Guidelines for Writing a Reflective Learning Log

Guidelines for writing a reflective learning log

It is recommended that each student should keep a reflective learning log-book and entries should be made in such a way that you create your own ‘progress report’. This is to be an accumulation of material based on the your own processes of reflection and should be written throughout the module – not ‘in one go’ at the end. It will be a combination of a logbook and diary of your feelings throughout the module. It can be written any time, any place and will assist you in preparing for the written examination – this can be very liberating. Many of the points listed below could also be used to assist the scribe in writing the groups log-book.

The objectives of keeping this record are:  to increase writing fluency  to stimulate cognitive growth  to reinforce and deepen you learning  to foster problem solving skills  to encourage you to understand the processes involved in project-based learning  to help you articulate your skills development throughout the life of the project

You can describe:  observations of events as they happen  groups progress and your contribution  behaviour, your own and that of other group members  your feelings or reactions  your thoughts associated with events  the context of your thoughts  drawing/illustration/‘mind maps’  difficulties or issues of concern  how you overcame these – the act of writing helps clarify thinking and develop solutions  what you have learned from this  how you plan to move on to achieve your targets

It is better to be honest and frank. Let the words flow – selectivity will come with practice and experience. Use your own words. Be informal. Be flexible, so that you can mould your journal to your own talents and needs. Record things as soon as you can.

Some of the greatest thinkers of all time have kept diaries and journals, that allow us to see their thoughts and ideas in process. Alexander Graham Bell and Leonardo da Vinci are two notable examples – we see Leonardo da Vinci thinking on paper, testing out various ideas as they occurred to him, to produce highly detailed technical drawings.

N.B. If you keep such a log-book this is personal and will not be read or collected by staff Feedback assessment sheet for group logbooks

Module: Learning Skills in Biomedical Science

Group identity: Date:

Overall Excel- Good Satisf- Weak Absent N/A lent actory Legibility       Clear daily listing of those present/absent       Daily class record       Evidence of adhoc meetings       Weekly staff signature       Date referencing      

Content Excel- Good Satisf- Weak Absent N/A lent actory Evidence of group discussion, issues raised      Evidence of group decision making       Recording of observed data, written notes       Recording of reference information      

Other comments: Marker: Grade: Report feedback assessment sheet

Key: 5=Excellent, 4=Good, 3=Satisfactory, 2=bare pass, 1=Very poor

Technical Skills: 5 4 3 2 1 Log on to QUB e-mail system      Attach word document      Transmit communication     

Structure and content: 5 4 3 2 1 Introduction      Ability to identify the key issues      Sources of information      Clear plan of action      Reflection of work to date     

Overall impression: 5 4 3 2 1 Balance and structure of work      Coherence of case presented      Clarity of presentation      Freedom of typos      Grammar and syntax      General appearance and length     

Comments: Specific weaknesses: Specific strengths:

Any other comments: