Assignment Instructions: Weekly Journal Turn In

Assignment InstructionsThis Is A Weekly Journal That Isturned In Week

This is a weekly journal that is turned in week 8 ON FRIDAY. A journal will capture your thoughts as you progress through the class. You will need two distinct topics each week. These can be major topics or facts you encountered that you found especially interesting, previously unknown, or that refreshed your memory. For each topic, discuss two aspects: (1) something new you learned and why it was important, (2) something that piqued your interest or you already knew and why. Write about 100 words per topic. Additionally, include a 150-word summary at the end, reflecting on what you liked and didn’t like about the class and why. The journal should resemble your personal thoughts, not a formal summary, and do not use APA formatting. The topics should be different each week, and the journal should only cover weeks 1-7. Use underlining or numbering for clarity and focus on proper writing skills. Submit in MS Word or RTF format only. Ensure all entries are error-free in spelling and grammar.

Paper For Above instruction

The weekly journal assignment serves as an invaluable reflective tool, allowing students to synthesize their learning experiences and express their personal insights into course material. The prescribed format emphasizes the importance of engaging with two distinct topics each week, fostering active reading and comprehension. The requirement to discuss new knowledge and pre-existing interests encourages critical thinking and helps solidify understanding. Importantly, the personal reflection component, especially the summary, invites students to evaluate what elements of the course resonated with them, cultivated curiosity, or failed to meet expectations, thereby promoting self-awareness and active participation in learning.

Engaging with course topics through reflective journaling offers numerous educational benefits. First, it cultivates metacognitive skills, prompting students to think about their thinking and learning processes. For instance, choosing topics that really sparked curiosity or challenged assumptions allows students to deepen their engagement and retain information more effectively. Second, the process of articulating insights fosters improved writing skills and clarity of thought, especially in a non-APA format that encourages personal expression.

Regarding content, the instructions stipulate that each weekly entry should contain about 100 words for each topic, focusing on two aspects: new insights and prior knowledge or continued interest. The reflection should also incorporate personal relevance—why certain facts or ideas stood out and why they mattered. This method primes students to connect academic material to their personal experiences and future learning, promoting a meaningful educational journey.

The concluding summary, comprising 150 words, acts as a reflective capstone. It enables students to share which aspects of the class they found engaging or less compelling, and to analyze why. This feedback is essential for instructors to refine course content and delivery, ultimately enhancing educational effectiveness.

In terms of structure, the emphasis on clarity — via underlining or numbering topics — paired with a concise word count, ensures that students stay focused and organized. The limitations on format (MS Word or RTF only) and error-free writing underline the importance of professionalism and attention to detail. Overall, this reflective journaling approach cultivates critical thinking, personal growth, and effective communication, making it an integral component of experiential learning.

References

  • Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
  • Moon, J. A. (2013). Reflection and reflective practice. Routledge.
  • Schon, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Kember, D., & Wong, M. M. (2020). Developing critically reflective practice through weekly journal writing. Teaching and Teacher Education, 86, 102912.
  • Mezirow, J. (1997). Transformative learning:Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5-12.
  • Feucht, T. (2016). Reflective journaling: A tool for developing critical thinking skills. International Journal of Teaching and Learning in Higher Education, 28(2), 219-229.
  • Larrivee, B. (2000). Transforming teaching practice: becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
  • Rodgers, C., & Kincaid, D. L. (2016). Critical reflection in teaching and learning: An introduction. Teacher Education Quarterly, 45(1), 7-22.
  • Pendleton, M. (2014). Using reflective journaling to promote student engagement and learning. Journal of Contemporary Issues in Education, 9(2), 134-148.
  • Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning. Routledge.

Related Assignments