Postgraduate Course Feedback
HEA Critical Thinking Workshop
Middlesex University Middlesex University
27 November 2013
Postgraduate Course Feedback
Developing Critical Thinking
Student Perspectives on the teaching of analytical thinking and (socio-legal) problem solving skills: a
research discussionthinking and (socio-legal) problem solving skills: a
research discussion
Dr Angus NurseEmail – [email protected]
Background to the Research – How is Critical Thinking Taught?
• Academic and student views of critical/analytical
thinking: gaps in perspective
• Critical Thinking Research: students may not be • Critical Thinking Research: students may not be
developing the skills that teachers think they are
• Collaboration, motivation, innovation: student
views, preferences and information to develop
effective strategies
Research Questions
• What is critical thinking and how is it taught or developed (initially) in Law Schools?
• How do students develop their critical • How do students develop their critical thinking skills?
• How do students think they should be taught these skills and what assistance or materials do they need to develop them?
What is Critical Thinking?
The Delphi Experts (1990) defined Critical Thinking
as:
“purposeful, self-regulatory judgment which “purposeful, self-regulatory judgment which
results in interpretation, analysis, evaluation, and
inference, as well as explanation of the
evidential, conceptual, methodological,
criteriological, or contextual considerations
upon which that judgment is based.”
The Research Stages
• Overview of previous research on Critical Thinking
• Questionnaire to all first and second year law undergraduates (May and June 2009)
• Presentation of initial results and staff discussions - LILAC 2010 (Jan 2010)
• Further literature review
• Group discussions with 3rdundergraduates (May and June 2009)
• Two Focus Groups/Workshops in June 2009
• Publication of interim research report and recommendations (July/August 2009)
• Group discussions with 3rd
Year criminology/CI students October ‘11-April ‘12 further staff discussion
• Environmental Justice and Green Criminology case study/workshop - 2012/13
• Student EJGC feedback -case studies May 2013
28/11/13Slide 6
Teaching Critical Thinking
• The Development of critical thinking skills
requires:
• dedicated effort with this in mind
• reflection on thinking skills, practice and
procedures, not subject specific content
• similar effort and formal training to the
development of research students
Teaching Critical Thinking
28/11/13Slide 8
Teaching Critical Thinking
• ‘If we want our students to become good reasoners, we
must become concerned to help them begin to notice the
inferences they are making, the assumptions they are
basing those inferences on, and the point of view about the
world they are taking – hence the systems in which they are world they are taking – hence the systems in which they are
thinking. To help our students do this, we need to give them
clear examples of simple cases, and lots and lots of practice
analyzing and reconstructing them.’
(Paul, 1993
28/11/13Slide 9
Student problems in applying critical/analytical thinking skills
• What are the main problems that students have in answering problem-type questions or applying critical or analytical thinking skills?
• Discussion
Research Results
Student Comments:• Lectures generally aren’t useful unless they have an interactive element. • [Students] whinge about skills teaching but if you give them a choice on
learning the skills and having practical skills most students would welcome it as an addition to the pure academic consideration.
• Teaching viewed as non-essential to passing the degree or preparing students so that they could actually go and do a job tends to be avoided students so that they could actually go and do a job tends to be avoided by students; why turn up if its clear you don’t need to and can pass anyway?
• There needs to be more practical application; you should be taught how to read cases, analyse policy documents etc. If student essays are good but they’re not analysing, evaluating etc. this should be flagged up so that the student is given the skills you need.
• Low take up on electives demonstrates the popularity of lecturers but not their personality, their ability to teach the material and help students learn the material.
Teaching Critical Thinking
– student comments
• Students do not agree that this is achieved
through ‘traditional’ teaching
• lectures seen as ‘delivery mechanism’,
informative but outmodedinformative but outmoded
• teaching may not reflect their needs in absorbing
information
• teaching methods and perceived value impacts
on attendance
Student Views – Developing Skills
• Practical Simulated Learning – e.g. clinics, practical case work, workshops highly valued
• Longer in-depth work aids understanding
• Collaborative working through workshops and exploration of faulty • Collaborative working through workshops and exploration of faulty reasoning and processes necessary?
• Reflective practices and not just right or wrong answers.
Student Views: Some Desirable Elements…
• Analysis of how ‘correct’ reasoning is arrived at
• Discussion of elements in faulty reasoning and steps leading up to incorrect conclusions
• Workshop discussion of flawed cases, common errors and • Workshop discussion of flawed cases, common errors and misconceptions
• Analysis of areas of dispute/conflict between professionals, text book authors - the ‘what if’s’
• Techniques for evaluating evidence and detail so that conclusions can withstand scrutiny
Student Views – Developing Skills
• Greater emphasis on practical work required
• Move away from teacher led instruction to
student centred learning
• The ‘how’ of analytical/critical thinking rather
than just subject specific analysis.
• Motivation is improved when reasoning is
explained, developed and understood.
Student Views – Developing Skills
• Practical Simulated Learning – e.g. clinics,
practical case work, workshops highly valued
• Longer in-depth work aids understanding
• Collaborative working through workshops and
exploration of faulty reasoning and processes
necessary?
• Reflective practices and not just right or wrong
answers.
Student Views: Some Desirable
Elements…
• Analysis of how ‘correct’ reasoning is arrived at
• Discussion of elements in faulty reasoning and steps
leading up to incorrect conclusions
• Workshop discussion of flawed cases, common errors
and misconceptions
• Analysis of areas of dispute/conflict between
professionals, text book authors - the ‘what if’s’
• Techniques for evaluating evidence and detail so that
conclusions can withstand scrutiny
Options for teaching Critical Thinking/Problem solving
A dedicated separate module
• Practical Case Workshops/use of real case examples
• Lectures on solving legal/policy problems• Lectures on solving legal/policy problems
• Seminars that explore problem solving techniques
• Clinical Education or Simulated Learning
• Other experiential learning?
Discussion:
Research Contact
• Dr Angus Nurse
WG27 School of Law
Email –
[email protected]@mdx.ac.uk
• Office Hours:
Tuesday 11 – 1pm
Thursday 11.30 – 1.30pm
Top Related