Chapter+8


 * Date: || 6/23/12 || Title of Selection: || Deciding to use a journal or log in my math classroom ||

Frame questions to be used diagnostically to inform instruction. Use questioning strategies to deepen students’ understanding and reasoning proficiencies. Structure class discussions for formative and summative use. Conduct conferences, interviews, and oral exams to obtain accurate information about student achievement. Use student journals and logs as assessment //for// learning tools. ||
 * Learning target(s) this selection addresses:


 * What this selection illustrates about my learning/why I chose this selection: After reading this chapter and attending two workshops on the importance of journaling in the classroom, I decided to change how I am currently having my students journal. I am going to assess formatively by allowing my students to respond in their journals. These responses will take on a variety of forms, but will focus on their reflections. These reflections will portray a deeper understanding of the concepts/targets they are learning at the time. I plan on having them use composition notebooks to do this. The reflections will help me gather information about the students so that I can better plan the next instructional steps to take with them. I am excited about the changes in store for the coming year!**

Notebook Spiral-bound booklet Personally created booklet Folder of loose pages Computer file ||
 * 1) What learning targets will be the focus of the journals or logs? I would have students focus on the target or task that we are studying that week. Since we are comparing and ordering positive rational numbers and integers for our first unit, I would have students journal to assess their knowledge of equivalent forms of positive rational numbers and percents.
 * 2) What are your reasons for wanting students to keep a journal or log? I would use the journal as to formatively assess their knowledge and understanding of concepts being taught/learned. Students would be able to explain what they learned which would, in turn, deepen their understanding. It would also inform me of misconceptions or misunderstandings if there were any. I would also have students put graphic organizers and take notes in their journals so that they could use it as a reference tool.
 * ** 3. ** What form will the journals or logs take?
 * X Other format: || **Composition notebooks** ||

X Teacher X Other students (when appropriate) Parents ||
 * 4. ** What form will the journals or logs take? This journal would be a learning log. It would be an on-going (throughout the year) record documenting what they are learning, the progress they have made, and the processes that they used to learn concepts and materials. The journal would include a variety of graphic organizers, pictorial models, foldables, and notes. There would also be a place for students to ask questions and write notes to the teacher.
 * 5. ** What instructions and guidance will they need to know how to make these entries?
 * I would include a set of guidelines that would be glued on the inside cover of the journal. ** It would explain that journaling must include some rules to make them helpful. 1. They should be neat and legible 2. There must be an index. 3. Pages should be numbered. 4. There should be a title on each activity, drawing, graph, chart, table, etc. 5. Complete sentences should be used to communicate observations, plans, explanations, or conclusions. 6. If mistakes are made, draw one line through them.
 * 6. ** How often students will be asked to make entries? I would have students make entries at least two times per week. This could be more, depending on the concept being taught.
 * ** 7. ** Who will read and respond to the journal or log?
 * Other audience: ||  ||

1. Write a paragraph to explain how to convert and represent equivalent forms of positive rational numbers and percents. 2. Use the equivalent forms of these numbers and place them on a number line. 3. Use the number line to compare and order a set of positive rational numbers and integers in a problem situation. 4. Write a paragraph to justify the comparison.
 * 8. ** What types of responses will be offered? I would use corrective feedback at times, but would put it on a sticky not inside of the journal. If I were responding to an entry, it could include questions that I had regarding that entry that would guide the student to higher-level thinking and deeper meaning. It could also be to have them evaluate their work or entry. It could, simply be to suggest ways to improve their entry or to suggest ways to improve their work. Other responses would be positive feedback, but would also be on a sticky note. I would not have students respond in written form.
 * 9. ** Approximately how often will responses be given? If it were a concept that needed frequent feedback, I would respond weekly. If I were responding on quality of work, completion of entries, etc. I would respond twice in a six-week period.
 * 10. ** What will you do with the information in the journal or log? How will it be used? First, I would give the students a completion grade. I might allow 20 points for every five entries and put a grade of up to 100% in the grade book under the “daily grades” header. Other times, I might use it as a formative assessment (testing for understanding) and use it as a daily or a test grade, depending on the activity. The journal would allow me to see what targets have been mastered, and which ones they need more help on. It would also allow me to answer questions that my students might have but don’t want to ask aloud in front of their peers.
 * 11. ** What other guidance will your students need to maximize their success at this communication project? In the beginning, and as new types of entries are made, I would need to guide students. This would include modeling and having students practice what I model in the beginning. Once students take ownership of these journals, they would be motivated to do their best work in them.
 * 12. **Using the information from each of these questions, draft the instructions you will give to students to guide them through this project. For the target mentioned on #1, I would tell students to do one or more of the following: