Objects of Interest

Reflective writing can aid learners in synthesizing new information, and it is often used to improve reading comprehension, writing performance, and self-esteem via self-examination. In distance education, Internet courses, and traditional lecture classes that serve hundreds of students with no time for questions or discussion, e-journaling can add an interactive component (Educause). E-journaling remains underused as a teaching and learning tool. Possibly many instructors do not know of its many benefits or are unfamiliar with the various technologies available to implement it.

Exchanging Ideas by Sharing Journals: Interactive Response in the Classroom

Link to Lesson Plan - http://www.readwritethink.org/classroom-resources/lesson-plans/exchanging-ideas-sharing-journals-1054.html

Students brainstorm possible generic prompts for their journals, then practice an exchange with their partners. As students begin using the journals, mini-lessons are presented on responding to prompts, creating dialogue, adding drawings, and asking and answering questions. Students can choose their own partners, or partners can be teacher-assigned so that less proficient and more proficient writers can be paired.

 

PDF of Prompts for Journals

• What does the story remind you of? 
• What kinds of images did you see while you were reading? 
• What do you think will happen next in the story? 
• What do you like most about the main character? 
• What kinds of surprises did the story give you? 
• Compare this story to another story you've read. 
• Compare this main character to yourself or another character.

Rubric for Teacher Assessment

 

Journals for K - 2 Students - Family Message Journals - http://www.readwritethink.org/classroom-resources/lesson-plans/launching-family-message-journals-77.html

"In our classroom you will be writing letters to your family about things you do in school. I'm going to write one first to show you what I mean." Think aloud: "What should I write about? Hmmm, what did we do in school today? Oh, I know, I'll write about the science actvitiy we just did before recess, when we compared different kinds of apples. I'll start by putting the date up here in the right corner and on the left side I'll write 'Dear family.'" (demonstrate on chart paper or chalkboard as you speak). "Now, that's how a letter looks. It starts with a date and greeting" (point at each again). Tell students they will begin their own messages in their own Family Message Journals. (This could be done in a second session). Tell them what activity or experience they will write about. Something learned or read or discussed or experienced that day works well—anything can be the topic of a message. For example, they might write a response to a book read aloud. 

Daily Reading Response Journals - Include these details for each journal entry:

• The Date.
• Two significant quotations from the day's reading and the page number that they appeared on in your book (Keep in mind the type of quotations you will need for your project).
• Personal connections between your own life and events in the day's reading (Keep in mind the type of essays you will write for your project).
• Interesting questions you want to discuss further in class.

Learning Portfolios and Reflective Journals