I also do pretty much what Manel describes, and Iıd say often about 3
minutes per entry is enough. I complete a simple rubric in our online
learning management system; since that explains the grade to the student,
usually I just write a short comment. Many entries either fit into common
patterns or (unfortunately) are short and not very substantial, so those
are quick to grade. Then there is handful in which the student really
grapples with some experience or demonstrates that some linguistic concept
is not understood, so then it takes longer to craft a response or perhaps
even modify plans for the next class meeting to convey something more
clearly but I find that spending time on this is totally worth it.
By the way, I used to get complaints about this course requirement,
apparently because students have set expectations for what kind of thing a
³journal² is; this label suggests to them less rigorous writing, so having
to be analytical and integrate ideas from what they have read seemed
unreasonable to them. I changed the name to ³field notes² and it is going
over a lot better now :)
Back to Daveıs original question, a learning diary sounds intriguing, and
I look forward to hearing how it works out for you if you implement it. A
possible risk is that students may perceive it as being separate from the
work they need to complete for the project itself, and therefore
unnecessary.
Mai
--
Mai Kuha
Department of English
Ball State University
Muncie, Indiana, USA
On 5/15/17, 7:12 AM, "Rebecca Wheeler" <[log in to unmask]> wrote:
>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
>>
>>>
>>>----------------------------------------------------------------------
>>>
>>> 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
>>>
>>> ------------------------------
>>>
>>>
|
