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Hi Hollie,

 

Off  the top of my head, I’d suggest approaching it by asking ‘what 3 points do I want the students to take away with them’? [3 points is usually a good number for people to remember in this sort of session] If its a critique of a paper, you may want to ask things like how well did the paper get its message across, how well was the content structured (e.g. Point, Evidence, Evaluation, Link) as suggested below and what would they change to further develop the paper? So you could split the class up into various groups (or even start small with think, pair share etc) to work on these and then draw the session together by pooling key tips under each point. The result would be suggestions the students could take away with them, perhaps on a crib sheet you handed out at the start? They can then apply this thinking to their own work in future?

 

Regards

 

Paul

 

 

From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Holley, Debbie
Sent: 25 June 2013 07:34
To: [log in to unmask]
Subject: Re: teaching students to read and critique a research paper

 

Hi Mandy

 

Sandra Sinfield suggested this to me - worked with 120

 

Get the relevant article, enlarge and photocopy onto A3 enough for each group to have a section of the article - 

 

Divide class into 2 halves - so more manageable for later! You could use two different articles

 

Each half ie 12 groups gets a section of the enlarged article (can be as small as a paragraph) 

 

The group identify the key points in the paragraph - what is the main point? What is it telling us? What are the facts? What came before this paragraph , what do they think will come next? 

 

After around 10 minutes, two members from each group come up to the front - one holds the a3 sheet the other talks through the summary of the group discussion - so you will end up with 12 at the front in the 'wrong order' the rest of the class then have to work out how to sequence the 12 students to the paper is put together in the right order - ie introduction, background context, aims, literature and so on up to conclusions. 

 

You could do it with 2 papers with your larger group. 

 

I use the 

http://www.online-stopwatch.com/countdown-timer/ to keep time as it has a nice loud ring and my voice isn,t very loud



Hope this helps as an idea:) Debbie 

 

 

 



Sent from my iPad


On 24 Jun 2013, at 23:03, "M. Gough" <[log in to unmask]> wrote:

Hello all

 

First, thank you for your last responses to my first posting here asking for ideas around describing what I do. I managed to come up with a suitable paragraph thanks to your suggestions. It's good to know there are others out there.

 

Following the creative discussion can anyone suggest how I can make a forthcoming 2 hr lecture/class with  up 150 students more interesting?

 

Our Level 5  nursing students have to produce their first ever 2000 word research critique requiring them  to  appraise a research paper from selection provided. Although it is in a lecture theatre, I would like to spend most of the time getting them to work in smaller groups to work on various activities around the appraisal/critical process. I asked some of the students what they would find helpful and answers range from 'essay writing structures' to 'work through a research paper with us', understanding what 'all those words our lecturer was using', 'backing up everything we say' and 'using academic words and phrases'.  .

 

I have a smaller group of Level 6 students who need the same but at a higher level as they are PG.

 

As I am really not at home with such very large groups so I'm looking for some creative ideas that will make the session manageable, useful and enjoyable!

 

Any ideas or pointers anyone?

 

Kind regards

 

Mandy

 

 

 

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