1 / 0

Learning Science Meets the Socratic Method: Transforming Teaching Strategies In the Law School Classroom

Learning Science Meets the Socratic Method: Transforming Teaching Strategies In the Law School Classroom. Steven I. Friedland February 8, 2013 University of Louisville.

geordi
Download Presentation

Learning Science Meets the Socratic Method: Transforming Teaching Strategies In the Law School Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Science Meets the Socratic Method: Transforming Teaching Strategies In the Law School Classroom

    Steven I. Friedland February 8, 2013 University of Louisville
  2. This session explores how outcome-based, threshold and other learning strategies have offered fresh perspectives to more than a century of deep-rooted Socratic instruction. Moving from a linear educational approach to various methods that embrace mobility in learning, the session illustrates how the classroom experience can be enhanced across the disciplines. Collaborative exercises and discussions will be used to create connections and engagement.
  3. Goals 1. Create a dialogue 2. Create some take-aways
  4. Traditional Legal Education Narrative Socratic Method - “Thinking Like a Lawyer” Appellate Case Reports/ Coverage of Material Linearity Abstraction and Separation – course buckets, teacher “silos”
  5. The Traditional Legal Education Architecture The spotlight? The context? The assessment?
  6. Problem: Disconnects Teaching --- Learning: identity or dichotomy? What do we teach? Substance-Processes-Skills-Values Lawyering relationships? Lawyer-client; lawyer-witness; lawyer-judge; lawyer-jury Feedback and tacit understandings?
  7. Response: Reconceptualize the Narrative “Education is not the filling of a pail, but the lighting of a fire.” ---- William Butler Yeats Mental Zumba, Mental Aerobics Google Introductions Days of the Week?
  8. Response: Use the Science of Learning Why? More effective, better process, more adaptive to reality Focuses the SalientQuestion: What are students learning because of us?
  9. Major Premise #1: People Learn Differently “Learning results from what the student does and thinks…The teacher can advance learning only by influencing what the student does to learn.” -- Herbert A. Simon, Nobel Laureate in cognitive sci.
  10. Fixed and Mobile Learners Sub-Premise: There are generational differences in learners “Born Digital,” Gamers Youtube; Facebook; Instagram
  11. Global and Sequential Learners Sub-Premise: Learners have preferences for global or sequential learning Global: [Forest]Course-Area-Rule Sequential: [Trees]Elements of rules and their meanings
  12. Auditory, Visual and Kinesthetic Learners Sub-Premise: Learners have auditory, visual or kinesthetic preferences Auditory Visual Kinesthetic
  13. Threshold Learners Sub-Premise: Some learners need to spend time with concepts before understanding them. Meaning – once through is not enough. Need repetition to move up to the next plateau.
  14. Expert and Novice Learners Sub-Premise: Experts learn differently than novices Experts - Chunk knowledge The world of tacit understandings Elon study – read this piece on philosophy, with introduction
  15. Major Premise #2: Outcomes Matter “What we measure affects what we do” – Joseph Stiglitz Jobs and competencies Proposed ABA Standard 302: Learning Outcomes Current Standard 302: Curriculum
  16. Promoting Outcomes Sub-Premise: Feedback Matters --Diagnostic, Formative and Summative --Constructive, Prompt, and Clear
  17. Promoting Outcomes Sub-Premise: Engaged education promotes better outcomes Features: Active, Challenging, Collaborative, Deliverables, Self-regulated, experiential (big context) Piano Lessons -- Functional outcomes and competencies
  18. Types of Assessment Self-Assessment – performance-tracking, Individual development plans, rubrics, review exams Other-Assessment – non-graded quizzes; discussion posts, create hypos
  19. Rubrics – Measuring Devices 1. Reach Mastery in topic 2. Attain competency in topic 3. Develop skills in topic 4. Be exposed to topic
  20. Applying these Premises In the Classroom App #1: Class Scaffolding – initial problem, then rule analysis, then more problems App #2: All writes App #3: Collaboration -- Small groups/ students write on board
  21. Additional Applications App #4: Visuals – photos of case, Youtubevideos App #5: Engagement – deliverables. Role-playing, Developing inquiry and advocacy questions App #6: Formative Feedback - Non-graded Quiz, edit a response, rewrite an answer
  22. Kelov. City of New London, 545 US. 469 (2005)
  23. Outside the Classroom App #1: Pod Casts App #2: Discussion thread Web posts App #3: Deliverables – Go find an easement; attend a criminal proceeding in court, take a field trip to the jail App #4: Create and post hypo based on real case. Write rule statement paragraph.
  24. Curricular Applications 1. Modules self-contained specialized units 2. Transition classes 3. Wraparound classes
  25. Additional Curricular Applications 4. Capstones 5. Varying delivery formats scale-up studio teaching synchronous asynchronous
  26. A New Age? Are we in the beginning of a new age of education, where learning science permeates all aspects of a law school course?
  27. Ancient Egyptian 3,050 BC - 900BC
  28. Classical (850 BC – 476 AD)
  29. Renaissance (1400 - 1600 AD)
  30. ??????? THE END OF AN ERA….or the BEGINNING?
More Related