Learning logs, thinking processes and metacognition

The following questions (source: http://olc.spsd.sk.ca/DE/PD/instr/strats/logs/index.html), are advocated as useful “to guide students in making thoughtful entries in their learning logs” (emphasis added:

·        What did I do in class today?

·        What did I learn?

·        What did I find interesting?

·        What questions do I have about what I learned?

·        What was the point of today's lesson?

·        What connections did I make to previous ideas of lessons?

The following pro forma learning log sheet appear to have much potential  (source: http://www.ssdd.bcu.ac.uk/learner/Study%20Skills%20Guides/12%20Learning%20logs.htm) for the use of work-integrated learning:

Marilyn Joyce (http://www.maslibraries.org/infolit/samplers/spring/doub.html) states:

How can we challenge our students to exercise their minds? One answer is the double-entry journal and learning log. Educators can use double-entry journals and learning logs to drive students' thinking processes. Journals and learning logs are also excellent vehicles for assessing student progress because they provide insight into what students are learning and reveal the development of their thoughts.

There are many shapes and forms of double-entry learning logs. There is room for immediate reaction and for reaction after reflection. Librarians have adapted these techniques for teaching information skills. Marilyn Joyce help students that struggle with reflexivity ease into the process with a list of possible responses:

·        a paraphrase of a complex segment of text

·        a possible explanation of a confusing material

·        a main idea from the resource and why it is important

·        a strong positive or negative reaction and an explanation of that reaction

·        a reason for agreeing or disagreeing with the author/producer

·        a comparison and/or contrast of a passage with another resource or with prior knowledge

·        a prediction based on evidence from the resource

·        a question generated as a result of reading, viewing, or hearing the resource

·        a description of a personal experience that relates to the resource

Such learning log entries are likely to increase metacognition in that students become more aware of their own thought processes.