Abstract
The lingering effect of COVID on the emotion and thus the learning of college students in the US continues to concern college instructors. Prompted by recent years’ ungrading movement popularized by Susan Blum, I decided to continue her practice of not giving exams during COVID to the present time. This is to ease the mental health and stress due on students by exams. During COVID while teaching Introduction to Sociology online, I adopted the concept of Angelo and Cross’ 3-2-1 approach to learning and designed a Learning Reflection Journal in which students are to reflect and write about their learning of course materials. In this paper, I share this assessment tool. For each module, students are to (1) fully summarize three concepts that they have learned, explain why such concepts are important to learn, illustrate how the concepts relate to their lives and how they can apply these concepts to their lives, (2) explicate two subjects they are unclear of initially and recount what they do to reach a clear understanding of the subjects themselves as well as relay what they discover how they learn, and (3) describe one topic that they find interesting, explain why such topic interests them and their plan to address and pursue their interest. In addition to encouraging students to cultivate their critical thinking, the Journal also helps to develop their metacognition. Lastly, I share students’ feedback on the Learning Reflection Journal.
Presenters
Julia Wai-Yin SoProfessor of Sociology, Social Sciences, University of New Mexioc-Valencia Campus, New Mexico, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Learning Reflection Journal, Metacognition, Critical Thinking, Measuring College Student Learning
