CLTR Symposium: Wednesday 2nd December 12.30 – 16:30
A sandwich lunch will be available from 12.30 with presentations starting at 1pm.
To book a place please contact Claire Penketh email@example.com
The following presentations will provide opportunities for discussion:
Paul Greenbank(TLDU) Facilitating critical reflection through the use of unfreezing techniques and analogical encoding: an action research approach
This paper examines how we can encourage students to critically reflect on their values through the use of techniques such as unfreezing and analogical encoding. Whilst the paper focuses on the use of unfreezing and analogical encoding as ways of facilitating reflection (and change) in relation to career decision-making and planning, these techniques can be used in other situations. The paper also provides insights into how action research can be used to enhance practice.
Andrea Cerevkova (FAS – Law & Criminology) & Margi Rawlinson (Learning Services) The law is a ass: Using a Range of Texts to Support Academic and Legal Writing Skills for 1st year Law Undergraduates. (work in progress)
Over the past few years, it has become apparent that a fair number of law students tend to struggle with the basic literacy skills. In particular they find writing challenging. In order to combat the retention issue and to prevent an influx of remedial students to Learning Services, the Department introduced an additional support tool in the form of a short diagnostic essay which students were asked to complete during the Freshers Week. This presentation will offer points for reflection on the ways in which we can support the development of academic literacies.
Marc Stanton (FAS – Media) Video feedback
The most vital part of any assessment is the feedback. No student can learn without it. The problem is how do you get the student to pay any attention to the feedback. All they are really interested in is the mark at the bottom of the page. Video feedback is the answer. Send them a short video attached to an email of your personal feedback. It is really easy to do and can make a real difference to students understanding and perception of feedback.