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Teaching Law and Educational Theories. Issues, Hints and Sources for good guidance. Issues. Overview of educational theory issues Course design Assessment – formative and summative Teaching method and practice Evaluation Avoidance of duck-weed Focus on teaching method and practice.

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teaching law and educational theories

Teaching Law and Educational Theories

Issues, Hints and Sources for good guidance

issues
Issues
  • Overview of educational theory issues
    • Course design
    • Assessment – formative and summative
    • Teaching method and practice
    • Evaluation
  • Avoidance of duck-weed
    • Focus on teaching method and practice
approaches to teaching
Approaches to Teaching
  • Student-centred as opposed to Tutor-centred
  • Tutor-centred
    • Communication of knowledge and information
    • Focus on accumulating ‘skills’
  • Student-centred
    • Focused on analysing approaches to learning
    • Reflective as opposed to accumulating ‘skills’
student approaches to learning
Student Approaches to Learning
  • Surface Approach
    • External tasks that have to be completed
    • Gaining general knowledge of the subject
    • No attempt to think through relevance or connection between different subjects
    • Rote memorizing and learning
  • Deep Approach
    • Intrinsic interest in the task, satisfying curiosity and enjoyment
    • Understanding ideas and develop meaning
    • Connection to understanding in the real world
  • Strategic/Achieving Approach
    • Time management approach to a particular task
    • Focus on examination performance, or performance relative to others
    • Dictates particular approach taken to a particular task in hand
  • Alienation and Engagement
    • Surface: passive alienation
    • Strategic: active alienation
    • Deep: engagement
presage process product
Presage, Process, Product

Student Characteristics

Students’ perception of context.

Students’ approaches to learning

Students’ learning outcomes

Course and Departmental Learning Context

application to law at oxford
Application to Law at Oxford
  • Course and Departmental Learning and Dangers of surface approach
    • Heavy work load
    • Examination-based
    • Large factual and technical content of law
  • Student background
    • Law ‘A’ level
  • How to overcome this
    • Changing students’ perception of this context
    • Guidance as to reason for this structure
    • Role of tutorial
    • Formative and summative assessment
tutorial role
Tutorial Role

Divergence between student and tutor perceptions at the macro-, and meso- levels

  • Levels of analysis
    • Macro: purpose of tutorials as a whole in law
    • Meso: purpose of tutorials in a particular law subject
    • Micro: aims and purpose of the particular tutorial
  • Divergence:
    • Surface as opposed to deep approach
    • Influence of strategic approaches
  • Solution?
tutorial role9
Tutorial Role

Inter-disciplinary nature of law and divergence at the micro-level

  • Inter-disciplinary
    • Hard/pure: e.g. natural sciences
    • Soft/pure: e.g. history
    • Hard/applied : e.g. engineering
    • Soft/applied : e.g. education
  • Different Aims and Implicit student requirements
    • Hard/pure: logical reasoning, linear argumentation/ memorise facts and solve logical problems
    • Soft/pure: command of intellectual ideas, creativity and fluency/lateral thinking, wide reading.
    • Hard/applied: problem-solving practical skills/applying theoretical ideas to practical contexts
    • Soft/applied: practical skills, personal growth and intellectual breadth/open-ended problem solving abilities, fluency in expression but with a pragmatic end in view
  • Example of European Community Law
  • Solution
    • Modification of the traditional tutorial model
    • Clearer guidance on reading lists
formative assessment
Formative Assessment

Nicol and MacFarlane-Dick (2006)

  • Clarify meaning of ‘good performance’
  • Facilitate the development of self-assessment
  • Deliver high quality information to students about their learning process
  • Encourages teaching and peer dialogue around learning
  • Encourages positive motivational belief and self-esteem
  • Provides opportunities to close the gap between current learning and desired performance
  • Provides information to teachers that can be used to help shape the teaching
sources
Sources
  • Ramsden Learning to Teach in Higher Education (2nd edition: Routledge/Farmer 2003)
  • http://www.ukcle.ac.uk/index.html
  • http://www.learning.ox.ac.uk/