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Learning Journal

The purpose of your learning journal is to encourage you to reflect upon the in class training activities and to extract the key learning points. Your task is to describe your reactions, perceptions, impressions or significant insights gained from participation in or reflection on the class. You may talk about yourself, or the behaviour of other people. You should follow the outline below:

Date:

Topic:

Your Name:

· Briefly, what did you find most interesting in the readings assigned for this class?

· What are three things you learned from this session?

· What, if anything have you changed your mind about as a result of this session?

· One thing you learned in this session that you may be able to use in the future is…

· How did the ideas in discussions or readings enrich your understanding of the subject matter or your own communication style?

· What ideas can you take from this session that you can put into practice immediately?

· What did you like most about the session?

· What did you like least about the session?

· What topics, if any would you like to learn more about? How will you access this learning?

· Other comments, thoughts.

In addition, I will provide a specific learning journal assignment for each week.

After each class, you should complete the entry into your learning journal. The ‘journal’ itself will be a folder in the D2L drop box which will contain all your assessments.

I will read each paper, comment, grade and return your journal to you. The purpose of the grades is to encourage thoughtful analysis and understanding of the course material and to encourage use of reflection and independent thought. Attached to this outline is my marking guide.

Each learning journal entry should be between one and three typed, double-spaced pages in length.

REQUIREMENTS	Excellent A+. A, A-	Good B+, B, B-	Satisfactory C+, C	Minimally Acceptable D	Not Acceptable F
Reflections: Ability to integrate learning into real-world experiences and analyze issues with a critical attitude	Ability to skillfully demonstrate reflection and deep thinking of acquired knowledge and concepts, and integrate them into different issues from wide range of perspectives (e.g. different contexts, cultures, disciplines etc.); creative solutions and critical thinking skills demonstrated in the writing. Uses and discusses a wide range of resources included with the text and others.	Shows strong ability to relate acquired knowledge to previous experiences; demonstrating attempt to analyze the issues from a number of different perspectives	Includes description of events, and a little further consideration behind the events using a relatively descriptive style of language; no evidence of using multiple perspectives or resources in analyzing the issues	Only includes mere descriptions of theoretical knowledge; no reflection is demonstrated beyond the descriptions	More than three missing entries. Evidence that all entries were done at the end of term rather than after each class. Little original thought or reflection shown
Presentation: Articulation and organization of ideas and perspectives	Writing is well-focused; arguments or perspectives are precisely defined and explained; coherent flow in developing an insightful idea demonstrated. Proper use of English grammar, punctuation and sentence structure.	Arguments or perspectives are clearly stated; organized flow in writing but not deep enough to be very insightful. Proper use of English grammar, punctuation and sentence structure.	Arguments or perspectives are vaguely mentioned; the writing lacked an organized flow and the ideas were hard to follow. Poor writing style, manner technical writing errors.	Do not show any original thinking or perspectives; chaotic in organization and presentation of ideas. Poorly written.	Poorly Written
Completeness: Incorporation of the journal entries into a whole, demonstration of the learning process	Concrete connections between journal entries into a whole; demonstrating clear steps in the developmental learning process	Journal entries can be generally connected; still able to observe how the student develops during the learning process	Weak connections between journal entries; development gained from the learning process is hardly observed	No connections between journal entries; The entries are mere descriptions of events rather than showing a sequence of learning steps	No clear focus on use of learning or connection to the course.