Student Sample: Dialogue Journal French Revolution

The assignment asked students to read text about the most radical phase of the French Revolution, and take notes as they read. Student AA made the assignment up many weeks after it was due, and right before a test on the French Revolution. The letters on the reflection side of the chart are the levels of Bloom's original taxonomy that the classroom teacher felt most closely matched the student's reading purpose. (Note that some activities at the higher end could be labelled several ways; if a student questions why a mark was S rather than E, that means they are internalizing Bloom's taxonomy, which is a good first step). AA's performance on this early assignment would have been ahead of her peers had she turned in this same work on time; since it was late, she was about on-par with peers in her processing of the text's information. She reacted as she went along ("I have a feeling this isnt going to workout well.") and questioned the text ("how many were unemployed") as well as noted missing information ("is this a more logical constitution?").

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