IB Seminars Reflection Journal

Overall expectations:
dated entries
format written, visual, audio or video
Once per week (include entries for each of the days of the Summer institute)
reflect on readings or class discussion/activities
ask questions - how and why?
compare IB to your own philosophy of education and how it changes over time
compare IB learned in theory to that observed in practice on your practicum
compare IB to other education practices (you learn about in your other courses)

Due dates:
- Rough draft of the first 11 entries approx. due October 15
th
for peer review
- Final draft due December 11
th


Assessment Rubric
Criterion Beginning Developing Accomplished Exemplary
Content/
Knowledge
- Minimal entries or all
entries are incredibly
short and lack depth
- No links made to other
courses
- Entries lack depth


- Minimal links to
discussion in other
courses
- Somewhat thoughtful
and developed entries

- Some links to discussion
in other courses
- Thoughtful and well
developed personal
entries
- Several links to
discussions in other
courses
Style/Structure - All entries lack revision

- Only a few entries


- Not dated

- Hard to read due to
errors throughout

- All of the videos seem
unprepared which leads
to rambling entries
- Several entries lack
revision
- Several entries are
missing

- Not dated

- Several errors
throughout

- Most of the videos
seem unprepared which
leads to rambling
entries
- Some entries lack
revision
- One or two entries
missing

- dates missing on
occasion
- Minimal errors


- Some video entries
show a lack of
preparation
- Clear and concise
entries
- At least one entry per
week (and 1 per day for
the 4 day institute)
- Organized by date

- Entries edited for
spelling, grammar and
sentence structure
- Video may be used
but entries are
prepared and practiced
Development
and
Progression
- No questions asked or
goals set
- No connections
between entries


- No growth shown

- Entries seem entirely
insincere
- Only a few questions
asked or goals set
- Some entries build on
questions and themes
(connections are
seldom evident)
- Minimal growth shown
over time
- Entries do not appear to
be entirely honest
- Some questions asked
and goals set
- Most entries build on
questions and themes
(connections are not
always evident)
- Some growth shown
over time
- Mostly honest entries
- Ask many questions and
sets goals
- All entries build on
questions and themes
(connections are
evident)
- Shows growth over time

- Critical and honest
entries
Relationship to
IB
- No connections made
between theory and
practice
- May identify one or two
pros or cons of the
program but does not
evaluate them
- Only 1 or 2 themes are
discussed
- A few connections
made between theory
and practice
- Identifies and evaluates
a few pros and cons of
the program

- A few themes are
discussed but several
major themes are
ignored
- Some connections
made between theory
and practice
- Identifies and evaluates
some pros and cons of
the program

- Most themes are
discussed but one or
two major themes are
ignored
- Connecting theory to
practice (especially on
the practicum)
- Identifies and evaluates
several pros and cons of
the program

- Discussion of major IB
concepts (learner
profile, mission
statement, global
context, unit planning,
international
mindedness, holistic
learning, etc.