Reflection is a crucial element of many modern pedagogical systems. Whether explicitly stated, as by Dewey, or implicitly embedded as part of a process in systems such as Design Thinking and PBL, modern pedagogies place a high importance on the ability for students to self-assess and build metacognition through reflection. I use a variety of reflective activities in my classes, and often they are built-in to a project design cycle. Aside from these more task-oriented reflections, I have students run a reflective journal that is more free-form. I will often ask them prompts which I hope strike a balance between being guided towards critical thinking while being open-ended enough to encourage personal, not formulaic, response. My staple, borrowed from a mentor early in my career, is the every-Friday “What Did You Learn This Week?” (and added to by another, “…and How Did You Learn It?”).
When I started with weekly or daily reflections, I would have students write a couple of sentences on scraps of recycled paper and hand them in. This was relatively quick to set up, although reading those scraps was a) hard to manage and b) somewhat unsatisfying in its closed nature: I could not ask a student to expand an idea or give more context or information. Especially with Friday reflections, I would have to remember to circle back to a student on Monday to ask more, at which point we both may have lost the context or even the original idea.
I’ve developed some guidelines to use online tools for reflection, and now use the discussion threads in Schoology (our LMS) as my basic reflective tool, and am very happy with the system I’ve concocted. Here are my guidelines on the reflective writing setup that I use, and how to build it within Schoology.
While different situations may call for differing types of reflection, I default to some basic conditions. Standard reflective activities in my classes are:
- Private between student and teacher. Reflection is primarily an introspective activity, and students should be able to critically discuss failures and “what went wrong” as well as what went right. Especially early-on as students are learning to reflect critically, this should be visible to the teacher, but not to other students.
- Able to start conversation/prompt follow-ups. If reflection is a skill to be developed, then giving feedback and asking follow-up questions is an important component of the teacher’s role in reflection.
- Not graded/assessed. Reflective writing is often free-form and encourages brainstorming. I don’t want these to be assessed activities (although there are cases where I will assess larger, more structured reflection/self-assessment).
- Chronological/Archived. Students should be able to see past reflections to identify trends and common occurrences, or to remark upon growth.
- Contextual. Students should be able to connect reflective writing directly to learning activities or resources.
Building the Reflective Journal in Schoology
Using the Discussion tool, we can build individual discussion threads for each student that accomplish these priorities. Since activities in Schoology can be individually assigned to groups or individuals, I can create a discussion thread for each student, which only they will see. I will be able to see all of them, and quickly flip through to look at each student’s work. In addition, since it’s a discussion thread, I can ask follow-up questions, post comments, or even ask students to go back and comment upon past reflections as part of portfolio-building or end-of-unit wrap-ups.
First, I create folder called “Your Reflective Journal” (since students will only end up seeing theirs, I keep it singular).
In the folder, I create discussion threads for each student and title them with the student’s name (e.g. “Journal: Jeff”). When creating the discussion, I choose the Individually Assign option to bring up the “Assign To:” box.
Turning on the “Individually Assign” icon opens up the “Assign to:” box.
I can assign the discussion directly to that student. Since the discussions are hypertext, students can embed files or links directly into their reflections. Sometimes our prompts are specific enough to expect an attachment or link, and sometimes students will do that in response to a more general prompt.
When it’s time to read through and see what students have posted, it’s fairly easy and quick to scroll through many in sequence. I open up the first journal in my folder, and skim through. I won’t always post comments or questions (although I do try to comment more in the beginning as we’re learning the skills of reflective writing). To move to the next journal in the folder, I use the “Next” button in the upper-right. While many people miss this navigation button, it makes it very easy for me to flip through my class.
Many people miss this! Go to the next item in your folder, in this case, the next journal thread.
While I haven’t done this in the past, I could go into Course Analytics at the end of a defined period and look at the relative participation levels of each student within their journals by looking at the number of posts. While I don’t assess these outright, using that data could be part of an individual conversation with students who are not participating.
Why Not a Blog?
Students (and all users) can have a blog within Schoology as part of their user account, and blogging is a common platform for reflective writing. As I listed in my priorities, though, I want these activities to be primarily private at this point. Our school settings are such that a student’s user blog can be read by other internal users, and that’s consistent with how I envision the Schoology blog feature being used: to write (perhaps reflectively) for an audience. Blogging is part of our Digital Media course, and students will delve into Social Media as a publishing tool through other activities and structures. As I view the reflection as primarily for one’s self, though, I think that this model (private, embedded within the course) is more appropriate.
How About You?
How do you facilitate reflective journaling or writing in your courses? Do you use a different tool or structure? Would you change something about this model to make it fit your students and course? Please comment or question below!