Creative critical learning: Act 2<br />Grier Palmer<br />University of Warwick<br />Student Cast:<br />Sophie Bennett<br /...
Helping law students viaspaces and performance <br />Career and key/soft skills<br />Critical issues<br />Critical thinkin...
CILM content?<br />Career and key/soft skills<br />	team<br />	self development<br />	communication<br />Critical issues<b...
Initial individual thoughts<br />“I will not register voluntary for this module”<br />“outside of my comfort zone”<br />“s...
The CILM Model:<br />Communication  <br />and presence<br />PERSONAL SELF DEVELOPMENT<br />
CILM Assessment and structure?<br />Book rev 1<br />Book rev 2<br />(n.b. 30 Cats)<br />Book rev 3<br />Assd. Book review<...
“The birth of the reader must be at the cost of the death of the author” Barthes 1968<br />
CRITICAL THINKING & ‘Book’ Reviews<br />A suggested approach for your review is<br />summarise the key themes.<br />identi...
Re-enactment of  CILM ‘Book review’ sessions<br />Blight J G and Lang J. M, (2005) The Fog of War: Lessons from the Life o...
CRITICAL THINKING & ‘Book’ Reviews<br />A suggested approach for your review is<br />summarise the key themes.<br />identi...
My reflections on 2009/10 Term 1 experiences (incl. 53 reflective pieces)<br />SPACE?  Informal*- communicates style; <br ...
Next Steps? YOUR SUGGESTIONS?<br />Actions: complete 2009/10 research; consider design<br />Review and learn re PhDs as ‘f...
ACT 3?  ‘Facilitutors’ as an ensemble<br />Danny<br />Noelia<br />Rachel<br />Charoula<br />Jonny<br />Week 3<br />Directo...
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Creative critical learning: Act 2

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Slides for the presentation by Grier Palmer (University of Warwick) at LILAC10.

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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
  • Creative critical learning: Act 2

    1. 1. Creative critical learning: Act 2<br />Grier Palmer<br />University of Warwick<br />Student Cast:<br />Sophie Bennett<br />Nicolas Bleuel<br />Melissa Brown<br />SeyraDagadu<br />WafaMasfari<br /> plus Noelia –Sarah Schnurr<br />LILAC10: Perspectives on progress . Warwick .January 30 2010<br />
    2. 2. Helping law students viaspaces and performance <br />Career and key/soft skills<br />Critical issues<br />Critical thinking<br />Grier Palmer,<br />Warwick Business School.<br />Cath Lambert,<br />Reinvention Centre and Sociology.<br />Jonny Heron,<br />Capital Centre; <br />and Fail Better Productions<br />
    3. 3. CILM content?<br />Career and key/soft skills<br /> team<br /> self development<br /> communication<br />Critical issues<br />Critical thinking<br />
    4. 4. Initial individual thoughts<br />“I will not register voluntary for this module”<br />“outside of my comfort zone”<br />“seemingly a half-hearted excuse at a serious module without an exam”<br />“unconventional teaching styles and eccentric places”<br />“enormous learning curve”<br />Mid module reflective pieces December 2010<br />
    5. 5. The CILM Model:<br />Communication <br />and presence<br />PERSONAL SELF DEVELOPMENT<br />
    6. 6. CILM Assessment and structure?<br />Book rev 1<br />Book rev 2<br />(n.b. 30 Cats)<br />Book rev 3<br />Assd. Book review<br />& Reflection<br />(n.b. 30 CATs have different weightings )<br />A reflective piece, mid course (10%)<br />Assessed coursework: a group Case presentation (20%)<br />A book review, and reflective piece <br />(20% + 10%)<br />A Case based long essay (40%).<br />Assd. Case Long Essay <br />
    7. 7.
    8. 8. “The birth of the reader must be at the cost of the death of the author” Barthes 1968<br />
    9. 9. CRITICAL THINKING & ‘Book’ Reviews<br />A suggested approach for your review is<br />summarise the key themes.<br />identify issues arising <br />reflect critically on these<br />
    10. 10. Re-enactment of CILM ‘Book review’ sessions<br />Blight J G and Lang J. M, (2005) The Fog of War: Lessons from the Life of Robert S McNamara Lanham: Rowman and Littlefield.<br />Gregory M, (2000) Dirty tricks: British Airway’s secret war against Virgin Atlantic London:Virgin,Ch 10 and 11<br />Steers I, HR fables: Schizophrenia, selling your soul in dystopia, fuck the employees, and sleepless nights. Business Ethics, A European Review, 17, 4. October 2008, pp. 391-404<br />Hine J A H S,The shadow of MacIntyre’s manager in the Kingdom of Conscience constrained.Business Ethics, A European Review, 16, 4, October 2007 , pp. 358-371(14)<br />
    11. 11. CRITICAL THINKING & ‘Book’ Reviews<br />A suggested approach for your review is<br />summarise the key themes.<br />identify issues arising <br />reflect critically on these<br />
    12. 12.
    13. 13. My reflections on 2009/10 Term 1 experiences (incl. 53 reflective pieces)<br />SPACE? Informal*- communicates style; <br />reduces power hierarchy. Flexible ‘stage’<br />PERFORMANCE? dramatisation, engage #; coach*<br />INTRA DYNAMICS? Sharing *; ask and give feedback – linked to Johari; Learning + Belbin Qs<br />MATERIAL’S ISSUES? Engage with emotions, feel and see other perspectives/angles #, create impact – tell a story *<br />REFLECTION? ‘space’, template, support*<br />* Building confidence. <br /># Converting scepticismto questioning.<br />
    14. 14. Next Steps? YOUR SUGGESTIONS?<br />Actions: complete 2009/10 research; consider design<br />Review and learn re PhDs as ‘facilitutors’: Act 3?<br />Introduce more audio visual material?<br /> Blog or podcast teachers&apos; reflective feedback?<br /> ? ?<br />Pedagogic: review against 3 core ideas<br />?Kolb and Kolb’s Learning Spaces (2005)<br />?Academic Literacies (KCL:Warwick 2009/10)<br />? Meyer and Land (2003)’s Thresholds – are students ‘stuck’?<br />? ?<br />
    15. 15. ACT 3? ‘Facilitutors’ as an ensemble<br />Danny<br />Noelia<br />Rachel<br />Charoula<br />Jonny<br />Week 3<br />Director<br />

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