Journal Reflections (250 words)

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User Generated

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Nmvm456

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Humanities

Description

Self-Regulated Learning (SRL) Journal Reflections

At the end of each week, you will have the opportunity to reflect on your learning during the previous week. These brief writings will be a minimum of 250 words or more. You can think of it as a long Tweet or you can write as much as you want.

Assignment

Write a self-reflection on your overall learning experience for the previous week, particularly as regards Self-Regulated Learning concepts. Do you feel you were a self-regulated learner last week? What areas of SRL do you feel you did well in? What areas do you feel you could have done better at? These reflections need not be only about our class but may also refer to any other class(es) you’re taking as well.

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Self-Regulated Learning (SRL) Journal Reflections English 20 At the end of each week, you will have the opportunity to reflect on your learning during the previous week. These brief writings will be a minimum of 250 words or more. You can think of it as a long Tweet or you can write as much as you want. Assignment Write a self-reflection on your overall learning experience for the previous week, particularly as regards SelfRegulated Learning concepts. Do you feel you were a self-regulated learner last week? What areas of SRL do you feel you did well in? What areas do you feel you could have done better at? These reflections need not be only about our class but may also refer to any other class(es) you’re taking as well. Some specific questions to consider might be : ---- How well did I understand assignments that I started? ---- How was my initial planning for assignments? ---- Did I set any goals? ---- How was my motivation level for learning overall or in specific classes? Was I more motivated in one more than another? Why? ---- What was my level of awareness of my learning strategies during the week? Did I realize when I was focused or not focused, on-task or not, understanding or confused, physically alert or exhausted etc.? ---- What gratifications (personally pleasurable activities like entertainment or hobbies etc.) did I forego or postpone for the sake of my learning? ---- How much did I mentally review or look back on assignments or lessons completed to consider how I had done or what I had learned? ---- In what ways do I feel that my learning went well and progressed? ---- What areas of SRL do I feel may not have gone so well last week and that I could improve? The above is only a brief sample of all that might come to you about your learning during a week of your life. You might think of other things not mentioned that are of significance to you. Each reflection is a very brief writing, and you are free to mention those things that particularly stood out and were significant to you during that past week. This is not meant to be something that I “grade.” It is for your use and perhaps something that might be helpful going forward into even more challenging upper division courses. Requirements ---- Each reflection should be a minimum of 250 words with no maximum. ---- Though brief, these are not free-writes. The short reflective journal entry is a genre unto itself and should therefore be written in paragraph form with thoughtful, well-developed sentences. Evaluation I am primarily looking for a conscientious, good faith recounting of your week of learning and how you feel it went, for better or worse. I will look for some formality in the writing; if it seems like quickly dashed off notes or free-writing, points may be deducted. Self-Regulated Learning English 20 When you ask university professors what it took for them to become academically and professionally accomplished, they will likely talk about the amount of work they had to put in to their studies: long nights, endless reading, gallons of coffee, sacrifices made (“no life”), gratification such as parties, movies, hobbies . . . put off or postponed. The same question put to successful non-academic professionals will usually yield a similar response, if not about their college years, then about the same kinds of sacrifices and work once they entered their chosen profession. Interestingly, when current college students are asked what is important to their academic success, the response often does not include their own contribution to their own learning. Creating Self-Regulated Learners by Linda B. Nilson 1,2 It turns out that it is possible for students who are “Self-Regulated Learners” to have more academic success than students who might rely more heavily on high IQ’s. 2012). Nilson 4 The benefits of SRL to students have been studied and documented: Nilson 10,11 Self-Regulated Learning is a sequenced series of practices that virtually any learner can understand and develop (Nilson 10). The passage below gives a model of SRL in the order in which a learner might naturally and effectively deploy the strategies during an overall learning experience. Notice the many specific questions that help define each stage of SRL. A learner who develops a habit of mentally pondering and answering questions like these will inevitably develop her/his own effective and productive learning style. Nilson 8 A somewhat different way of formally approaching SRL is seen in the passage on the next page. Both models are sequenced in a way that may be put into practice by any conscientious college student seeking to develop or reinforce a learning style that really works for her/him. Nilson 9 With conscious and concerted effort and practice, the elements of SRL can eventually become habitual until scholars find themselves engaging in SRL as a matter of course. You’ve probably already been exposed to scholarly materials so intellectual and sophisticated that you wonder how you will ever get to that level of understating and thinking. One thing you can be sure of is that SRL was undoubtedly involved in that scholar’s intellectual and learning development.
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