Task: A Critical Evaluation of a Specific ‘Lecture’ in Criminology by Joel Chijioke Nwalozie

Task: A Critical Evaluation of a Specific ‘Lecture’ in

Criminologyby

Joel Chijioke Nwalozie

Description and Context of the Activity

• Subject area: Criminology• Topic: “The impact of social stratification on crime in

the urban and rural environments”• Aspect of teaching: Lecture (activity supported)• Category of students: HE 3rd Year Undergraduates• Number of Students in class: 80• Gender: Male 21; Female, 59• Ethnicity: White, 75; Asian, 4; African, 1• Age: 18 and above• Degree expected: BSc Criminology

Learning Aims & OutcomesOn completion of this lecture students will be able to

•Analyse the impact of social stratification on crime in the urban and rural environments•Identify different classes of people•Develop and present online specific crimes committed by different classes of people•Apply global perspectives to understanding of social class•Suggest policy implications

Graduate attributes developed

Academic literacy

Academic literacy

Digital & information literacy

Research literacy

Research literacy

Global citizenship

Academic literacyResearch literacy

Critical self awareness

Taught, practised & assessed (T.P.A.)

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Critical self awareness

Formative Assessment

• 15 minutes multiple choice questions on the lecture topic

• Answers provided at the end by the lecturer• Peer markings observed and inspected by lecturer• Prizes given to those who got between 90% and 100%

Feedback from learners• Majority interested on the subject matter (see Cashin,

2010)• Able to discuss in pairs and fours so as to understand

topic• Good lecturer-student interaction (see Carlton, 2006)• Good eye contact with students (see Charlton, 2006)• Lecturer able to clarify and answer questions• Majority say lecturer treats us equally• More time needed for activity (discussion)• Need to watch some video on the subject matter• Few say he threatens us with informal warning• Few complain about his accent• Every student was happy about the formative

assessment

Feedback From Peers• A formal, well spoken, social event (see Charlton, 2006)

• Sound knowledge of subject

• Good use of criminal justice experience

• Learning outcomes referred to and covered

• Questioning

• Good use of ICT (see Cashin, 2010)

• Majority of students involved in discussion (see Cashin, 2010)

• Respect, equality and diversity (see Equality Act, 2010; UK Professional Standards Framework, [UKPSF] (2011)

• Few students were inactive and noisy (see Cashin, 2010)

• Class management and control required

• Use of Wikipaedia not approved by the University

Personal Reflection• Interesting lecture and discussion combined (see Cashin, 2010)

• Constant reference to lesson outcomes

• Recapping major points and Questioning were helpful (see de Winstanley, and Bjork 2002; Cashin, 2010)

• Effective way of information unavailable from other sources (Bligh, 2000; Cashin, 2010)

• Emphasis on important materials (see de Winstanley, and Bjork 2002)

• Lecture does not explain everything in details (see Bligh, 2000)

• Observed learners (Cashin, 2010)

• Respect, equality and diversity of learners (see Equality Act, 2010; UKPSF, 2011)

• Could not control every learner

• Few students were passive and did not join in discussion (see Loftin et al, 2010)

Key Issues For Wider Audience

• Few learners felt bored and sleepy (see Cashin, 2010)

• Few learners did not discuss or write much for lack of understanding (see Cashin, 2010) and speaking publicly (see McCroskey and Beatty, 1986)

• Two learners did not want to say something so as not to get answers wrong

• Racially-motivated utterances from few learners

Recommendations

• Maintain lecture and discussion mix (see Cashin, 2010)• Ensure active participation of all by more activities• Check student management and control of communication

(see Charlton, 2006)• Informal warning for students who do not participate actively

in class• Address differentiation and make learning easier for everyone

(see Charlton, 2006)• Try to be heard and understood by everybody• Avoid using Wikipaedia• Report any unjust discrimination to designated person• Continuous professional development

References• Bligh, D. (2000) What is the Use of Lectures?, San Francisco, CA.,

Jossey Bass.• Brown, S. and Race, P. (2002) Lecturing: A Practical Guide,

Routledge, London.• Cashin, W.E. (2010) Effective Lecturing, Idea Paper 46, The Idea

Centre.• Charlton, B.G. (2006). Lectures are an Effective Teaching Method

Because they Exploit Human Evolved ‘Human Nature' to Improve Learning - Editorial. Medical Hypotheses 2006; 67: 1261-5.

• de Winstanley, P.A., and Bjork, R.A. (2002). Successful Lecturing: Presenting Information in Ways that Engage Effective Processing. In D.F. Halpern, and M.D. Hakel (Eds).), Applying the Science of Learning to University Teaching and Beyond: New Directions for Teaching and Learning, No. 89 (pp. 19-31). San Francisco: Jossey- Bass.

References contd..

• Harrison, J., Simpson, M., Harrison, O. and Martin, E. (2006) Study Skills for Criminology, London, Sage.

• Loftin, C., Davis, L.A., and Hartin, V. (2010). Classroom Participation: A Student Perspective. Teaching and Learning in Nursing, 5, 119 – 124.

• McCroskey, J. C., and Beatty, M. J. (1986). Oral Communication Apprehension. In W. H. Jones, J. M. Cheek, & S. R. Briggs (Eds.), Shyness: Perspectives on Research and Treatment (pp. 279-293). New York, Plenum Press.

• UK Professional Standards Framework, (2011).

Website• Equality Act (2010)

http://www.legislation.gov.uk/ukpga/2010/15/contents accessed 25/02/14.