Introduction to ArtificiaI Intelligence in Higher Education
Writing reflective journals
1. ELT 750 TEACHER COGNITION IN
ACTION
Stefan Rathert
WRITING REFLECTIVE JOURNALS
2. OVERVIEW
What are reflective journals?
the rationale behind reflective journals
forms of reflective writing
benefits of reflective journals
What procedures are there for keeping
reflective journals?
journal format and journal keeping routines
reflection questions to provide a focus
exploiting the data
3. WHAT ARE REFLECTIVE
JOURNALS?
“A journal is a teacher's or a student
teacher's written response to teaching
events” (Richards and Lockhart, 1996,
p. 7).
5. WHAT ARE REFLECTIVE
JOURNALS?
the study of language
learning
how is second
language acquired?
how do learners
perceive learning?
teacher cognition
how do teachers
develop
professionally?
how do teachers
perceive their own
teaching?
Reflective journals are used for
Reflective journals are instruments of
classroom observation.
6. WHAT ARE REFLECTIVE
JOURNALS?
Distinctions in terminonolgy (I)
journalistic writing: description of events
analytical writing: focus on specific events
reflective writing: retrospective
introspective writing: examining thoughts and
feelings
7. WHAT ARE REFLECTIVE
JOURNALS?
Distinctions in terminonolgy (II)
objective
record of
informatio
n
record of
events
expressio
n of
thoughts,
ideas and
feelings
logs diary journal
record of
events
interpretation
s
professional
reflection
analysis
evaluation
8. WHAT ARE REFLECTIVE
JOURNALS?
Distinctions in terminonolgy (III)
freedom in deciding
what to focus on
Open-ended journal entries Assigned journal entries
requirement to write
about specific
issues
no written response
from reader
Monologue journal format Dialogue journal format
written response
from reader
9. WHAT ARE REFLECTIVE
JOURNALS?
choice of system of journaling depends on:
purpose of research
teacher’s readiness/experience of journal
writing
reflective thinking level (technical –
contextual – dialectical)
10. JOURNAL WRITING IS A MEANS
OF …
analyzing and
reasoning
through a
dilemma enhancing
development and
reflection
promoting growth in
critical analysis of
teaching
promoting
awareness of
relationships
between
educational
psychology and
practical
experience
11. JOURNAL WRITING IS A MEANS
OF …
systematically
reflecting on
self-
development
and on actions
within classroom
and work
contents
practicing reflective
inquiry
building
understanding by
writing what is
learned
linking
understanding
with classroom
practice
12. WHAT PROCEDURES ARE
THERE FOR KEEPING
REFLECTIVE JOURNALS?
journal format and journal keeping routines
reflection questions to provide a focus
exploiting the data
13. WHAT PROCEDURES ARE
THERE FOR KEEPING
REFLECTIVE JOURNALS?
Journal format and journal keeping routines:
date and time of entry
brief sequencing of the events of the day
detailed focus on one or two episodes
analysis and evaluation: possible explanations for
event; impacts on teaching
14. WHAT PROCEDURES ARE
THERE FOR KEEPING
REFLECTIVE JOURNALS?
Journal format and journal keeping routines:
entries done regularly – set aside regular time
and place
as soon as possible following the event
entries are uncensored accounts of teaching or
learning experience
style, grammar or organization are not the main
concerns
keep diary in a safe, secure place
15. WHAT PROCEDURES ARE
THERE FOR KEEPING
REFLECTIVE JOURNALS?
reflection questions to provide a focus include:
questions about your teaching
questions about observable student behaviour
questions about the current state of professional
development
16. WHAT PROCEDURES ARE
THERE FOR KEEPING
REFLECTIVE JOURNALS?
exploiting the data
analysis by diarists themselves: “primary”, “direct”
or “introspective” analysis
analysis by someone else: “secondary”, “indirect”
or “non-introspective” analysis
delay analysis until substantial account of data
has been collected
analyze for patterns and significant events
17. WHAT PROCEDURES ARE
THERE FOR KEEPING
REFLECTIVE JOURNALS?
exploiting the data
revise ‘raw’ accounts for public consumption
document and discuss the factors appearing
important in teaching/learning
18. REFERENCES:
Borg, S. (2006). Teacher cognition and language eduacation.
Research and practice. London: Continuum.
Nunan D. and Bailey K. M. (2009) Exploring Second
Language Classroom Research - A Comprehensive Guide.
Boston: Heinle Cengage Learning
Richards, J.C. and Lockhardt, C. (1996). Reflective Teaching
in Second Language Classroom. New York: CUP.
Ruso, N. (2007). The influence of task-based learning on EFL
classrooms. Asian EFL Journal, 18. Retrieved April9, 2012
from: http://www.asian-efl-
journal.com/pta_February_2007_tr.pdf
Taggart, G.L. and Wilson A.P. (2005). Promoting Reflective
Thinking in Teachers. 50 Action Strategies. Thousand Oaks,
California: Corwin Press