Talking about Journaling...

As we move into the final week of the first six weeks, we have secured our rituals and routines in the

classroom. We have moved beyond the first 30 days, completed our DRAs and BOY of math assessments. We are now bringing into focus the day to day instructional practices with rigor and relevance. In particular we are honing the practice of capturing learning through our journals. A literacy rich best practice.






Becoming transparent in our practice in regards to journals is two fold... it is, on one hand, examining teacher model journals and how we utilize them to guide student work; on the other hand, it is examining student journal work/responses.

With teacher models, we consider what are we wanting to focus on, sharing what work meets expectations (utilizing rubrics to guide our responses), syncing with our grade level/content in regards to aligned task/model entries and demonstrating reflection/depth in the responses. Additionally, ongoing action research supports that quality teacher models encourage longer student responses.

With student journals we want to consider number of opportunities to respond (3 to 4 times per week), the responses of students in journals vs. anchor charts/resource items, depth of responses, teacher/peer feedback provided in student journals, and student's opportunity to respond to/ reflect on feedback.

Journaling both for student and teacher models requires specific, purposeful and intentional planning to ensure time for journaling. Time must be taken to pre-plan/create the teacher model for journal responses. Furthermore, finding effective ways to leave feedback in a timely manner both for individual student growth and to inform instruction must also be a consideration.

As we close our first chapter in the 2016-17 year and move into our next six weeks, what are ways we can continue to grow in this area? How can we strive for best practices? What are ways we are being purposeful, intentional and sharing/collaborating on this practice?