View
681
Download
2
Embed Size (px)
DESCRIPTION
Slides for the presentation by Grier Palmer (University of Warwick) at LILAC10.
Citation preview
LILAC10: Perspectives on progress . Warwick .January 30 2010
Creative critical learning: Act 2
Grier PalmerUniversity of Warwick
Student Cast:Sophie BennettNicolas BleuelMelissa BrownSeyra DagaduWafa Masfari
plus Noelia –Sarah Schnurr
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
CILM content?
• Career and key/soft skillsteamself developmentcommunication
• Critical issues• Critical thinking
Initial individual thoughts
• “I will not register voluntary for this module”• “outside of my comfort zone”• “seemingly a half-hearted excuse at a serious
module without an exam”• “unconventional teaching styles and eccentric
places”• “enormous learning curve”Mid module reflective pieces December 2010
The CILM Model:
PERSONAL SELF DEVELOPMENT
Critical thinking
Teamwork and
relationships
CRITICAL ISSUES IN LAW
& MANAGEMENT
Communication and presence
CILM Assessment and structure?
(n.b. 30 CATs have different weightings )
A reflective piece, mid course (10%)Assessed coursework: a group Case presentation (20%)
A book review, and reflective piece (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(n.b. 30 Cats)
Book rev 3
Assd. Book review
& Reflection
“The birth of the reader must be at the cost of the death of the author” Barthes 1968
CRITICAL THINKING & ‘Book’ Reviews
The WHATContent?
The WHOAuthor?
?The WHY?
Aims?
The HOWProcess?
A suggested approach for your review is
1. summarise the key themes.2. identify issues arising 3. reflect critically on these
Re-enactment of CILM ‘Book review’ sessions
• 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
• 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)
Blight J G and Lang J. M, (2005) The Fog of War: Lessons from the Life of Robert S McNamara Lanham: Rowman and Littlefield.
Gregory M, (2000) Dirty tricks: British Airway’s secret war against Virgin Atlantic London:Virgin, Ch 10 and 11
CRITICAL THINKING & ‘Book’ Reviews
The WHATContent?
The WHOAuthor?
?The WHY?
Aims?
The HOWProcess?
A suggested approach for your review is
1. summarise the key themes.2. identify issues arising 3. reflect critically on these
CRITICAL THINKING
& ‘Book’ Reviews
The WHAT
Content?
The WHO
Author?
?The WHY?
Aims?
The HOW
Process?
Outside TheBox!
TheWhat:OK?
?
AlternativeViews?
MyProcesses?
My reflections on 2009/10 Term 1 experiences (incl. 53 reflective pieces)
• SPACE? Informal*- communicates style; reduces power hierarchy. Flexible ‘stage’
• PERFORMANCE? dramatisation, engage #; coach*• INTRA DYNAMICS? Sharing *; ask and give feedback – linked to
Johari; Learning + Belbin Qs• MATERIAL’S ISSUES? Engage with emotions, feel and see other
perspectives/angles #, create impact – tell a story *• REFLECTION? ‘space’, template, support*
• * Building confidence. • # Converting scepticism to questioning.
Next Steps? YOUR SUGGESTIONS?
• Actions: complete 2009/10 research; consider designReview and learn re PhDs as ‘facilitutors’: Act 3?Introduce more audio visual material?Blog or podcast teachers' reflective feedback?? ?
• Pedagogic: review against 3 core ideas?Kolb and Kolb’s Learning Spaces (2005)?Academic Literacies (KCL:Warwick 2009/10)? Meyer and Land (2003)’s Thresholds – are students ‘stuck’?? ?
ACT 3? ‘Facilitutors’ as an ensembleDanny
RachelNoelia
JonnyWeek 3Director
Charoula