Weekly Reflective Journal Format
Weekly Reflective Journal Format
We learn by doing and reflecting on what we do. (John Dewey)
Use this template to record your observations weekly. This document will be turned in every Monday following each week in the field. The weeks you teach will have a different format to follow. Please note that your document will be longer than one page.
Name:
Date:
Analyze your observations to identify specific teaching and learning strategies you observed involving the classroom teachers and their students. You may include your behavior if you are involved in the teaching process. Include more than one strategy.
|Instructional Strategies (Include more than one strategy) |Specific example describing how the strategy was implemented |
| | |
| | |
| | |
| | |
|Learning Styles observed |Specific examples how the learner was supported through instructional |
| |delivery |
| | |
| | |
| | |
| | |
1. What have you learned about teaching this week?
2. What have you observed/learned about students and their learning this week?
|Theory base observed |Specific example from classroom to apply/support theory |
| | |
| | |
Personal Reflection: Reflect specifically on something you observed and connect to personal opinions.
Teaching Reflective Log format
This is to be completed daily during the week you teach.
Objectives for day:
Materials for day:
Instructional Strategies used (explain how the strategies were implemented):
What I did well:
What my students did well:
What I didn’t do so well:
What my students didn’t do so well:
What I would keep the same:
What I would Change:
What did I learn about teaching today? (If you had to modify your lesson to help students, briefly explain here).
Scoring Rubric for Weekly Reflection Log/Journal and Teaching reflective log/Journal
|Criterion |Indicator Not Met 0 |Indicator partially Met 2 |Indicator Met 4 |
|Candidates understand and use the | | |Submit anecdotal records |
|central concepts, tools of inquiry and| | | |
|structures of content across the K-6 | | | |
|grades. | | | |
| |No evidence of student’s ability to |Limited evidence of ability to |Adequate evidence of student’s |
| |identify specific and/or varied |identify specific and/or varied|ability to identify and connect|
| |instructional strategies. Incorrect |instructional strategies. Some |across disciplines using |
| |examples to support named strategy |inconsistencies when connecting|specific and varied examples |
| |are found in their reflection. No |examples to strategies in their|observed to support |
| |evidence of connecting across |reflection. Some evidence of |instructional strategies in |
| |disciplines. |connecting across disciplines. |their reflection |
| | | | |
| |No evidence of student’s ability to |Limited evidence of ability to |Adequate evidence of student’s |
| |identify specific and varied learning|identify learning styles, some |ability to identify and connect|
| |styles and incorrect examples to |inconsistencies when connecting|across disciplines, using |
| |support named strategy |example to strategy in their |specific examples observed to |
| |in their reflection. No evidence of |reflection. Some evidence of |support learning styles in |
| |connecting across disciplines. |connecting across disciplines. |their reflection. |
| | | | |
| |No evidence of student’s ability to |Limited evidence of ability to |Adequate evidence of student’s |
| |identify specific and varied theories|identify specific and varied |ability to identify and connect|
| |(learning or teaching) and incorrect |theories (learning and/or |specific and varied theories |
| |examples to support named strategy |teaching) Some inconsistencies |(learning and/or teaching |
| |in their reflection. No evidence of |when connecting example to |across disciplines using |
| |connecting across disciplines. |strategy in their reflection. |specific examples observed in |
| | |Some evidence of connecting |their reflection. |
| | |across disciplines. | |
| |No evidence of student’s ability to |Limited evidence of student’s |Adequate evidence of student’s |
| |identify specific and connect |ability to identify and connect|ability to identify and connect|
| |specific and varied personal |specific and varied personal |specific and varied personal |
| |reflection using specific examples |reflection with specific |reflections using specific |
| |observed to support their reflection.|examples observed to support |examples observed to support |
| | |their reflection. |their reflection. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- teaching practicum reflection
- tsl 580 01 practicum
- practicum handbook
- weekly reflective journal format
- practicum teaching requirements
- final reflection paper and practicum evaluations
- the teaching practicum an introduction
- field experience reflection paper manchester
- practicum seminar on instructional technology
- the army university ssi learning resource
Related searches
- personal reflective essay examples
- wall street journal weekly snapshot
- apa format journal article example
- nursing clinical reflective journal examples
- apa citation format journal article
- mla format for journal article
- format for journal article review
- apa format journal article title in text
- apa format journal article
- apa format journal entry example
- format for journal club template
- reflective journal template for students