Level 2 - Communications for Living

Learning Journal Guidelines
 

Reflection is an important part of learning. It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. Reflection enables the learner to make more sense of a learning experience and to integrate different learning experiences.

The Learning Journal component of assessment in the Communications for Living programme should be the culmination of a process of reflection which has been built into teaching and learning as students progress through the programme.

The method of carrying out this reflection process can and should vary in order to accommodate different learning styles and levels of skill. Reflection will include visual/oral/interactive approaches as well as methods involving writing. A number of possible approaches are included under Learning Journal in the FETAC Level 2 section of the VEC website.  Students will develop the vocabulary and skills of reflection through discussion and practice.

Every tutor should facilitate students in reflection, and there should be some reflection on each module of the programme. Some tutors may build reflection into every class session; others may prefer to carry out structured reflective activities at intervals during the programme.

 Evidence to be included in the portfolio for assessment will consist of
1.    Three learning journal entries
On at least three occasions during the programme, students should be facilitated in a reflective activity leading to the completion of an item of evidence for assessment. Refer to the section on Reflective activities for suggestions. The evidence may be generated by visual/oral/interactive activities or may be in written form using the Learning Journal Template. These entries, as well as any records from other reflective activities, will form part of the evidence for assessment
 
      And
 

2.    My Learning Journey reflective activity (see My Learning Journey – Guidelines for culminating reflective activity). Towards the end of the programme, students should be facilitated, using the ‘My Learning Journey’ activity, in reflecting on their learning from the programme. The work (written and/or visual) produced by students through this activity will form the main part of assessment evidence.

It is important for the tutor to maintain boundaries in the reflective process. Each student’s reflection should be personal and individual. However, the focus of reflection throughout should be the students’ learning experiences rather than personal issues outside the programme.