I teach Anatomy and Physiology, a content heavy course that requires problem solving and critical thinking. Studying the material after each class and coming to class prepared is crucial to the students’ success. My solution to this problem was to implement the use of learning journals. Learning journals have been used for a number of years by the physics faculty at our school and more recently the chemistry faculty have adopted them as well. Last year, I used them for the first time with great success.
UPDATE:
I have been using the learning journals for Bio 202 for over two years. I have received a number of positive feedbacks. 1) Students tell me that the journals have helped them on tests. 2) Students have returned to tell me that they are doing journals in classes that does not require it. 3) Students are using the journals in their continuation classes, such as pathophysiology, nursing, and pharmacy school.
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Comments
This is an interesting approach. I do something similar in my classes where students must demonstrate their understanding of each chapter's learning objectives before they are tested on it. I am curious if you have given them guidelines for how to write or what to put in the journal, and also how you plan on grading them. Also, I hope that you post results to show if learning increased as a result of the journals- perhaps compare test grades between last semester and this semester.
In reply to This is an interesting approach I do something similar by Erik Huntsinger
I have updated my CATS and posted the data and analysis.
Are the journals structured in any particular fashion (e.g. prompts, timelines, benchmarks, etc.?) or are they more about free writing? Do you use rubrics to score? And, do the journals account for any part of the final grade? Just curious!
In reply to Are the journals structured in any particular fashion e by Roselyn Turner
The journal allows them to re-write their notes with their own interpretation and questions. It is a study tool for the content heavy course. I have added data and description.
I'm glad to hear they have worked well for you Weiru!
I used this style of journal in my MAT121 classes when I switched from lecture to active learning/discovery based. I also based mine on what Dwain used in physics. My format was:
It was hard to motivate some of my students to use them, but those who did benefitted from it.
I recently tweaked the concept a bit and now require my students to keep what I call a Daily Learning Log where they list the concepts they understood, concepts they are still unclear on, and a summary of what they learned each day class meets. I've also started using it in all of my classes and not just MAT121.
Impressive results on your survey, Weiru! Like some above, I wonder what type of structure you use in your journals, how you assess them. and what part of their grade they are. Also, what can you do next semester to make the journals even more successful (you could ask the students that on the survey also)?
In reply to Impressive results on your survey Weiru Like some above by Peter Turner
The structure of the journals are:
1. dedication page
2. table of contents (they add as they go)
3. Re-write, re-draw, summarize, analyze, ask questions on material covered each day.
Grading:
Journals are checked unannounced 5 times a semester. Lowest check is dropped, so if they forgot to bring their journal I drop that grade. Each check is 10 points.
The following semesters I have implemented a open journal final worth 50 points.
I find this very interesting and something that could be incorporated into the speech-language pathology assistant program as a whole. We offer an anatomy and physiology of the speech and hearing mechanism course as well as a variety of other courses to train someone to be an assistant under the direction of a Speech Language Pathologist. It would be interesting to incorporate the learning journal into the first block of 3 courses and see what difference it makes. I think if we did a weekly learning log it could show some interesting results as far as application to our learning outcomes.
The journal activity sounds interesting! It may also give students a chance to reflect on the material.
Thanks.
juan cisneros
ps: I am learning about CATS.
I have my students do writer's journals as they read the novels for my courses. I find that it significantly increases comprehension. I like the results that you provided.