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 – a.nurse@mdx.ac.uk

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 –

a.nurse@mdx.ac.uka.nurse@mdx.ac.uk

• Office Hours:

Tuesday 11 – 1pm

Thursday 11.30 – 1.30pm