Helping law students viaspaces and performance

• Career and key/soft skills

• Critical issues• Critical thinking

Grier Palmer,Warwick Business School.Cath Lambert,Reinvention Centre and Sociology.Jonny Heron,Capital Centre; and Fail Better Productions

PREVIOUS FEEDBACK 07/08• “This module is an absolute joke, a complete waste of my time turning up

to this every week….I have finished this module still having no idea what "thinking critically" really means and nor do I have any desire to know what it is as it has had no impact on my life, university speaking or otherwise. “ 07/08

• Apart from developing presentation skills I don't think I have learnt anything of substance. “ 07/08

• “I wouldn't say I learned a huge amount of knowledge; what I enjoyed and did learn a lot in this module are skills and a different way of thinking. “ 07/08

Moving outside the box: teaching Undergraduates Reflective and Critical thinking –

‘Critical Issues in Law and Management’Pedagogic Strategy: 1. Group process; 2. Critical Reflection; 3. Student led, process driven

Activities and Assessment:• Case study presentations in syndicate teams (20% marks);• (‘Book’ review group discussions) individual written review (20%); • 2 individual written reflections, at the end of each term (20%);• and a ‘Long’ Essay (40%) at the end of the module.• NO EXAMS! NO LECTURES!

•

LONG ESSAYREFLECTIONS

CASESBOOK REVIEWS

LILI 2006: Academic cultures and student learning ‘Moving outside the box’: teaching Undergraduates

Reflective and Critical thinking - CILM

NEXT STEPS?Continue Educational Innovation:• Holistic, go back to year 2• Look for Change allies **• Review design and delivery**• Promote more

Increase Educational Action Research**• Interview Students, Alumni• Survey in vivo• Peer observation**• Analyse other data and documents

** and You??

CILM Assessment?

A reflective piece, mid course (10%)

Assessed coursework: a group Case presentation (20%)

A book review and reflection (20% + 10%)

A Case based long essay (40%).

Case 1 prestn

Case 2 prestn

Assd Case prestn

Assd Case Long Essay

Book rev 1

Book rev 2(30 Cats)

Book rev 3

Assd Book review

& Reflection

CRITICAL THINKING & ‘Book’ Reviews

The WHAT

Content?

The WHO

Author?

?The WHY?Aims?

The HOW

Process?

A suggested approach for your review is

1. summarise the key themes.2. identify issues arising 3. reflect critically on these

CRITICAL THINKING

Outside TheBox!

TheWhat:OK?

?

AlternativeViews?

MyProcesses?

Tutors; and Reinvention team*PeterDilip

Cath*

Elisabeth*, alsoTutor

Danny*Jonny

Brian

CILM in new Spaces

Reinvention Centre and social learning:“both teacher and student are engaged in an active, collective and collaborative process of knowledge construction, production and dissemination”

Teaching Grid

Capital Centre, with Jonny Heron(Creativity and Performance in Teaching and Learning):in the Studio

CILM and performanceCapital Centre, with Jonny Heron(Creativity and Performance in Teaching and Learning):in the Studio

CILM in new Spaces

Reinvention Centre and social learning:“both teacher and student are engaged in an active, collective and collaborative process of knowledge construction, production and dissemination”

Teaching Grid

Capital Centre, with Jonny Heron(Creativity and Performance in Teaching and Learning):in the Studio

Results?

• 2 Focus groups• Our and tutors’

observations• Students’ reflective

assignments• Students’ reflective

mid point workshop

• Impact of ‘theatre’- presentations include staging, roles, working with the audience

• Confidence increasing in discussions, trying out new, working with group dynamics

• Some sceptical awareness of texts and going below the surface meaning

Reflections. Next steps

• Synergy of interventions!• Students’ worlds,

vocabularies, values• Critical material, media?• Development of academics

and tutors• E- Intermediation

(facebook)• Productive stimulus of

Practitioner/Action research (but students?)

• Assessment of heavier assignments

(cases, book reviews)• Post course feedback• Reinvention research• Sowing seeds in year 2• Sustaining the

interventions?• Exporting the lessons?