Reflective Journal Template Microsoft Word - Free Download
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Reflective Journal Template Microsoft Word
Reflective Journal Template Microsoft Word
Reflective Journals:
Requiring students to write journals is a commonly reflection activity in service learning courses.
Journals are easy to assign, yet difficult to grade, and many argue that this means of personal
reflection should not be graded at all. Journals provide a way for students to express their
thoughts and feelings about the service experience throughout the semester and, with guidance,
journals can link personal learning with course content. However, a common tendency is for
journal entries to become a mere log of events rather than a reflective activity in which students
consider the service experience in light of learning objectives. Before assigning a rel\flective
journal, consider what learning objective the journal is intended to meet. Journals are an effective
way to develop self-understanding and strengthen intra-personal skills. Journals can also be a
way to collect personal data during the semester to be summarized in a more formal reflective
paper near the end of the service learning course. Journals should be collected and reviewed at
least twice during the semester. A recent work by Suzanne Goldsmith (1995), Journal Reflection,
is a helpful resource guide for service learning educators, and adds to previous work summarized
by Kendall and Associates (1990) in Combining service learning: A resource book for
community and public service.
Types of reflective journals include:
Personal journal: Students free-write journal entries each week about any aspect of the
service learning experience. If personal journals are submitted to the instructor, students
can maintain a sense of privacy by earmarking pages they prefer not to be read by others.
Dialogue journal: Students submit loose-leaf pages from dialogue journal bi-weekly for
the instructor to read and comment on. While labor intensive for the instructor, this can
provide continual feedback to students and prompt new questions for students to consider
during the semester. Dialogue journals could also be read by a peer. (Goldsmith, 1995)
Highlighted journal: Before students submit the reflective journal, they reread personal
enties and, using a highlighter, mark sections of the journal that directly relate to concepts
discussed in the text or in class. This makes it easier for the instructor to identify the
academic connections made during the reflective process. This type of journal prompts
the student to reflect on their experience in light of course content. (Gary Hesser,
Augsberg College)
Key phrase journal: In this type of journal, students are asked to integrate terms and key
phrases within their journal entries. The instructor can provide a list of terms at the
beginning of the semester or for a certain portion of the text. Students could also create
their own list of key phrases to include. Journal entries are written within the framework
of the course content and become an observation of how course content is evident in the
service experience.
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