Creative critical learning: Act 2

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