Post Reading Strategy
Learning Logs
1. What are learning logs?
“Learning logs are like diaries students keep that record their reflections about what they are learning and how they go about learning it.” (“Learning Logs”) Learning logs are a place where students can answer a specific question a teacher posts for them to answer or where students can record information they have learned in their own way in order to remember it later on. Teachers may use sentence starters as a way to scaffold students into getting used to using their learning log daily. As students become more acquainted with how a learning log should be used, students will be able to use their learning log at any point in the day to record new information they have learned based upon a certain topic or content area. Students are not only writing about what they have learned, but specifically how they are learning and reflecting on any questions they may have about a topic.
2. Why would I teach this strategy?
One of the main reason to use this strategy is to give teachers another form of assessment to check students’ learning. Teachers can check student progress in mastering a concept and check to see what students understand what they may not understand yet. Students can aim to meet a specific goal of their own in using their learning logs that they make with the teacher and can conference later to see if they have met their own goal. The most important aspect of learning logs is having students write to learn. Students are continuously taking information they have learned and rewriting it in their own words creating a more personal connection. Learning logs can be incorporated into all content areas. Students may have to write their own mathematical problem or answer a final question at the end of the day using a strategy that works best for them. Students can also use their learning log as a way to jot down information throughout a science experiment just as a scientist would when drawing conclusions after a days work. It also gives students the opportunity to be creative and make connections with social students. Students may write about a certain time in history from their point of view as if they were living during that time period.
3. How would I teach this strategy?
I would use this strategy in many ways and in all content areas. An example in using this strategy in science would be describing the parts of a plant.
1. After students have participated in a whole group lesson about the different parts of a plant, students will write about the parts of the plant in their own way using their learning logs for about the next ten minutes.
2. Students may choose to write about each part of the plant using definitions, drawing pictures, or writing a story about each part of the plant. Students should be specific in their writing or drawings to make it memorable for them. Encourage students to draw their own plant rather than using a template to reinforce the concepts more.
3. Students will have the opportunity to share what they have put in their learning logs, but they are not obligated to do so because it is their own personal work.
4. As a form of assessment, the teacher should look at each log to check for accuracy and check for understanding before moving on to the next topic in the unit of study.
Learning Logs
1. What are learning logs?
“Learning logs are like diaries students keep that record their reflections about what they are learning and how they go about learning it.” (“Learning Logs”) Learning logs are a place where students can answer a specific question a teacher posts for them to answer or where students can record information they have learned in their own way in order to remember it later on. Teachers may use sentence starters as a way to scaffold students into getting used to using their learning log daily. As students become more acquainted with how a learning log should be used, students will be able to use their learning log at any point in the day to record new information they have learned based upon a certain topic or content area. Students are not only writing about what they have learned, but specifically how they are learning and reflecting on any questions they may have about a topic.
2. Why would I teach this strategy?
One of the main reason to use this strategy is to give teachers another form of assessment to check students’ learning. Teachers can check student progress in mastering a concept and check to see what students understand what they may not understand yet. Students can aim to meet a specific goal of their own in using their learning logs that they make with the teacher and can conference later to see if they have met their own goal. The most important aspect of learning logs is having students write to learn. Students are continuously taking information they have learned and rewriting it in their own words creating a more personal connection. Learning logs can be incorporated into all content areas. Students may have to write their own mathematical problem or answer a final question at the end of the day using a strategy that works best for them. Students can also use their learning log as a way to jot down information throughout a science experiment just as a scientist would when drawing conclusions after a days work. It also gives students the opportunity to be creative and make connections with social students. Students may write about a certain time in history from their point of view as if they were living during that time period.
3. How would I teach this strategy?
I would use this strategy in many ways and in all content areas. An example in using this strategy in science would be describing the parts of a plant.
1. After students have participated in a whole group lesson about the different parts of a plant, students will write about the parts of the plant in their own way using their learning logs for about the next ten minutes.
2. Students may choose to write about each part of the plant using definitions, drawing pictures, or writing a story about each part of the plant. Students should be specific in their writing or drawings to make it memorable for them. Encourage students to draw their own plant rather than using a template to reinforce the concepts more.
3. Students will have the opportunity to share what they have put in their learning logs, but they are not obligated to do so because it is their own personal work.
4. As a form of assessment, the teacher should look at each log to check for accuracy and check for understanding before moving on to the next topic in the unit of study.