CHIP Learning Log

coursework

Author

Dr. Gordon Wright

Detailed CHIP learning Log Briefing

Here’s an initial draft for the CHIP Learning Log briefing, covering the key elements and signposting areas for expansion or clarification:

CHIP Learning Log Briefing

Deadline: 10 am, 21st April 2023 (3 weeks after the end of Term 2)
Word Count: 1,400 words
Weight: 15% of your module grade

Overview

The CHIP Learning Log is an opportunity for you to reflect on the conceptual, historical, and integrative perspectives covered during the year. It encourages you to engage deeply with the ideas presented in lectures and explore how they connect with your own development as a student, a future scientist, and a lifelong learner. The learning log is divided into two reflective accounts, allowing you to explore key topics from multiple perspectives and document your learning journey.

Key Objectives:

Present two reflective accounts based on agreed-upon topics raised during the year.
Reflect on the relevance of psychology to your development as a scientist, a student, and an individual.
Document how your understanding of a chosen topic has evolved over time.

A detailed rubric can be found [here].

Structure and Requirements

1. Two Reflective Accounts

You are required to submit two reflective accounts, each addressing different aspects of the course and your personal engagement with it. The reflections are not just summaries of the material but are intended to encourage critical thinking, personal reflection, and engagement with broader themes in psychology.

2. Eligibility of Topics

The topics for your reflections must be proposed and agreed upon by the class. While this offers a great deal of flexibility, it is important that the topics are meaningful to you and fit within the broader themes explored during the course.

Action Point:
Early in the year, keep track of lectures, readings, and discussions that resonate with you. Consider how they relate to your development as a psychology student or your future goals. Discuss potential topics with your peers and ensure they are approved.

First Reflective Account

The first reflection must adopt two perspectives from the list below and engage with a topic raised during the year:

As a STUDENT of psychology: How has this topic influenced your understanding of psychology or your approach to learning?
As a TRAINEE psychologist: How does this topic relate to the skills and knowledge you are developing for future professional practice?
In relation to a RESEARCH application: How might this topic inform or inspire your future research endeavours?
As a HISTORIAN of psychology: What does this topic reveal about the development of psychological theories or practices over time?
Reporting on the CULTURE or PRACTICE of psychology: How does the topic reflect current trends or challenges in the field of psychology, either locally or across cultures?
As a critic or supporter of psychology’s status as a SCIENCE: Does this topic strengthen or weaken the argument that psychology is a rigorous science? Why?

Signpost:
Choose perspectives that resonate with you or reflect your aspirations as a psychology student or future psychologist. Ensure that your reflection is analytical, not just descriptive.

Gap:
Some students may need more guidance on how to adopt multiple perspectives effectively. Providing examples of reflective writing could help clarify expectations.

Second Reflective Account

The second reflection focuses on one starting point—this could be a reading, TED Talk, cartoon, TikTok video, or another source of inspiration. From this starting point, you will log your journey of exploration into an approved topic. This reflection should focus on how your understanding has developed over time and the personal learning process you experienced.

Suggested Approach:

Identify your starting point: Explain why this source resonated with you and how it links to the topic.
Document your learning journey: Describe how your understanding of the topic evolved as you explored it further. Did you encounter conflicting viewpoints, new theories, or surprising insights?
Reflect on your experience: How did you react to these new ideas? Did your initial assumptions change? What emotions or thoughts did the learning process evoke?
Conclude with your key takeaways: Summarize what you learned or rediscovered during this reflective process.

Example:
You may start with a TED Talk on the replication crisis in psychology, which leads you to explore various debates in research methodology. Reflect on how your understanding of psychological science changed through this exploration and what this process taught you about the importance of research integrity.

Gap to address:
Provide more examples of what might serve as an appropriate “starting point” and clarify how this should link back to course content.

Writing the Reflection

When writing both reflective accounts, keep the following points in mind:

Tone and Style:

Reflective writing is personal, but it should still be analytical. You are not just recounting what happened; you are critiquing and exploring your thoughts, feelings, and reactions.
Use the first person where appropriate, but balance this with academic rigour.

Structure:

Introduction: Briefly introduce the topic and the perspectives or starting point.
Main Body: Explore your chosen perspectives or journey in more detail. Ensure each reflection is well-structured and follows a logical progression.
Conclusion: Summarize your key insights and discuss how these reflections have influenced your development as a psychology student, future psychologist, or lifelong learner.

Key Tips for Success

Engagement: Actively participate in lectures and class discussions to identify topics that resonate with you.
Depth of Reflection: Go beyond summarizing course content. Use your reflections to critique, analyse, and engage with the broader themes of psychology.
Personal Connection: Consider how psychology as a discipline connects with your own development, both academically and personally. How do these reflections help shape your future goals as a psychologist or researcher?
Approved Topics: Ensure that your topics are agreed upon by the class and relevant to the course materials.

Final Thoughts

The CHIP Learning Log is not just an academic exercise but an opportunity for you to reflect on your journey as a student and connect the ideas presented during the course to your own aspirations and understanding of psychology. Use this task to critically engage with psychology as a discipline, exploring both its challenges and its contributions to your development.

This draft lays out the key components of the CHIP Learning Log briefing. More specific guidance could be added for structuring the reflections, particularly in how to adopt multiple perspectives in the first reflective account. Providing examples or templates for reflective writing might also be useful for students new to this type of assessment.

Rubric

CHIP LEARNING LOG RUBRIC FOR REFLECTION 1 - REFLECTION ON A CHOSEN CHIP TOPIC FROM 2 PERSPECTIVES - 600 words MAX including APA references

Criteria	EXPLANATION	Really needs improvement (Fail)	Needs Improvement (3rd)	Satisfactory (2:2)	Well Achieved (2:1)	Very Well Achieved (1st)
STRUCTURE	Is reflective account 1 well structured? Does it ask and answer a clear question?	Most requirements not met. Reflective account may fail to set or address a question or fail to make a good attempt at providing an answer. Missing one of other of the following three elements: 1. Introduction 2. Body 3. Conclusion	Some requirements met but poorly achieved. Reflective account may fail to set or address a question or fail to make a good attempt a providing an answer. Contains the following three elements: 1. Introduction 2. Body 3. Conclusion	Most requirements met but not achieved to a high standard. Reflective account sets and address a question but not explicitly or fails to make a good attempt a providing an answer. Contains the following three elements: 1. Introduction 2. Body 3. Conclusion	All or most requirements met and achieved to a high standard. Reflective account addresses an explicit question and makes a good attempt a providing an answer. Contains the following three elements: 1. Introduction 2. Body 3. Conclusion	All requirements met and achieved to a very high standard. Reflective account addresses a clear question and makes an excellent attempt a providing an answer. Contains the following three elements: 1. Introduction 2. Body 3. Conclusion
PERSPECTIVES	Does reflective account 1 adopt 2 out of 6 perspectives?	Chosen perspectives not mentioned, unclear or not effectively linked to the topic.	One or two perspectives mentioned but not very well linked to the topic.	Two perspectives stated (or implicit) and partially linked to the topic.	Two perspectives explicitly stated and both/all linked to the topic effectively.	Two perspectives explicitly stated and both linked to the topic intelligently, thoughtfully, creatively.
REFLECTION	Does reflective account 1 demonstrate reflection on what was learned in lecture? Does it offer students own opinion?	Only repeats facts. No reflection on what was learned. No personal opinion offered.	Give facts from lectures but with little personal reflection on learning. Gives students own opinions but without support.	Demonstrates elements of reflection on what was learned in lecture. Gives students own opinions but doesn’t related these to learning or course content.	Demonstrates reflection on what was learned in lecture and process of learning. Gives students own opinions and illustrates how these have changed as a result of attending the course.	Demonstrates thoughtful reflection on what was learned in lecture and process of learning. Gives students own opinions and illustrates how these have changed as a result of attending the course.
ARGUMENT	Is the reflective account well argued? Does it illustrate its points with appropriate examples	Ideas are hard to follow and not supported by argument. No examples used.	Ideas are not always logically presented and arguments are difficult to identify or follow. Poor use of examples or examples chosen are not relevant.	Ideas are mostly logically presented and arguments are generally explicit. Use of relevant examples.	Ideas are logically presented and argument is mostly explicit. Persuasive argument and thoughtful choice of examples.	All ideas are logically presented and arguments are explicit. Creative argument or intelligent and thoughtful choice of examples.
SOURCES	Does the reflective account make use of a range of sources to back up its arguments?	Inappropriate citations or no citations mentioned. No evidence of any meaningful reading.	Some appropriate citations but no evidence of any wider reading.	Mostly appropriate citations but limited evidence of wider reading.	Wide range of appropriate citations and some evidence of wider reading.	Wide range of appropriate and creative citations with clear demonstration of wider reading.
PRESENTATION	Is reflective account 1 presented well and communicate successfully? Does it use APA referencing?	Poor presentation that inhibits effective communication of ideas, answer or argument. No use of APA style citations or citations in general. Missing reference list.	Poor presentation that inhibits effective communication of ideas, answer or argument. Fails to use APA style citations consistently or correctly and incomplete reference list.	Satisfactory presentation in terms of format and writing style and mostly communicates key ideas. Mostly uses correct APA style citations and mostly complete reference list.	Largely good presentation in terms of format and writing style and communicates well. Largely appropriate use of APA citations and mostly complete reference list.	Excellent presentation in terms of format and writing style. Very successful communication. Appropriate use of correct APA citations and complete reference list.

Note: A DECLARATION OF AI USE (OR NOT) IS COMPULSORY.

CHIP LEARNING LOG RUBRIC FOR REFLECTION 2 - REFLECTION ON SPECIFIC ‘READING JOURNEY’ WITHIN ANOTHER CHIP TOPIC

Criteria	EXPLANATION	Really needs improvement (Fail)	Needs Improvement (3rd)	Satisfactory (2:2)	Well Achieved (2:1)	Very Well Achieved (1st)
STRUCTURE	Is reflective account 2 well structured? Does it build on a relevant, specific reading and discuss a debate or issue?	Most requirements not met. Reflective account does not identify a specific reading or fails to discuss a specific debate or issue. Missing one of other of the following three elements: 1. Introduction 2. Body 3. Conclusion	Some requirements met but poorly achieved. Reflective account does not identify a specific reading or doesn’t discuss a debate or issue in any detail. Contains the following three elements: 1. Introduction 2. Body 3. Conclusion	Most requirements met but not achieved to a high standard. Reflective account identifies a specific reading and presents a discussion of a debate or issue in limited detail. Contains the following three elements: 1. Introduction 2. Body 3. Conclusion	All or most requirements met and achieved to a high standard. Reflective account explicitly identifies and builds on a specific reading and discusses it in detail. Contains the following three elements: 1. Introduction 2. Body 3. Conclusion	All requirements met and achieved to a very high standard. Reflective account explicitly identifies and builds on a specific reading and presents a detailed discussion of the debate or issue comprehensively. Contains the following three elements: 1. Introduction 2. Body 3. Conclusion
REFLECTION	Does reflective account 2 demonstrate reflection on what was learned in lecture? Does it offer students own opinion?	Only repeats facts. No reflection on what was learned. No personal opinion offered.	Give facts from lectures but with little personal reflection on learning. Gives own opinions but without support.	Demonstrates elements of reflection on what was learned in the lecture. Gives own opinions but doesn’t related these to learning or course content.	Demonstrates reflection on what was learned in lecture and process of learning. Gives own opinions and illustrates how these relate to opinions expressed in the course, perhaps without a sense of development or impact of reading.	Demonstrates thoughtful reflection on what was learned in lecture and process of learning. Gives own opinions and illustrates how these have developed as a result of attending the course and reading on the topic(s).
ARGUMENT	Is the reflective account well argued? Does it illustrate its points with appropriate examples	Ideas are hard to follow and not supported by argument. No examples used.	Ideas are not always logically presented and arguments are difficult to identify or follow. Poor use of examples or examples chosen are not relevant.	Ideas are mostly logically presented and arguments are generally explicit. Use of relevant examples.	Ideas are logically presented and argument is mostly explicit. Persuasive argument and thoughtful choice of examples.	All ideas are logically presented and arguments are explicit. Creative argument or intelligent and thoughtful choice of examples.
SOURCES	Does the reflective account make use of a range of sources to back up its arguments?	Inappropriate citations or no citations mentioned. No evidence of any meaningful reading.	Some appropriate citations but no evidence of any wider reading.	Mostly appropriate citations but limited evidence of wider reading.	Wide range of appropriate citations and some evidence of wider reading.	Wide range of appropriate and creative citations with clear demonstration of wider reading.
PRESENTATION	Is reflective account 2 presented well and communicate successfully? Does it use APA referencing?	Poor presentation that inhibits effective communication of ideas, answer or argument. No use of APA style citations or citations in general. Missing reference list.	Poor presentation that inhibits effective communication of ideas, answer or argument. Fails to use APA style citations consistently or correctly and incomplete reference list.	Satisfactory presentation in terms of format and writing style and mostly communicates key ideas. Mostly uses correct APA style citations and mostly complete reference list.	Largely good presentation in terms of format and writing style and communicates well. Largely appropriate use of APA citations and mostly complete reference list.	Excellent presentation in terms of format and writing style. Very successful communication. Appropriate use of correct APA citations and complete reference list.

Note: A DECLARATION OF AI USE (OR NOT) IS COMPULSORY.