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THE TEACHER'S LOG Short Version

This document provides guidance on writing teacher's log entries that summarize teaching episodes and events. It explains that an episode refers to a teaching session or lesson, while events are the planned or unplanned activities within the lesson. Significant events that can be included are profound questions, new teaching strategies, resources, student outbursts, or surprising responses. The document outlines the structure for the first two log entries, including providing the date, time, title for significant episodes, a verbatim transcript of events, an elaboration of episodes, and analysis with references. Finally, it states that later entries should describe a field investigation process and provide a summative evaluation of lessons and learning.

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Dane Sinclair
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229 views9 pages

THE TEACHER'S LOG Short Version

This document provides guidance on writing teacher's log entries that summarize teaching episodes and events. It explains that an episode refers to a teaching session or lesson, while events are the planned or unplanned activities within the lesson. Significant events that can be included are profound questions, new teaching strategies, resources, student outbursts, or surprising responses. The document outlines the structure for the first two log entries, including providing the date, time, title for significant episodes, a verbatim transcript of events, an elaboration of episodes, and analysis with references. Finally, it states that later entries should describe a field investigation process and provide a summative evaluation of lessons and learning.

Uploaded by

Dane Sinclair
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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EXPLAINING THE

TEACHER’S LOG
(Short Version)
EDTL3026
To be used as reference for
Discussion Forum Activity 3.6
Elements of the Teacher’s Log
(Episodes and Events)
EPISODE - The teaching session/lesson
EVENTS - The activities within the lesson (episode) planned or unplanned

 outburst about Kino's not doing his homework (unplanned)


 teacher's response to Kino not doing his homework (unplanned)
 response to Paul coming to class late (unplanned)
 Jlisa's question on Ratio (unplanned)
 teacher's use of the song for French vocabulary (planned)
 teacher resorting to a demonstration to elucidate a concept (unplanned).
EDTL3026 S.GRAHAM 1/14/2021 2
SIGNIFICANT EVENTS (these can include)

 a profound question
 a new teaching strategy/approach
 a new resource
 an outburst by a student
 a surprising response to a question or an activity
EDTL3026 S.GRAHAM 1/14/2021 3
Structure of Log Entries 1 & 2
Log Entry #2
Date: February 19, 2020
Time: 8:00 -9:10 a.m.
Title of Significant Event: Breakfast versus Mathematics
(a)Sequence of events
(b)Elaboration of episode
(c)Analysis and interpretation of episode
(d)Lesson Plan
EDTL3026 S.GRAHAM 1/14/2021 4
Structure of Log Entries 1 & 2

A. Include a heading which gives the date of the lesson, the time of the lesson and a title for the significant
episode (s) to be described in the entry
B. Identify the sequence of events for a particular lesson – this is a listing of the events which includes the
episode or episodes to be elaborated on written in verbatim transcription
C. Elaborate on an episode or episodes within the overall sequence of events (to be in reported speech/past
tense)
D. Analyze and interpret the episode (s) (use literature and relevant statements from experts in the field)
E. The lesson plan for the lesson event selected for analysis and interpretation should be placed immediately
after the related entry.

EDTL3026 S.GRAHAM 1/14/2021 5


Sequence of events – Sample 1
Sequence of events is to be written in verbatim transcription for eg.
Jody: “What is her name?”
Maya: “She is a queer?”
Teacher: “No one knows”
(Students laughing)
Teacher: “Let us call her Jupiter”
EDTL3026 S.GRAHAM 1/14/2021 6
Verbatim Transcript - Sample 2

• Everton: Jeyn, “I know I write everything on how to grow a plant.”


• Jeyn: “Everton! But you did not even plant the seeds in the soil you left out that part.”
• Jeyn: “But Everton, listen to what you wrote.(At that point Jeyn read what he had and said
you did not plant the seeds.
• Everton: “Ay ay”! (Smiling)
• Jeyn: “So boy, you have to use an arrow and a caret to put in the missing details. That is
important. You are not ready to edit as yet”
EDTL3026 S.GRAHAM 1/14/2021 7
Log Entries 3 & 4

Log Entry # 3: A description of the field investigation: This entry should


provide insights into the process you engaged in to collect data during your field
experience teaching

Log Entry # 4: An evaluation – This should be a concisely written summative


evaluation of the lessons taught and your own learning during the Field
Experience Period (include 3 journal entries from your teaching episodes).

EDTL3026 S.GRAHAM 1/14/2021 8


EDTL3026 S.GRAHAM 1/14/2021 9

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