Thinking about demonstrating and illustrating learning

I had planned today to do some looking at a range of good examples of people identifying their learning, and discuss -- as we did with the examples of effective writing about reading scripts and attending productions -- what makes them good. Unfortunately the range of examples I had to work with was pretty narrow, because only eight people completed the assignment by Tuesday morning, and a substantial number of those included entire learning journal entries (even though the prompt asked for "a passage in which the writer identifies something concrete she's learned," and said it "might be a paragraph or so; it probably won't be very long").

More important, only a very few of them actually identified any specific, concrete learning, and most explained their choice by saying that they were honest, or interesting, or helped the chooser think about her own reflection. I transcribed them into a file in order to work with them, but I decided that it would not be useful this morning to pick out the one or two that actually did identify something specific that had been learned, or focus on the ones that didn't.

Instead, I want to take some time to reread the page on documenting your learning, and do a short exercise which might do more to help you write a convincing reflection than looking at those choices would have.

We'll then take some time to look at the prompt on finishing up, and allow some time for questions. If questions occur later, as you're working, I suggest sending them to hunt2223@stu.ca, so that everyone can see the questions, and perhaps provide answers or elaborate them.