And what amount of grading load do y'all experience with your teaching journals? How many students in the class? I love these ideas, but am shuddering to think of such entries for my 70 students across two sections.
Thx,
Rebecca
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Rebecca S. Wheeler, PhD
Professor of English
Fulbright Scholar, Tajikistan - 2016
Department of English
Christopher Newport University
Newport News, VA 23606
office: 757-594-8889
cell: 757-651-3659
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
> On May 15, 2017, at 04:35, Manel Herat <[log in to unmask]> wrote:
>
> We do a Language Journal at Liverpool Hope but this is an individual
> assignment and what students have to do is to find a real life
> situation that they have encountered that relates to what they have
> learnt on the course and apply one of the theories to discuss the
> situation. They have to do this every week but they're only assessed
> on 4 journal entries. Each week they get the opportunity to discuss
> their entries during seminar time and to think about whether they have
> used an appropriate theory. The journal entry is in two parts; first
> they have to describe the situation and secondly, they have to analyse
> the situation using an appropriate theory. They are allowed to write
> as much as they want for the situation, the analysis however, has to
> be 500 words. Hope this helps.
>
>
> Manel
>
>
> Sent from my iPad
>
>> On 15 May 2017, at 00:05, TEACHLING automatic digest system <[log in to unmask]> wrote:
>>
>> There is 1 message totaling 35 lines in this issue.
>>
>> Topics of the day:
>>
>> 1. weekly learning diaries
>>
>> ----------------------------------------------------------------------
>>
>> Date: Sun, 14 May 2017 15:40:20 +0100
>> From: Dave Sayers <[log in to unmask]>
>> Subject: weekly learning diaries
>>
>> Hi folks,
>>
>> Does anyone have any experience of using these? I'm thinking about this as a possible
>> accompaniment to a group project in a first year module. It would enable individual
>> students to demonstrate more transparently their individual contributions, while also
>> hopefully encouraging a steadier pace of work throughout the project, avoiding a rush
>> job at the end. They would be formally graded as part of the overall assessment.
>>
>> Concerns include:
>> - What weighting should this receive, relative to the group project?
>> - How difficult/labour intensive would this be to assess each week?
>> - How susceptible is it to gaming/faking?
>> - Might it work against the group ethos if they're having to write individually all
>> the way through the project?
>>
>> And so on. Anyone's experiences - positive, negative, whatever - very much appreciated!
>>
>> Thanks,
>> Dave
>>
>> --
>> Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
>> Senior Lecturer, Dept Humanities, Sheffield Hallam University | www.shu.ac.uk
>> Honorary Research Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
>> [log in to unmask] | http://shu.academia.edu/DaveSayers
>>
>> ------------------------------
>>
>> End of TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>> ***************************************************************
>
> --
|
