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Five Active Learning Techniques (Ms Marcia Glickman) | ||
My primary objective as a teacher is to teach my students how to educate themselves. My specific pedagogical task as a legal writing instructor is to teach my students how to read, analyse and effectively communicate law. Active learning principles allow me to accomplish both objectives. Active learning techniques transform the teacher from imparter of knowledge to facilitator/ co-learner and the students into collaborators. Students understand and retain material much more effectively when they participate in the learning process. They learn to question and challenge information presented, develop creative solutions, work collaboratively, communicate their ideas, and effectively critique themselves and others. Discussed below are five ways to incorporate active learning techniques into your teaching, as well as how I have applied these techniques in my classroom. As part of the legal writing programme, students must transform their legal opinion memorandum, written for their fictitious partner in their fictitious firm, into a letter to the client. The purpose is to demonstrate the necessary change in focus, tone and detail required when writing the same information for a different audience. Before the tutorial that I lead on writing client letters, teams of students draft client letters based on a hypothetical case previously discussed in class. At the tutorial’s start, the groups exchange papers. Each group peer edits another group’s letter and presents the edited versions to their classmates. After the students complete this exercise, each student writes her own client letter based on her legal opinion memorandum. I assess this assignment.
Active learning techniques create an environment conducive for learning. These techniques allow the teacher to ensure that the students learn both the requisite substantive information and the skills for how to continue to acquire knowledge. Additional Reading Jacobson, M.H. Sam. (2001, Summer). ‘A Primer on Learning Styles: Reaching Every Student’. Seattle University Law Review, 139. Schwartz, Michael Hunter. (2001, Spring). ‘Teaching Law By Design: How Learning Theory and Instructional Design can Inform and Reform Law Teaching’. San Diego Law Review, 347. Kerper, Janeen. (1998, Spring). ‘Creative Problem Solving vs. the Case Method: A Marvelous Adventure in which Winnie the Pooh Meets Mrs. Palsgraf’. California Western Law Review, 351. Block, Frank S. (1982, March). ‘The Andragogical Basis of Clinical Legal Education’. Vanderbilt Law Review, 321. Kearney, Mary Kate. (2001, Fall). ‘Reflections on Good (Law) Teaching’. Law Review of Michigan State University Detroit College of Law, 835. |
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