Weekly Learning Reflections

This semester I introduced a form for graduate students to use during the semester to document key learning week-by-week. It is called the “Weekly Leaning Reflection.”

The course, Supply Chain Strategy, is taught as a hybrid, meaning about 50 percent of the classes are face-to-face and 50 percent of the classes are online. My concern was that in the weeks we did not meet face-to-face, some of the key learnings might be missed.

Weekly Learning Reflection

So far, it seems to be helpful for those students who really want to get some lasting knowledge from the course. Here is what a student had to say:

“You’re weekly reflection sheet is a great tool. I wished I had had it for TM590 and TM572. When finished, it and the visual control will help as a reminder of the important points and learnings of the class. I will use the same idea in my future classes, it is easy to forget certain aspects when you stretch the course work over five years!”

I intend to introduce this form into my other courses. You may find it useful to do so as well.

2 thoughts on “Weekly Learning Reflections

  1. Julie Ellis

    I use four prompts in a similar weekly learning reflection assignment. These prompts support the development of deeper awareness of the context in which learning occurs, they awaken attention to the way learning actually feels both just before and just after the learning, and they encourage a student to anticipate putting the learning to use. I’ve honed these through quite a bit of reading and conversation in psychology and in learning science, and I think they are useful for any level of learning. I use them myself when I want to really underscore something I have learned. Here you go:

    What did you learn? I call this response the lesson. Putting the lesson into a clear concise written form is a way of clarifying one’s thinking about it, and it promotes better retention of the lesson.
    What were you doing when you learned that? This is called the context. As a student learns to note the contexts that do and do not support learning, she can start to control or influence the context to maximize learning efficiency.
    How did you feel as you were learning that? This is called the
    emotion. Learning research tells us that there is usually an emotional component to any memory, and to any new learning. Training oneself to pay attention to one’s emotional responses to learning helps students develop awareness of themselves as learners, an important step on the path to becoming self-directed learners.
    How will you use this learning in the future? This is called the plan. Another solidifying task. Whether the student actually does it or not, imagining putting the lesson to use helps him retain it.

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