Learning logs are a way to help students integrate content, process, and personal feelings. Their use encourages students to be independent in reflecting on what they learn and how they learn. They also provide the teacher with valuable information on student learning and any gaps that may need to be addressed.

Students make entries in their logs/journals at the end of the lesson or sequence of work by reflecting on their learning by answering questions about their own learning.

Some possible reflective questions are:

• What did I learn in class today and why?
• What did I find interesting?
• What questions do I have about what I learned?
• What do I need help with?
• What helped the learning to happen?
• What connections did I make to previous ideas of lessons?

Rather than a logbook, some teachers will use an alternative way of recording student answers such as an exit form or Post-It note responses, follow up to learning grids, or even just oral discussion. The questions may be answered individually, as a pair, or as a group dependent upon the nature of the learning activity. RIQ is another metacognitive strategy that is closely related to learning logs.

Primary

Learning logs/Reflection journals in a year 7/8 science class

 

Secondary

Learning logs/Reflection journals in a year 9 maths class

 

Teaching and learning sequence planning examples:

Primary level:

• Family Treasures: Social Sciences/English, Curriculum level 2–3
• Making Lanterns: Technology/English, Curriculum level 3
• Siapo: Visual Arts/English, Curriculum level 3

Secondary level:

• Marine mammals: Writing information texts (US17144): English, ESOL Unit Standards level 3
• Oral language: Understand spoken information in a range of contexts, using ESOL (US15009): English, ESOL Unit Standards level 3
• Written language: Write simple information texts (US17368): English, ESOL Unit Standards level 2

Published on: 19 Jan 2018