Techniques for teaching law 2 / Gerald F. Hess [and others].
2011
KF272 .H47 2011 (Map It)
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Details
Title
Techniques for teaching law 2 / Gerald F. Hess [and others].
Published
Durham, N.C. : Carolina Academic Press, [2011]
Copyright
©2011
Call Number
KF272 .H47 2011
ISBN
9781594607509 (alk. paper)
1594607508 (alk. paper)
1594607508 (alk. paper)
Description
xxiii, 328 pages : illustrations ; 26 cm
System Control No.
(OCoLC)708648626
Note
Revised edition of: Techniques for teaching law / Gerald F. Hess and Steven Friedland.
Bibliography, etc. Note
Includes bibliographical references.
Record Appears in
Added Author
Table of Contents
Contents by Contributor
xviii
Preface
xxiii
ch. 1
Learning Theory, Student Perspectives, and Teaching Principles
3
A.
How Students Learn
3
Cognitive Learning Theory
3
Constructivist Learning Theory
4
Self-Regulated Learning Theory
5
B.
Students' Perspectives
6
Learning Environment
6
Teaching Methods
8
C.
Effective Teaching
9
Intellectual Groundwork
9
Attitudinal Approach
10
Teaching Practices
11
References
12
ch. 2
Materials
15
Selective
16
Variable
16
Focused
16
Interactive
17
References
18
Juggling Failure & Success / Alex Glashausser
18
Rules for Monica (and for Lina) / Charles Calleros
20
Drawing on Nonlegal Experiences to Bring Home the Law / Vickie Williams
22
Law as a Crossword Puzzle / Stephanie J. Willbanks
23
How Buffalo Creek Can Keep Your Legal Writing Class from Being a Disaster / Susan Hanley Duncan
26
Diagramming Crimes / Kevin C. McMunigal
28
Integrating the Skill of Note-Taking into a Doctrinal Class / Deborah Zalesne
31
Video Reenactments Make Simulations More Realistic / Lee Stuesser
33
Using Graphs & Charts to Visually Represent Doctrine / Sarah Ricks
35
Teaching a Legal Research "Laboratory Class" / Sheila Rodriguez
36
The Use of TV Shows in the Classroom / Julian Hermida
38
The Dirty Dozen / Ashley S. Lipson
39
Not Just a Study Break: Using Body Heat, Kanye West's "Gold Digger," and South Park to Teach (and Examine!) Wills & Trusts, Family Law, and Property / Diane J. Klein
41
Nine Common Law Felonies and Pirates of the Caribbean / Tom Gear
44
The ADR Toys and Tools Show: Using Props in the Law School Classroom / Paula M. Young
45
Seeing Facts from More Than One Perspective: An In-Class Exercise / Aida Alaka
48
Teaching Persuasion and Critical Thinking Using the State of the Union Address / Claire C. Robinson May
50
ch. 3
Teaching with Technology
53
A.
Factors to Weigh in Deciding Whether and How Much to Use Technology
53
Learning Goals
53
Potential Benefits and Trade-offs of Using Technology
53
Other Teaching and Learning Factors
55
Practical Considerations
55
B.
Best Practices for Use of Technology
55
Identify a Learning Goal for Which Technology May Help
56
Consider the Student Perspective and Set-up and Practice Using the Technology
56
Have a Back-up Plan
56
Evaluate the Effectiveness of the Technology and Plan Future Uses
56
References
57
The Novice's Guide to Teaching with Technology / Andrew Beckerman-Rodau
58
Using TWEN to Reach Evening Students / Larry Cunningham
62
The "Live Write" --- An Alternative Approach to the Scribe and PowerPoint Pit / Olympia Duhart
65
The Use of Clickers in the Law School Classroom / Darlene Cardillo
66
Adventures in PowerPoint / Alison Sulentic
69
Stretching Toward the Future: A View of Laptop Computers from Both Sides of the Screen / Catherine Ross Dunham
71
Surfing for Contracts / Tom Gear
75
Lessons Virtually Learned: The Evolution of an Online Course / Patrick Wiseman
76
Using a Wiki to Increase Student Engagement in Administrative Law / David Thomson
79
ch. 4
Classroom Dynamics and Learning Culture
81
Know and Use Students' Names
81
Be Conscious of the Messages You Send
82
Be Enthusiastic
82
Model Taking Risks and Acknowledging Weaknesses
82
Be Transparent and Authentic
82
Attend to Context
83
Student Context
83
Teacher Context
83
References
83
It's What You Say And How You Say It / James B. Levy
84
Understanding Socratic Dialogue --- Student Teaching Day / Kris Franklin
85
"Academy" Awards for Law Students / Paul Bergman
86
Making Cents of Intestate Distribution Concepts / Alyssa A. DiRusso
88
Learning by Magic --- It's Not a Trick / Stephen A. Gerst
89
Crumbling Myths and Dashed Expectations / James Maule
90
Motivating Students to Read for Class: A Practical Tool / Richard E. Redding
92
My Faculty, My Students, Myself: Thoughts on Being New to Academic Support / Corie Lynn Rosen
94
Class Participation Preference Survey --- Silent Students / Sarah Ricks
96
Motivating Students to Learn / James B. Levy
98
Teaching Outside the Box: A Focus on Learning / Joni Larson
99
ch. 5
Questioning and Discussion Techniques
103
A.
Why Use Questions and Discussion in Your Course?
103
B.
Creating Effective Classroom Discussions
104
Provide Clear Expectations for Student Participation
104
Create a Positive Learning Environment
104
Teach Students Effective Discussion Techniques
105
Prepare Students in Advance
105
Ask Clear Questions
105
Ask One Question at a Time
106
Ask a Range of Questions
106
Elicit Different Levels of Thinking
106
Allow Sufficient Wait-Time After You Ask a Question
106
Encourage and Promote Effective Responses
107
Respond Appropriately to Ineffective Answers
107
Address Controversial Topics and Behaviors
107
C.
Promoting Student Participation
108
Allowing Students to Practice in Advance
108
Provide Alternative Ways to Contribute to the Discussion
108
Give All Students a Chance to Talk Through Their Response
108
References
108
An Experiment in Participation / Leigh Goodmark
109
Everybody Weighs In / Gerry Hess
110
Responding to Wrong Answers / Steven I. Friedland
112
Using Multiple-Choice Questions to Spark Discussion / Michael Hunter Schwartz
114
Strategic Classroom Interaction: Questioning with Intentionality / Steven I. Friedland
115
Developing Core Questions / Sophie Sparrow
116
Dialogue in a Video, Dialogue in the Classroom / Alex Glashausser
117
Deposition Techniques & the Socratic Method / Eric Chaffee
119
Teaching Issue-Spotting --- A "Questions Only" Game / Kris Franklin
120
Using the Socratic Method in Legal Writing Classes / Jeffrey D. Jackson
121
Reversing the Norm: Promoting Student Questioning Proficiency / Steven I. Friedland
123
Responding to Cynicism / Gail Hammer
125
ch. 6
Collaborative, Cooperative, Group, and Team Learning Techniques
127
A.
Why Use Collaborative, Cooperative, Group, or Team Learning?
127
B.
Promoting Effective Group Work
128
Help Students Understand the Value of Group Work
128
Ask Students to Generate the Principles of Effective Group Work
128
Create Diverse Groups
129
Give Groups Clear Tasks and Directions
129
Design Effective Problems and Questions for Groups
130
Provide Students with Time to Check-in with Their Groups During Class
130
Restrict Group Work to In-class Assignments
130
Facilitate Group Work by Acting as Coach and Guide
130
Provide Closure to Group Discussions
131
C.
Addressing Barriers to Using Student Groups
131
References
131
Creating More Intimacy in Large Classes / Larry Krieger
132
The Play's the Thing: Learning Civil Procedure by Breaking the Routine / Robin Kundis Craig
134
The Value of Teaching with Small Groups / Barbara Glesner Fines
136
Group Review Sessions: Proceed Productively / Louis J. Sirico, Jr.
138
Six Collaborative Learning Techniques / Sally Zusman
139
Risking Collaborative Learning in Core Courses / Angela Mae Kupenda
145
Enlist Students as Peer Teachers / Louis J. Sirico, Jr.
147
Show and Tell for Law School --- Collaborating with Students in Generating Course Material / Michael Hunter Schwartz
148
Teaching a Collaborative Seminar / Louis J. Sirico, Jr.
149
Constructing Visual Tools: Group Graphic Analysis Project / Kris Franklin
150
Team-Based Learning --- An Overview / Sophie Sparrow
151
ch. 7
Experiential and Service Education---Relating Law School to Practice
153
A.
Recent History
153
B.
Experiential Education: Direct Encounters of the First Kind
154
1.
Theory
154
2.
Practice
155
Clinics
155
Externships
155
Field Components
156
Real-Life Experiences
156
3.
Promoting Efficacy in Experiential Education
156
C.
Service Education
156
1.
Defining and Distinguishing Service Education in the Law
157
2.
Outcomes
157
References
158
Self-Guided Field Trips and Interviews / Gerry Hess
158
Legislative Simulation as a Teaching Tool / Ronald Benton Brown
159
The First-Year Trial Practicum / Russell E. Lovell II
161
Go Forth and Prosper: The Ten Commandments of Externships / Larry Krieger
163
Public Comment and Eclass / Gerry Hess
166
The Activity-Based Seminar / Stacy Caplow
167
Integrating Public Service Legal Work into Nonclinical Courses / Russell Engler
169
Experiential Learning---Law Practice in Class / Sarah Ricks
171
Truth in Labeling: Identifying Experiential and Special Engaged Learning Course Components in Syllabi and Course Catalogues / Steven I. Friedland
173
Maximizing Student Learning from Guest Speakers / Sarah Ricks
175
CSI, Criminal Law and Procedure / Steven I. Friedland
175
ch. 8
Writing Across the Curriculum
179
A.
Why Use Writing Exercises in Your Course?
179
B.
What Kinds of Writing Exercises Can You Use in Your Course?
180
Out-of-Class Writing Exercises
180
In-Class Writing Exercises
181
C.
How Do You Design Writing Exercises?
181
Consult the Experts
181
Getting Started
181
Preparing the Assignment
182
Task
182
Expectations About the Process
182
Assignment Content
183
D.
How Do You Provide Feedback on Writing Exercises?
183
Provide an Answer Sheet or Sample and Invite Follow-up Questions
184
"Live Grade" in Class or Online
184
Peer Feedback
184
Self-Assessment Directed Feedback
184
Competency Feedback
184
Group Feedback
185
Selected Feedback
185
References
185
Teaching Upper-Level Legal Research and Writing in a Hybrid Clinic/Writing Course / Sarah Ricks
185
Writing Across the Curriculum: Practice Documents, Affective Professionalism, and Good English / Hillary Burgess
186
Focus Writing for Doctrinal Classes / Sophie Sparrow
188
A Will-Drafting Exercise / Diane J. Klein
189
A Contracts Drafting Challenge / Ronald Benton Brown
191
Writing with Word Banks / Karen J. Sneddon
192
Using "Forensic IRAC" to Teach Students to Write / Suzanne Darrow-Kleinhaus
194
The Writing Tip of the Day / Donna Greschner
195
Mad Libs Legal Writing: More Writing with Less Grading / Karen J. Sneddon
197
ch. 9
Professional Skills Across the Legal Education Curriculum
201
A.
What Are Lawyering Skills?
202
B.
How Do We Teach Lawyering Skills in Law School?
203
Identify Concrete, Measurable Learning Objectives for Lawyering Skills and Values
204
Provide Context and Relevance
204
Identify Prior Knowledge and Preconceptions
205
Choose Appropriate Teaching Techniques for Students to Learn Professional Skills
206
1.
Role-plays
206
2.
Experiential Learning Exercises
206
3.
Simulations
207
Assess Students' Skills and Values
207
C.
Address Barriers to Teaching Lawyering Skills
207
References
208
The Real Estate Transaction as a Teaching Tool / Carol Zeiner
208
Do Tell: Informal Communication about the Law / Deborah Schmedemann
210
Professional Development Obligation / Michael Hunter Schwartz
212
Marisa Tomei Talks about Teaching Law / James Eckmann
214
Factual Investigation --- First Exposure / Gerry Hess
216
Integrating Interviewing Skills Seamlessly into Doctrinal Classes / Barbara Glesner Fines
217
Integrating a Workshop on Negotiation and Drafting into a Contracts Course / Stephen A. Gerst
219
Incorporating Skills Training in a Torts Course / Christine Ver Ploeg
220
Teaching Statutory Construction through Reverse Problems and "Why" Problems / Stephen L. Sepinuck
222
Teaching the Same Course a Different Way / Angela Gilmore
224
Ninety Second Oral Argument Game / Sarah Ricks
226
ch. 10
Professional Values and Identity
229
A.
The Need For Professionalism in the Legal Profession
229
B.
Defining Professionalism
230
C.
Teaching Professionalism in Law School
230
1.
Modeling
231
2.
Placing Students in a Professional Role
231
3.
A Narrative Technique
231
4.
Professionalism Centers
232
5.
Professionalism Oaths
232
References
232
Getting Students to Invest in Professionalism Oaths / Michael Hunter Schwartz
233
Teaching Values and Lawyering Skills / John Capowski
234
Developing Students' Professional Interpersonal Skills / Sophie Sparrow
236
Teaching Students about the Role of Lawyer as Counselor: Winning Isn't Always Everything / Susan M. Chesler
238
Is God on Your Seating Chart? Discussing Religious Beliefs in Class / Robert L. Palmer
240
The Real World: Teaching Professionalism in Virtual Dialogue to the Google Generation / Lisa Penland
242
Teaching Restorative Justice Practices / Artika Tyner
244
Professionalism, Integrity and Reputation: Providing Opportunities in Simulation Courses / C. K. Gunsalus
246
Attorney Trust Accounts: Teaching the Basics Using a Classroom Simulation / Steven Wechsler
248
Reclaiming Purpose: Our Students' and Our Own / Daisy Hurst Floyd
251
Encouraging Continued Personal Assessment Within the Framework of Skills Courses / Harriet N. Katz
253
Preparing Law Students to Serve and Lead / Artika Tyner
254
A Humanizing Classroom Exercise / Justine A. Dunlap
256
Teaching Judgment in Law School / Steven I. Friedland
257
ch. 11
Formative Assessment --- Feedback to Students During the Course
261
A.
Why Do Students (and Teachers) Need Formative Feedback During the Course?
261
B.
How and What Should Teachers Assess During the Course?
261
C.
Who (or What) Can Provide Feedback During the Course?
262
Self-assessment
262
Peers
262
External Reviewers
262
Computer Programs
262
Teachers
263
D.
How Can Teachers Provide Students with Effective and Efficient Formative Feedback?
263
Specific
263
Positive
264
Corrective
264
Prompt
265
E.
Examples of Formative Feedback
265
Individual Written Comments
265
Individual Oral Critique
265
Individual Feedback in Class
266
Individual Feedback out of Class
266
Group Feedback of In-class Writing and Quizzes
266
Group Feedback on Practice Exams
266
References
266
The Seven Principles of Effective Feedback / Jon Garon
267
Prompt Feedback and Multiple Forms of Assessment / Sarah Ricks
269
Educating Students about the Critiquing Process / Joel Atlas
270
Self-Editing Workshops / Sarah Ricks
271
Developing a Student's "Thought Monitor" / Suzanne Darrow-Kleinhaus
273
Modeling and Teacher Feedback to Teach IRAC in Substantive Courses / Deborah Maranville
276
Teaching Issue-Spotting Explicitly / Deborah Zalesne
276
Second- and Third-Year Students as Exam Preparation Experts / Elizabeth Pendo
279
Taking a Small Step Toward More Assessments / Sophie Sparrow
280
Using Multiple-Choice Quizzes for Formative Assessment / Stephen L. Sepinuck
282
Effective Feedback on Graded Midterm Assignments / Laurie Zimet
284
Fast Formative Feedback / Steven I. Friedland
285
ch. 12
Summative Assessment --- Evaluating and Grading Students
287
Multiple and Varied Assessments
287
Congruence Between Course Goals, Teaching Methods, and Assessments
288
Grading Criteria Given to Students Before the Graded Assessment
288
Opportunities for Students to Practice Meeting the Criteria Before the Graded Assessment
288
Use Explicit Criteria to Ensure Consistent Grading
289
Productive Meetings With Students After the Assessment
290
References
291
Multiple-Choice Test Building / Steven I. Friedland
291
Skills Evaluation with Multiple-Choice Questions / Greg Sergienko
295
Weekly Quizzes / Thomas Field
298
The Document Package Exam / Eric J. Gouvin
299
Performance Testing / Teresa Buchheit Klinkner
302
The Lure of Extra-Credit Projects / Ronald Benton Brown
303
Collaboration on Examinations / Douglas R. Haddock
304
The Five Stages of Grading / Cindy G. Buys
306
Grading Techniques / Sophie Sparrow
307
ch. 13
Teacher Development and Inspiration
309
Teaching Development Stages
309
Teaching Development Activities
310
Self-Assessment, Reflection, and Study
310
Formative Feedback from Students
312
Collaborating with Colleagues
312
Teaching Workshops and Conferences
313
References
314
Sometimes, We Really Do Suck / Stewart Harris
314
Are We the Teachers We Think We Are? Observing Others Teach --- Lessons for the Teacher / Sophie Sparrow
316
The Law Professor as Student, or National Velvet, I'm Not / Jan C. Costello
317
Why I Teach / Kathleen Elliott Vinson
319