Journal
One of the major goals of C.A.S. is experiential-learning, which, simply put, is learning by doing and reflecting on the doing. When students critically and meaningful reflect upon a challenging activity it transforms it into a life-learning experience. Students should reflect over time. It must be an ongoing reflection. Before (planning), during (while doing) and after (evaluating) the project. The journal is where students monitor themselves in relation to self-development; the CAS coordinator moderates students’ progress by monitoring the journals. There is no formal assessment of self-reflection. The quality of reflection is more important than the amount. What is evaluated is the effectiveness of the student’s reflective learning. Over time growth in the student’s critical thinking can be measured. Self-evaluations are reflective rather than descriptive, narrative reports.
 Instructions for creating a blog Instructions for posting journals / end-of-activity reflections in your C.A.S. blog The journal is monitored in three key content areas with emphasis on reflective writing: Narrative: Last night the team traveled to Provincetown to play the varsity baseball team. Descriptive: The weather was unseasonable warm, which made it difficult to play in the late afternoon sun. This caused me to have to concentrate more toward home plate than I usually do. Reflective: I discovered that the additional concentration helped. Instead of trying to make the long throw to home to make an out, I quickly pitched to the short stop, and in turn, he hurled to home, making the play. It’s cliché, but that’s what teamwork is about. I realized my small contribution adds up to many others’ contributions and that’s what wins games. Keeping a journal is a cyclical four-step process where the student:
While considering these questions, keep the eight learning outcomes in mind. Be explicit when discussing these outcomes. ("This activity was a challenge for me because..." or "I realized the global importance of homelessness because...")
|  Any reflective content within the journals can be analyzed and then separated into one of three levels:
Level 1 reflection: (Reflection-on-action) The student records thoughts and feelings about several actions over a period of time during an activity, usually after the activity has concluded. There are very few specifics as to why the student feels the way they do. No concrete conclusions about self are drawn.
Level 2 reflection: (Reflection-in-action) The student records thoughts and feelings about specific actions almost immediately following an activity. There is evidence of identification of critical incidents, reflection upon them where conclusions are drawn.
Level 3 reflection: (Reflection-in-action, taken further) The same as level 2 but where the conclusions from the reflection are tested by modifying actions or initiating new actions. This is where the student discovers and learns something new about their personal growth.
Examples:
Level 1 reflection: (Reflection-on-action) The student records thoughts and feelings about several actions over a period of time during an activity, usually after the activity has concluded. There are very few specifics as to why the student feels the way they do. No concrete conclusions about self are drawn. …One of the most difficult things I had to do for CAS was to work at a homeless shelter. That involved not only feeding the homeless men that came but also staying the night as a chaperone to make sure nothing happened during the night. I say it was difficult because the men would talk to me about their struggles and difficult challenges, and at times it was hard to listen to their stories! It woke me up to the reality of how destructive and incapacitating drugs and alcohol can be by showing me their debilitating effects. However, what they told me did not cause me to look down on them. Instead I realized that these men had made some bad choices.
Level 2 reflection: (Reflection-in-action) The student records thoughts and feelings about specific actions almost immediately following an activity. There is evidence of identification of critical incidents, reflection upon them where conclusions are drawn.
Last night was a very difficult night for me working at the homeless shelter when I stayed overnight to chaperone. What made it difficult because several of the men talked to me about their struggles and difficult challenges, and at times it was hard to listen to their stories! It woke me up to the reality of how destructive and incapacitating drugs and alcohol can be by showing me their debilitating effects. One told me of a 30 year struggle with narcotic drugs. I got this sense they were trying to save me from their experiences because I was young and they didn’t want me going down the same path. I respect this and understand their motivation. I do not look down upon them. They are trying to get help.
Level 3 reflection: (Reflection-in-action, taken further) The same as level 2 but where the conclusions from the reflection are tested by modifying actions or initiating new actions. This is where the student discovers and learns something new about their personal growth.
Last night was a very difficult night for me working at the homeless shelter when I stayed overnight to chaperone. What made it difficult because several of the men talked to me about their struggles and difficult challenges, and at times it was hard to listen to their stories! It woke me up to the reality of how destructive and incapacitating drugs and alcohol can be by showing me their debilitating effects. One told me of a 30 year struggle with narcotic drugs. I got this sense they were trying to save me from their experiences because I was young and they didn’t want me going down the same path. I respect this and understand their motivation. I do not look down upon them. As the night progressed, I learned to be more comfortable around them by engaging in normal, everyday conversations. By doing this, I also discovered they become more comfortable around me. This gave me a feeling of truly helping others and giving something of myself. By being at the shelter, many of these men are trying to get help or just have a person who will listen to them and that is why I’ll continue going back.
Another example from an acting class where a shy student has applied what she learned in acting to her everyday life.
Because of this activity I learned that I need to take risks more often. In my acting I cannot be afraid to move around more and exaggerate gestures. In my social life, I cannot be afraid to talk to other people and make an effort to join the group. I will confidently try new things and meet new people.
Another example from a student’s experience in organizing Sturgis’ science lab equipment where he applies scientific organization with personal organization. I learned that sometimes it is necessary to take the time to properly organize aspects of one’s life, in this case, science equipment, so that later complications or confusions are avoided. Organization is a key tool in staying successful, and I feel my organization will lead to further or greater success in biology. |
Keeping a Journal |