by formulating an improvement plan, seeking assistance from my
colleagues and from my Course Coordinator. As I self assess, I am cognisant of my weaknesses that I have
experienced. Having to complete another exercise like this, I will be in a better position to complete this task
as the necessary questions will be asked and more research done to give me a clearer understanding.
Focus is the thinking skill that allows people to begin a task without procrastination and then maintain their
attention and effort until the task is complete. Focus helps people pay attention in the midst of distractions
and setbacks and to sustain the effort and energy needed to reach a goal, (learningworks for kids n.d). Being
focused allows one to have set priorities, plan wisely and planning and effectively protect his time.

14. I also need to be focused, therefore I was experiencing problems remembering basic instructions and
information and had a lack of concentration as I work on the specific tasks and challenges when presented
with the new concepts. Not being focused according to Martel (n.d) can be as a result of lack of sleep, due to
distraction and mood disorders; depression, not being able to pay attention and make the right decision and
poor diet,which leads to irritability and fatigue. In an effort to solve this issue, Tartakovsky (2016) advocates
that a daily plan be made to get through with daily activities, priorities should be set and adhere to, should be
disciplined and have set targets and be well organized. As I self assess and reflect on my weaknesses, I
realized that I develop new skills and set SMART goals to improve my focus and performance. SMART
meaning: having Specific goals, becoming self Motivated, having Attainable objectives, always Reflecting
and setting Timelines to have activities accomplished.

15. The behaviourist theorist B.F. Skinner postulated that learning has nothing to do with the mind rather
learning occurred with the acquisition of new behaviour. He believes also that persons behave in the way in
which they do because of influences from the past. In his study with the laboratory test as he experiment
with rats using operant conditioning he realized that the behaviour of the rats were able to change. He
concluded therefore, that since the behaviour of the rats can be changed, then human behaviour can also be
changed. New Learning (n.d) “The application of operant conditioning to education is simple and direct.
Teaching is the arrangement of contingencies of reinforcement under which students learn. They learn
without teaching in their natural environments, but teachers arrange special contingencies which expedite
learning.”

16. Moving forward, there must be a change of attitudes, I need to accept my weaknesses and look ahead at empowering
myself. In climbing the ladder of success I would pay more attention to reading, to be more informed and to develop my
skills, I am also encouraged by 1Timothy 4:13 which admonishes us to give attendance to reading. Secondly, I will seek
more assistance for the relevant persons who would be in a better position to help me overcome my weaknesses and be a
source of encouragement and a role model. Thirdly, I would be more observant and be more mindful of what is going on
around me and where possible “take a page from their book.” Additionally, I will pay more attention to my emotions and
be mindful of what prompts them and seek ways of dealing with the negative ones that surface. Then, I will begin to share
my views, experiences and challenges that I am experiencing with members in my group and with my Course coordinator
with the aim of getting assistance that will motivate and encourage more and better participation in activities thus help and
improving my growth. Finally, I will think, reflect on my actions and learn new methods and ways of doing things which
will allow me to become a lifelong learner of reflective- reflexive practice.

17. I am of the opinion therefore that there can be a change in my behaviour which will result in me having a
better understanding of journal analysis in the future. I am prepared to step out of that ‘loop,’ a term coined
by Chris Argyris who spoke about the ‘double loop learning’ and take up the characteristics of a reflective-
reflexive practitioner which would propel me into my second loop, where I would have a shift in paradigm
that would allow me to made the necessary changes that I need to, in order to become a reformed reflective-
reflexive practitioner

18. References
Bernard, and Ryan (n.d),Techniques to Identify Themes in Qualitative Data.Retrieved from
http://www.analytictech.com/mb870/readings/ryan-bernard_techniques_to_identify_themes_in.htm
Braun & Clarke (n.d). Using thematic analysis in psychology. Retrieved from thematic_analysis_revised_-
_final (1).doc
Educational Broadcasting Corporation (2004). Concept to Classroom. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/
Flowers, C. (2016/17). Reframing Personal Perspective of Reflective Practice. Retrieved from
http://201620.tle.courses.open.uwi.edu/pluginfile.php/58591/mod_resource/content/9/EDLM2008%20Unit%
201-FEB09_2015.pdf

19. Gee, L. (2012). Importance of prior knowledge to learning. Retrieved from
https://news.illinoisstate.edu/2012/01/importance-of-prior-knowledge-to-learning/
Hailiakari, et al. (2008). The Relevance of Prior Knowledge in Learning and Instructional Design. Retrieved
from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2630138/
Hughton, M. H. (2016). What exactly is a theme of a story, and how can I recognize it? Retrieved from
https://www.cliffsnotes.com/cliffsnotes/subjects/writing/what-exactly-is-a-theme-of-a-story-and-how-can-i-
recognize-it
Jinman, R. (2015). Students lack the discipline and skills essential in a workplace, warns boss. Retrieved
from
http://www.independent.co.uk/student/news/students-lack-the-skills-and-discipline-essential-in-a-workplace-
warns-boss-10457428.html

20. Klee, P. (n.d) Brainy coats. Retrieved from
https://www.brainyquote.com/quotes/quotes/p/paulklee152065.html?src=t_prerequisite
Learning work for Kids (n.d). Thinking skills: Focus. Retrieved
fromhttp://learningworksforkids.com/skills/focus/
Martel, J. (n.d). What are the causes of lack of focus. Retrieved from
http://www.ehow.com/info_8116687_causes-lack-focus.html?ref=Track2&utm_source=IACB2C
New Learning (n.d). Skinner Behaviourism. Retrieved from http://newlearningonline.com/new-
learning/chapter-6/skinners-behaviourism
Notari, D.(2017). What is Theme in Literature? - Definition & Examples. Retrieved from
http://study.com/academy/lesson/what-is-theme-in-literature-definition-examples-quiz.html

21. Ntirenganya, E. (2015). Lack of skills affecting learner-centred education. Retrieved from
http://www.newtimes.co.rw/section/article/2015-07-10/190471/
Tartakovsky, M. (2016). 10 Traits of Highly Productive People. Psych Central. Retrieved from
https://psychcentral.com/lib/10-traits-of-highly-productive-people/
Technology (n.d). Piaget theory on constructivism. Retrieved from http://www.teach-
nology.com/currenttrends/constructivism/piaget/
The Glossary of Education Reform (2013). Learning Gap. Retrieved from
http://edglossary.org/learning-gap/