Professional Documents
Culture Documents
Objectives:
The students aim is to summarize, analyze and comment on the course, lectures, readings
and other requirements; and
The faculty-in-charge to assess the progress of the students learning from the
understanding level to as high as the evaluative level.
Guide Questions:
1. What did I learn? What was new to me? Was there something that changed my views and
why? Focus on and analyze the themes important to you.
2. What did I not understand? What went against my own ideas? Why? What was less
comprehensible? Why? What was there any contradicting concepts you have encountered?
Why? Focus on and analyze the questions that left you puzzled.
3. What the course has taught that is likely to have some relevance for you and your studies?
Can you identify what this is? How are you able to apply this knowledge in your studies?
How does this support your development as student and a young professional? Make note
of and reflect on the thoughts that emerge as especially important.
Grading:
40-50 Deep learning on the topics and the "big picture"; personal touch and
applications, various perspectives
30-39 Wider learning and reflection; relations between topics, and personal
context, applications.
20-29 Some learning of the topics; personal perspective and reflection.
References:
K.M. Vilonen, E. Zitting, A.O.I. Krause. (No Date). The use of activating teaching
methods in an introductory course on chemical processes.
How to write your learning diary?
http://www.helsinki.fi/asia/Appendix/learning_diary.pdf.
Learning diaries. https://wiki.aalto.fi/display/AVotW/Learning+diaries.
Reflection. http://www.qmu.ac.uk/els/docs/Reflection.PDF.
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FOR PERSONAL/ACADEMIC USE ONLY