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Helping law students via spaces and performance

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Slides for the presentation by Grier Palmer, Cath Lambert and Jonathan Heron (University of Warwick) at LILAC 2009.

Slides for the presentation by Grier Palmer, Cath Lambert and Jonathan Heron (University of Warwick) at LILAC 2009.

Published in: Education, Technology

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  • This project is based on previous student feedback and observations (as well as educational literature) which have illustrated that Students find critical and reflective thinking difficult, and also lack confidence in communicating and presenting their thoughts on complex, ambiguous, perhaps emotional themes and material.Additionally students find a student led, self managed pedagogy very challenging after 3 years of lectures and exams.This project therefore exploits different disciplinary assets and resources to attempt to boost wider thinking and perspectives.And this presentation shares the initial results and reflection focusing on spaces and performance The Reinventing Spaces project is funded by the Reinvention Centre forUndergraduate Research. (http://www2.warwick.ac.uk/fac/soc/sociology/research/cetl/about/)It involves ongoing qualitative research exploring the relationships between curriculum, pedagogy and space in, and between, school and university settings. It is being carried out by a collaborative team of Sociology staff and students (doctoral,postgraduate and undergraduate) at the University of Warwick.One aspect of the research involves ethnographic investigation in to theexperiences of the students and staff involved in CILM in 2008-2009. Themodule was chosen because of the range of university spaces used by thesame group, offering an opportunity to observe, document and analyse therelationship between teaching and learning and the physical environment.The CAPITAL Centre (Creativity and Performance in Teaching and Learning) is a collaboration between the University of Warwick http://www2.warwick.ac.uk/ and the Royal Shakespeare Company (RSC) http://www.rsc.org.uk/, established to use theatre performance skills and experience to enhance student learning and to draw on University research and resources to shape the development of the RSC acting companies.Contact: Grier Palmer, Warwick Business School. Grier.Palmer@wbs.ac.uk
  • 2006/2007 cohort 2007/2008 cohortHow appropriate or relevant are these aims and objectives to your degree course as a whole?Not relevant: 1 No comment: 2 Not at all relevant: 5 Not relevant: 3Quite relevant: 8 Quite relevant: 9 Very relevant: 8 Overall, how valuable would you rate this module in terms of what you have learned? **Low: 1 Fairly low: 2 Low: 4 Fairly low: 5 Average: 3 Average: 8 Fairly high: 13 High: 1 F airly high: 2 How appropriate was the style of delivery (eg balance of lectures/seminars, group work, class participation etc)?Low: 1 Fairly low: 2 Q changed!Average: 5 Fairly high: 10 High: 2 How would you rate this lecturer overall? #Very poor: 1 Poor: 1 Average: 4 Good: 9 Very good: 4 Sometimes a little vague with subject matter. Again a friendly man who perhaps took questions about the module as a personal blow An excellent and inspiring lecturer. Good lecturer, would have benefitted from more feedback on book reviews submitted. Ability to encourage critical thinkingVery poor: 1 Poor: 1 Average: 3 Good: 8 Very good: 6
  • Transcript

    • 1. 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
    • 2. PREVIOUS FEEDBACK 07/08
      “Very much enjoyed, which I’m not sure every one did. I liked that it wasn’t about theories and knowledge like in the business school ….. presentations were stressful, but end product was very good.” 07/08
      “In terms of improving groupwork and presentation skills, the module was very useful.
      However, a clearer 'syllabus' would be helpful because the structure and content of the course was sometimes unclear” 07/08
      “Unique style picking up on skills and learning techniques foreign to most modules” 07/08
      “It would be good if there was more substantive feedback and more tutor guidance. … I know that it might be against the student centred learning objective but guidance could help a student see the "bigger picture" and think out of the box easier.” 07/08
    • 3. 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
    • 4. LILI 2006: Academic cultures and student learningMoving outside the box: teaching Undergraduates Reflective and Critical thinking -
      1. Educational Innovation
      given HE context of strong influences and educational tensions, what pedagogic strategies should University Law Teachers adopt to achieve ‘illuminated’ students using Critical and Reflective approaches?
      2. Educational Action Research
      what teaching designs and classroom practices can successfully create different and innovative kinds of learning experiences, to counter-balance the apparently instrumental approaches of many Students?
    • 5. Moving outside the box: teaching Undergraduates Reflective and Critical thinking –
      REFLECTIONS
      LONG ESSAY
      ‘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!
      BOOK REVIEWS
      CASES
    • 6. Moving outside the box: teaching Undergraduates Reflective and Critical thinking
      A Preliminary Balance sheet of the CILM Module
      Students as Students
      + Self direction; Personal awareness; Communication, Group skills.
      (More presenting and teamwork than Criticality? Year 3 thinking quality?)
      Also
      Teachers
      The Schools/University
      Students as Adults
      Employers’ intake
    • 7. 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??
    • 8. Moving outside the box: teaching Undergraduates Reflective and Critical thinking
      A Preliminary Balance sheet of the CILM Module
      Students as Students
      + Self direction; Personal awareness; Communication, Group skills.
      (More presenting and teamwork than Criticality? Year 3 thinking quality?)
      Also
      Teachers
      The Schools/University
      Students as Adults
      Employers’ intake
    • 9. CILM Assessment?
      Book rev 1
      Book rev 2
      (30 Cats)
      Book rev 3
      Assd Book review
      & Reflection
      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%).
      Assd Case Long Essay
    • 10. CRITICAL THINKING & ‘Book’ Reviews
      A suggested approach for your review is
      summarise the key themes.
      identify issues arising
      reflect critically on these
    • 11.
    • 12. Tutors; and Reinvention team*
      Peter
      Dilip
      Brian
      Elisabeth*, alsoTutor
      Danny*
      Jonny
      Cath*
    • 13. CILM in new Spaces
      Capital Centre, with Jonny Heron
      (Creativity and Performance in Teaching and Learning):
      in the Studio
      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
    • 14.
    • 15.
    • 16.
    • 17. CILM and performance
      Capital Centre, with Jonny Heron
      (Creativity and Performance in Teaching and Learning):
      in the Studio
    • 18. CILM in new Spaces
      Capital Centre, with Jonny Heron
      (Creativity and Performance in Teaching and Learning):
      in the Studio
      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
    • 19. 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
    • 20. 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?