1 / 19

Journal-Keeping to Enhance Student Engagement in Learning

Journal-Keeping to Enhance Student Engagement in Learning. Dr. Elizabeth E. Shively. I. Introduction to the Problem. ‘ Jesus and the Gospels ’ module. I. Introduction to the Problem. ‘ Jesus and the Gospels ’ module. I. Introduction to the Problem. ‘ Jesus and the Gospels ’ module.

nura
Download Presentation

Journal-Keeping to Enhance Student Engagement in Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Journal-Keeping to Enhance Student Engagement in Learning Dr. Elizabeth E. Shively

  2. I. Introduction to the Problem ‘Jesus and the Gospels’ module

  3. I. Introduction to the Problem ‘Jesus and the Gospels’ module

  4. I. Introduction to the Problem ‘Jesus and the Gospels’ module My initial questions: What has happened to students’ own questions and “voice”? To what extent have students identified their initial assumptions and beliefs, and how have they engaged them critically? to what extent have students engaged the course content critically? what evidence is there that real, deep learning has taken place over the course of the term?

  5. II. Research Question

  6. III. Rationale and Aims Writing is thinking ‘writing is both a process of doing critical thinking and a product that communicates the results of critical thinking’ J. Bean, Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2) Writing takes practice 3) Ongoing writing produces engaged students

  7. III. Rationale and Aims ‘The data, though not conclusive, seem to show that journals helped students clarify their thoughts and enhance their ability to develop’. E. Dimino, ‘Clinical journals: A Non-Threatening strategy to foster ethical and intellectual development in nursing students,’Virginia Nurse 56 (1988): 12-14.

  8. III. Rationale and Aims Reflective writing Turning the problem into opportunity

  9. IV. Methodology Description 1. Format – bound notebook or computer file?

  10. IV. Methodology Description 1. Format – bound notebook or computer file?

  11. IV. Methodology Description 1. Format – bound notebook or computer file?

  12. IV. Methodology Description 1. Format – bound notebook or computer file?

  13. IV. Methodology Description 2. Structure: free or guided? In-lecture/in-tutorial writings Prompts

  14. IV. Methodology Description 2. Structure: free or guided? In-lecture/in-tutorial writings Lists

  15. IV. Methodology Description Structure: free or guided? 2) Reading responses

  16. IV. Methodology Description Structure: free or guided? 3) Freewrites description interpretation outcome

  17. IV. Methodology B. Assessment Metareflection Project Table of contents Three significant journal entries Three 1-page (350-400 word each) metareflections on each selected entry

  18. V. Evaluation Focus group Questionnaire Analysis of Metareflection Projects Final Exam Control groups: Exams from previous 5 years

  19. VI. Conclusions & Recommendations ‘Writing is thinking. To write well is to think clearly. That’s why its so hard’ David McCullough

More Related