Journaling
Overview
Journaling allows learners to reflect on their thinking and feelings, process their learning, and connect new information to what they know and their practical experiences. Journals can be used in formal ways to reflect on what the learners are learning, or as a more informal form of expression, where they can serve as safe spaces for learners to make their learning visible and to share their difficulties, questions, and emotions about a topic. Dialogue journals can provide Social Supports, increase Motivation, foster a Learner Mindset, and support vocabulary development, especially for English language learners.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Metacognitive Supports Strategies
When annotating, learners engage deeply with a text and make their thinking visible while reading, which supports Foundational Reading Skills.
Setting overall goals with actionable steps for achievement can help learners feel more confident in their abilities and help minimize procrastination-related behaviors.
Pairing non-examples with examples helps learners compare and contrast to deepen understanding at both the concept and skill levels.
Perspective seeking is different from perspective taking as it involves communication with the purpose of gaining insight into the nuances of alternate views.
Positive self-talk can support self-efficacy, optimism, Self-regulation, and a Learner Mindset.
Reflection can take place throughout learning, supporting critical thinking and Problem Solving skills when learners actively question assumptions, and after learning experiences to support Metacognition.
When adults monitor their comprehension, performance, and use of strategies when learning they become more invested in their work, build their Metacognition, and actively participate in the process.
