FOED 2110
Field Journal
MIDDLE TENNESSEE STATE UNIVERSITY
FOED 2110
Modified Field Experience Journal for Exemptions
Name:
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
Date Submitted:
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FOED 2110
Field Journal
Table of Contents
FOED 2110 Modified Field Journal
Introduction to Field Work…………………………............... 3
Exemption Criteria………...………………………………......8
Focused Activity Guidelines…………………………………..9
Guidelines for Reflective Essay……………………..………13
Grading Rubric…………………………………………...……14
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
FOED 2110
Field Placement Journal
Middle Tennessee State University
As partial requirement for FOED 2110, each student must complete a field experience in a
public school setting. In order to build a knowledge base regarding the development of
children and the process of teaching and learning, each preservice student will conduct
classroom observations, complete tutoring assignments with public schools students as
designated by the cooperating teacher.
The Field Placement Journal will assist preservice students and act as an educational tool
throughout the placement. An observation guide is included along with observation log
sheets, suggestions for reflective practice, and various focus assignments that must be
completed for the course. During the experience, observe the classroom situation, analyze it,
and use the journal to reflect on the practices observed in order to make decisions about
how the developmental age of the child or children involved relate to best practices in the
classroom setting. When recording data involving public school students, remember to use
only the first name of the student and the term, "teacher." Information recorded in the Field
Placement Journal should be factual. Refer to the focus assignments and suggestions for
reflective practice after each classroom visit.
The observations and tutoring assignments will take place throughout the semester. If any
problems should arise, please email me immediately. Be sure to work out a reasonable
schedule with the classroom teacher and adhere to the schedule as a professional.
University Contact: Please see your FOED 2110 Instructor
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
Field Experience / Reflective Practice
FOED 2110
As partial requirement for completion of the course, students will complete a field-based
experience at a local public school. The field experience is designed to provide opportunities
for FOED 2110 – Honors students to interact with practicing teachers in order to gather
information to assist with preparing for the field. The field experience should also enable and
encourage students to begin thinking like a reflective practitioner by keeping a Field Journal,
recording reflections, gathering data, and reflecting on findings in order to offer suggestions in
improving practice.
Maximizing meaning from life’s experiences requires enhancing and amplifying the human
capacities for reflection. To be reflective means to mentally wander through where you have
been and to try to make sense out of it. Reflection involves the development of habits and
dispositions as:
 Metacognition – Thinking about thinking and conducting an internal dialog before, during,
and after an observation,
 Connection information to previously learned material,
 Drawing forth cognitive and emotional information from several sources including the
visual, auditory, kinesthetic, and tactile,
 Acting on and processing the information—synthesizing, evaluating, and
 Applying insights to contexts beyond the one in which they were learned (York-Barr,
Sommers, Ghere, & Montie (2001).
“Reflective practice is as much a state of mind as it is a set of activities.”
Vaughn, 1990, pp. ix.
Other perspectives on reflective practice:
The practice or act of analyzing actions, decisions, or products by focusing on our process of
achieving them (Killion & Todnem, 1991).
Application of practice is essential. It leads to improvement when deepened understandings
lead to action (Dewey, 1933; Smyth, 1989).
Reflective practice provides a way “to understand and make sense of the world” (Brubacher,
Case, & Reagan, 1994).
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
Models of Reflective Thinking
Although professors, researchers, and scholars may differ on the nature of reflective thinking,
there are three general models or levels—technical, contextual, and dialectical (Taggart and
Wilson, 2005).
The Technical Level refers to the initial level of reflective thinking. This level deals with
methodological problems and theory development. Teachers reflecting at the technical level
function with minimal schemata from which to draw when dealing with problems. The main
focus is on past experiences, student behavior observed, and simple theoretical descriptions
and applications (Collier, 1999; Valli, 1990; Van Manen, 1977). In addition, when recording
journal entries at the technical level, the following is evidenced:
 Recordings of simple descriptions of observations,
 Recordings of tasks only, and
 Recordings include appropriate educational vocabulary.
The Contextual Level refers to the second level of reflective thinking. This level involves
reflections regarding clarification of and/or elaboration on underlying assumptions,
perceptions, and predispositions of classroom practices. Teachers reflecting at the
contextual level look for alternative practices, solutions based on knowledge, and analysis of
practices (Collier, 1999; Grimmett, 1990; Lasley, 1992; Van Manen, 1977). In addition, when
recording journal entries at the contextual level, the following is evidenced:
 Recordings reflect on practices with regard to student success and student learning
 Recordings reflect on decisions relative to the context of the classroom situation,
 Recordings relate theory to practices observed,
 Recordings indicate strong focus on actions observed, and
 Recordings explore alternatives to practices observed with strong focus on analysis
and clarification.
The Dialectical Level refers to the third and highest level of reflective thinking. This level
reflects critical reflectivity and deals with questioning moral and ethical issues related directly
and indirectly to teaching practices and the classroom environment. At this level, teachers
are able to contemplate ethical and political concerns related to instructional planning,
materials, student needs, and student success (Collier, 1999; Dewey, 1933; Grimmet, 1990;
Lasley, 1992; Van Manen, 1977). In addition, when recording journal entries at the dialectical
level, the following is evidenced:
 Recordings systematically explore and question practices observed,
 Recordings include suggestions, alternatives, and solutions to problems observed,
 Recordings reflect on decisions and consequences of observed practices, and
 Recordings reflect on moral, ethical, and sociopolitical issues and aspects of
classroom practices and observed practices.
Source: Taggart, G.L. and Wilson, A.P. (2005). Promoting reflective thinking in teachers.
Thousand Oaks, CA: Corwin Press.
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
Reflective Thinking Attributes
Reflective practitioners…
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Identify and analyze problems and situations
Look at problems relative to educational, social, and ethical issues
Critically consider contextual and pedagogical factors
Use a rational problem-solving approach
Make intuitive, creative interpretations and judgments
Are metacognitively, analytically, and instructionally skillful
Possess self-efficacy, intrinsic motivation, and a desire for lifelong learning
Are open to experimentation and new innovations
View situations from multiple perspectives
Plan essential skills for attaining and using information
Consider general characteristics of so-called practice
Are flexible in a search for alternative explanations
Use evidence in supporting or evaluating a decision or position
Have a commitment to values
Constantly review instructional practices, goals, methods, and materials
Are intellectually perceptive to multiple and novel ideas
Are committed to problem resolution
Commit adequate resources to reflective thinking
Welcome peer review, critique, and advice
Write and record events reflectively
Source:
Adapted from Dewey (1933); Ross (1989); Schoen (1987); Simmons and Sparks (1987)
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
Field Work
Guidelines for Recording Reflective Journal Entries
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Date and time of the entry
Brief sequencing of events observed
Elaboration on details of one or two events observed
Analysis of the observation
o Possible explanations of events
o Significance of events
o Overview of what was learned by preservice teacher as a result of observation
o Questions raised (If you want to learn more…)
o Relevance
Sources:
Bolin, F.S. (1988). Helping student teachers think about teaching. Journal of Teacher
Education, 39, 48-54.
Zeichner, K.M. (1987). Preparing reflective teachers: An overview of instructional strategies
which have been employed in preservice teacher education. International Journal of
Educational Research, 11, 565-576.
Field Journals provide the reflective practitioner with a means of…
Analyzing and reasoning through a situation
Enhancing development and reflection
Promoting growth in critical analysis of teaching
Promoting an awareness of relationships between educational psychology and practical
experiences
Systematically reflecting on self-development and on actions within classroom and work contexts
Practicing reflective inquiry
Building understanding by writing about what was learned
Linking understanding, theory, and classroom practice
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
Modified Journal for Exemptions
The modified experience consists of observations and a reflective journal based on personal
experiences with the school setting. The modified experience is for those students who meet
one of the following criteria:
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Those teaching on a waiver, permit, or Alternative License in a public school
environment,
Students currently working in an Extended Care Program in a public school, or
Students presently employed as a Teacher Assistant or Aide in a public school.
An observation guide is included along with observation log sheets, suggestions for reflective
practice, and guidelines for a reflective essay that must be completed as partial requirement
for the course. Based on your classroom experiences and observations, reflect on the setting
and the interactions. When recording data involving public school students, remember to use
only the first name (or initials) of the student and the term, “the teacher”. Information
recorded in the Modified Journal should be factual. Refer to the focus for each assignment
and suggestions for reflective practice. You must submit the completed journal by the
specified date.
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
The Classroom Learning Environment
Use the following guide to assist you in focusing your attention and observation skills during
the first and second visits.
Grade Level/Age Group
Number of Students
Check all that apply to the setting:
Special Education class
urban setting
indoor
Gifted classroom
suburban setting
outdoor
Teacher-directed lesson
rural setting
Student-directed lesson
Learning Environment:
bright, attractive
evidence of student work
clean, well-organized
visuals of content-area work
traditional seating arrangement
manipulatives
student-centered arrangement
Introduction to Lessons:
objectives identified – written or stated
content related to students’ interests
student-centered
connection to previous learning
Instruction (Methodologies/Strategies):
lecture-based
project-based
discussion
student-centered seminar
group work
examples provided to enhance lesson
whole-class instruction
task analysis
inquiry/experimentation
technology-based
Gardner’s Multiple Intelligences – Evidence of teacher attention to:
visual-spatial learners
bodily-kinesthetic
verbal-linguistic
musical
logical-mathematical
intrapersonal learners
interpersonal naturalistic learners
Learning Styles – Evidence of teacher attention to:
visual learners
kinesthetic learners
auditory learners
multiple-styles
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
Developmental Characteristics of Students:
1
List the physical characteristics of students – diversity factors:
2
List varying abilities:
3
List social characteristics:
4
List any emotional/behavioral differences:
5
What accommodations do you usually make for students in your class—regarding
cultural background, special needs, etc? Provide an explanation.
6
Reflective Practice: Describe one technique that you either observed or utilized
that worked effectively in meeting the needs of diverse students.
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
Class Demographics
Focus: General Classroom Information
Subject:
Date:
Number of Students:
Male:
Female:
Ethnic Groups Represented:
Number of Special Needs Students:
List Types of Special Needs
Date:
Observation Time:
Diverse Setting Yes
Description of a Typical Lesson:
No
Reflections: Describe one aspect of the lesson that you feel was most effective. Provide an
explanation. Attach a copy of the lesson.
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
Student Focus
Focus: Student Information/Observation
Date:
Observation Time:
Select one student in your class. Write a description of the student's behavior (listening,
following directions, responding to questions, initiating behavior, etc.) Do not use the student's
last name.
Student's First Name:
Typical daily behavior:
Reflection: Reviewing your information about this student, reflect on how you handle this
student’s behavior on a daily basis. Provide an explanation as to your decision-making
regarding techniques that work.
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
Reflective Essay
As part of reflective practice, effective educators keep field journals in which they record daily
experiences. The field journals may be in the form of notes, anecdotal records, pictures,
diagrams, etc. Using the notes you have recorded on the previous pages, reflect on your
experiences in the classroom, in the Extended Care Program, or as a Teacher Assistant.
Reflect on the following questions:
1. What type of goals do you have for yourself as a professional educator?
2. How can you improve your own practice?
3. What three techniques, strategies, or methods do you feel work best with the students
in your classroom?
4. Which of the learning theories covered in class do you feel are reflected in your own
teaching?
Essay Criteria:
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The essay must be no less than 500 words and must be typed and double-spaced.
You must use at least two outside sources to support your reflective thought.
The essay must be formatted in APA style.
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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FOED 2110
Field Journal
GRADING RUBRIC / FIELD JOURNAL / FOED 2110
A
B
Evidence of all activities
successfully completed
Evidence of most of the
activities successfully
completed
All reflective descriptions
completed
Most reflective
descriptions completed
F
Student did not meet the
challenges of the task at
hand
High degree of the
Some degree of the
reflective process present reflective process present
throughout the journal
Essay exhibits high
degree of reflection,
research, and
application.
Essay exhibits some
degree of reflection,
research, and
application.
ALL FORMS INCLUDED
ALL FORMS INCLUDED
Adapted for FOED 2110 by Dr. Dorothy Valcarcel Craig
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