Co-op students are required to complete log sheets on a daily basis. They need to be able to effectively communicate ideas, tasks, day to day problems, and reflect on their Co-op experience.
Completing log sheets in some form or another maybe required in the normal working world. Log sheets are an essential part of the Co-operative Education curriculum expectations wherein Co-op students need to reflect on and analyze their placement experiences. It is a way of documenting daily tasks and learning. They form the basis of the students day to day work activity. It gives Co-op students an opportunity to explain and demonstrate work experience daily. As well as being a written record of the student’s hours and attendance. Once the pre-placement period is over (first two weeks of the semester), Co-op student’s will return for integration or in-class periods approximately once a month.
Log sheets including reflective writing is worth 10% of the Co-op student’s final mark. The evaluation is based on communication skills and degree of effort shown in completing all necessary sections on the log sheet, their attention to detail in the activity section, thinking and personal evaluation. Log sheets include the accurate recording of date, hours worked, activities or tasks performed and reflections on how well things were going that day.
Why I chose to improve student writing on Log Sheets as an Inquiry Question for this Non-Fiction Writing activity?
I wanted to improve the amount of detail in the description of the tasks performed and reflective writing in the log sheets. One of the biggest problems with writing log sheets is that some students use them simply as a way to record the day’s tasks. They slip into the routine of writing entries without sufficient details and reflection. As well, the LDSS Co-operative Education Department was using two classes of Co-op students as a “trial” run for employing Electronic Log Sheets. The LDSS Co-operative Ed. Dept. was hoping that implementing the use of Electronic Log Sheets would also increase the actual amount of writing submitted. The LDSS Co-op Department is implementing the use of the Electronic Log sheet in all their Co-op classes in the September 2009.
Examples From Student Log Sheets
Student #1: shows that she lists the tasks only and no reflective writing.
| Timestamp | Student Name | Employer Name | DATE | START Time (AM/PM) -END Time (AM/PM) | # Hours Worked | Total Hours | Activities Performed |
| 2/12/2009 19:09:29 | ——– | ——– | 2/12/2009 | 11:30 – 5:30 | 6 | 6 | folded towelsswept floorcleaned mirrorsorganized papers in alphabetical orderorganized work area |
| 2/13/2009 18:48:25 | ——– | ——– | 2/13/2009 | 11:15 – 5:15 | 6 | 12 | cut foilsfolded foilsswept hairfolded towels |
Student #2: lists only the activities performed and no journaling or expressive writing.
| Timestamp | Student Name | Employer Name | DATE | START Time (AM/PM) -END Time (AM/PM) | # Hours Worked | Total Hours | Activities Performed |
| 2/12/2009 15:20:23 | ——– | ——– | 12/2/2009 | 12pm-3pm | 3 | 3 | helped feed patientsassisted with games |
| 2/14/2009 10:18:06 | ——– | ——– | 14/02/2009 | 12pm-3pm | 3 | 6 | help feed residentsassisted with bathing residents |
| 2/17/2009 19:04:43 | ——– | ——– | 17/02/2009 | 12pm-3pm | 3 | 9 | assited with bathinghelp feed residence |
| 2/18/2009 15:32:27 | ——– | ——– | 18/02/2009 | 12pm-3pm | 3 | 12 | assisted with feeding residenceassisted with bathingpicked out clothing |
| 2/19/2009 15:32:50 | ——– | ——– | 19/02/2009 | 12pm-3pm | 3 | 15 | assisted withe feeding residencesdid some assistance with bathingassisted with lifts |
| 2/23/2009 15:34:48 | ——– | ——– | 23/02/2009 | 12pm-3pm | 3 | 18 | assisted with feeding residencesassisted with bathingassisted with putting residences to bed (using lifts) |
Student #3: although he provides more detail in the activities performed there is no reflective writing.
| Timestamp | Student Name | Employer Name | DATE | START Time (AM/PM) -END Time (AM/PM) | # Hours Worked | Total Hours | Activities Performed |
| 2/12/2009 19:59:15 | ——– | ——– | 12/2/2009 | 1:00PM-5:00PM | 4 | 4 | got a tour of the workplace and was shown where everything is locatedremoved four seat headrests from a new chevy vandid an oil change and break service on a new chevy truckbegan helping the mechanic remove engine from 98 chevy truck |
Instructional Strategies
1. Direct Instruction was provided by the teacher during Pre-placement periods and Integration periods throughout the semester to the entire class of students.
This structured teacher instruction involved verbal, visual and written outlines of the log sheet requirements, assignment and rubric. This was used at the beginning of the course (during pre-placement) to introduce the method of recording written details, reflecting on and analyzing their Co-op experience on electronic log sheets. Direct instruction was also provided by the teacher, throughout the semester (during integration periods) to re-iterate important procedures, components and writing expectations. The repeated use of showing Co-op students various visual forms of the log sheets and tally sheets accompanied by explanations and suggestions during the semester had a strong positive effect on learning outcomes.
Resources Provided to Students
LDSS Student Daily Log Sheet Instructions Handout
Daily Log Sheet Instructions
2. Anchor Charts
Co-created criteria posted in the learning environment and used by the students and teacher to support student learning and improve student achievement.
Anchor Chart co-created by my Co-op students and myself during a Pre-placement period.
Progressive Anchor Chart – continue to add to Anchor Chart throughout semester during Integration days. (Added sections in different coloured ink.)
See picture below: “What must an Electronic Log Sheet include?”
