A short description of the research-based journaling strategy

1. Strategy Presentation
on Journalism
Jennifer Orlando
EEX 4066 – Dr. Kinney
June 14th, 2012

2. There is no solid evidence that explains
who the first teacher or researcher was
to use journaling in their classroom.

3. Journaling can be used across the curriculum.
Dialogue Journals: Dialogue journals are conversations in writing.
Reading Response Journals: These journals are used to
capture students' reactions to books and to track their reading.
Math Journals: The goal of writing in mathematics is to provide
students with opportunities to explain their thinking about mathematical
ideas and then to re-examine their thoughts by reviewing their writing.
Science Journals: Writing science journals could be a great way
for the teacher to have a better understanding on how the students are
thinking about the science lesson.
Art Journals: The art journal gives students a place to plan, to
gather resource and research materials, to do preliminary drawings and to
experiment with media; in short, to explore and document their personal
creative processes.

4. • Theatre NGSSS:
– TH.68.C.2.2 – Keep a rehearsal journal to document individual performance progress.
– TH.912.C.2.5 – Analyze the effect of rehearsal sessions and/or strategies on refining skills and
techniques by keeping a performance or rehearsal journal/log.
• Health Education NGSSS:
– HE.912.B.2.1 – Explain skills needed to communicate effectively with family, peers, and others to
enhance health.
• Dance NGSSS:
– DA.912.C.1.3 – Develop and articulate criteria for use in critiquing dance, drawing on background
knowledge and personal experience, to show independence in one’s response.
• Visual Arts NGSSS:
– VA.68.S.2.3 – Use visual-thinking and problem-solving skills in a sketchbook or journal to identify,
practice, develop ideas, and resolve challenges in the creative process.
– VA.912.S.2.4 – Use information resources to develop concepts representing diversity and
effectiveness for using selected media and techniques in a sketchbook or journal

5. • Language Arts NGSSS Access Points:
– LA.1112.4.2.In.a: Write in a variety of expository forms (e.g. summary, newspaper
article, log, journal, brief report).
– LA.1112.4.2.Su.a: Write in a variety of expository forms (e.g. daily journal, log, brief article).
– LA.4.4.2.In.a: Write in an expository form (e.g., daily journal, log).
– LA.5.4.2.In.a: Write in an expository form (e.g., daily journal, log, simple procedures).
– LA.6.4.2.In.a: Write in a variety of expository forms (e.g. journal, log, newsletter article).
– LA.6.4.2.Su.a: Write in an expository form (e.g. daily journal, log).
– LA.7.4.2.In.a: Write in a variety of expository forms (e.g. journal, log, article, brief report).
– LA.7.4.2.Su.a: Write in a variety of expository forms (e.g. daily journal, log, summary).
– LA.8.4.2.In.a: Write in a variety of expository forms (e.g. journal, log, summary).
– LA.8.4.2.Su.a: Write in a variety of expository forms (e.g., daily journal, log, summary).
– LA.910.4.2.In.a: Write in a variety of expository forms (e.g. summary, newspaper
article, log, journal, brief report).
– LA.910.4.2.Su.a: Write in a variety of expository forms (e.g. daily journal, log, summary, brief
article).

6. How do I start?
1. Decide what type of journal you 3. You should model initial entries.
want to use in your classroom. Using an overhead projector,
Think about the purpose of the classroom chart or work together
journal and how will you use it. to write a sample response.
Students can copy the class
2. Prepare the materials. Your response in their own journal or
students' journals may be loose- write one of their own to keep an
leaf notebooks or folders. example.
Individual pages should be
contained in some way so that 4. Schedule time for regular journal
they are not lost over time. use. Students are all engaged in
the act of writing and this
enables individuals to generate
ideas, observations and
emotions.

7. The Do’s and Don’ts
of topics to write about.
• Only finished pieces should be
used for grading.
• You should not grade or correct
• Comment on your students' the writing in journals.
writing by offering
• Do not use the same prompt for
suggestions, constructive
every journal entry, otherwise
remarks, questions, and
students will get bored and slip
encouragement whenever
into the routine of writing
possible (sometimes students
without having a real reflection
will respond to the teacher's
or real purpose.
comments).
• Change up the journal prompts
to make sure they get a variety

8. Assessment & Evaluation
The journal can be used as a reference file to help the teacher monitor
individual development and progress. Entries should not be evaluated as
finished products. The evaluation of journals should emphasize the content.
While each journal is unique, good journals share the following
characteristics:
• personal observations
• questions
• speculations and predictions
• evidence of developing self-awareness
• connections between personal experience and new
information