Guided Journals or Reflections

Regular and Substantive InteractionGuided Journals/Reflections

4 min read

Overview

Guided journals/reflections are a potential RSI method. Instructors should use a combination of methods most appropriate to the discipline and course. Explore this page to understand how to best create guided journals/reflections that target student engagement and accreditation/evaluation requirements.

Not All Journals/Reflections Are RSI

  •  Not RSI:

If the journal or reflection assignments are vague, lacking in specific prompts related to course content, or if there’s no instructor feedback on the entries, they fall into this category.

  •  Gray Area:

Journals or reflections that include specific prompts but receive only minimal instructor engagement or feedback are in the gray area. While students may engage with the content to some extent, the lack of detailed feedback or dialogue with the instructor limits the RSI.

  •  RSI:

Well-structured journal or reflection assignments are closely tied to learning objectives, featuring specific, thought-provoking prompts. The instructor actively reviews and provides detailed feedback on entries that enhances understanding and personal connection to the material.

Self Check

Start with the best example, then click on the other answers for additional guidance! 
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Assigning weekly reflection prompts that ask students to connect course concepts to personal experiences or current events, analyze their learning process, and pose questions. The instructor provides timely, personalized feedback on each entry.

Definitely RSI: This would nail it!

Assigning a course journal with the broad directive of “write about what you learned this week” without further guidance or criteria for reflection, and not providing any feedback on the entries.

NOT RSI: Such activities do not promote substantive interaction or deeper engagement with the material.

Providing detailed prompts for weekly reflections but only acknowledging receipt of the entries without offering substantive feedback or engaging with the students’ insights and questions.

Gray Area: While students may engage with the content to some extent, the lack of detailed feedback or dialogue with the instructor limits the depth of interaction and learning.

Can Accreditors and Evaluators Access Journals/Reflections?

Start with your best guess, then click on the other answers for additional guidance! 
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No

Reflections and journals integrated within Canvas should be highly visible to evaluators.

However, journals or reflections completed in personal formats or platforms outside the LMS, without any integration or summary within the course environment, would make these activities invisible to evaluators.

Gray Area (Maybe)

Reflections and journals integrated within Canvas should be highly visible to evaluators.

A potential exception would be journals/reflections housed outside of the LMS without permissions provided.

Yes

Reflections and journals integrated within Canvas, featuring specific, academically relevant prompts, and detailed, personalized feedback from the instructor are highly visible to evaluators.

Key Takeaways

  • Specific, Relevant Prompts: Design prompts that encourage students to critically engage with the course content and make connections to real-world applications.
  • Create a Dialogue: Use journal entries as a starting point for ongoing conversations about the course material, either within the journal feedback itself or in broader class discussions.
  • Summarize and Share: Consider summarizing key themes from reflections and feedback in announcements or discussions, making the reflective process and its impact on learning visible to the wider class and, by extension, to evaluators.

Further Examples

Weak Reflection Prompt:

"Write about what you learned this week to be marked complete."

 Why It's Weak: This prompt is too broad and lacks specificity, which can lead to superficial reflections. 

Strong Reflection Prompt:

"This week, we've explored the concept of cognitive dissonance and its effects on decision-making and behavior. Reflect on a personal experience where you faced cognitive dissonance. Consider the following in your reflection:

  • Describe the specific situation and the conflicting beliefs or behaviors that led to cognitive dissonance.
  • Analyze how you resolved this dissonance: Did you change your behavior, justify it, or seek new information to align your beliefs and actions?
  • Reflect on this experience in light of what we've learned: How do the principles of cognitive dissonance theory apply to your situation? Were there any coping mechanisms you used that are supported by psychological research?

Feel free to submit your reflection as written text, a short video, or an audio recording. Choose the format that best allows you to express your insights and analysis. I will respond later this week!"

 Why It's Strong: This prompt asks students to directly apply theoretical concepts from psychology to their own experiences, promoting engagement with and understanding of the material.  It also prompts students to consider the practical implications of psychological theories in their daily lives. The instructor notes response time.