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Printed Teaching Materials :
Johnstone, Richard, 1957-
Printed Teaching Materials : A New Approach for Law Teachers / Richard Johnstone. - London : Cavendish Pub., 1996. - xii, 195 p. : ill. ; 23 cm.
Acknowledgments ix
PART 1
NEW DIRECTIONS FOR LAW TEACHING 1
1.1 INTRODUCTION 1
1.2 DEVELOPING A NEW PARADIGM FOR LAW TEACHING 3
1.2.1 The traditional approach to law teaching in Australia 3
PART 2
THE EDUCATIONAL FRAMEWORK FOR DEVELOPING
TEACHING MATERIALS 7
2.1 HOW DO STUDENTS LEARN? 7
2.1.1 Relational perspectives: the approach to learning 10
2.1.2 Cognitive theory: situated learning and cognitive apprenticeship 13
2.1.3 Cognitive theory: the nature of expertise 19
2.1.4 Students’ intellectual and ethical development 20
2.1.5 Problem-based learning 22
2.1.6 Self-regulated learning 24
2.1.7 From theories of student learning to developing a
teaching strategy 27
2.2 KNOWING OUR STUDENTS 31
2.3 SETTING GOALS AND LEARNING OBJECTIVES 33
2.3.1 Cognitive objectives 35
2.3.2 Skills objectives 38
2.3.3 Objectives relating to values 39
2.3.4 Objectives relating to motivation for learning 40
2.3.5 Selecting and writing objectives 40
2.4 THE IMPORTANT ROLE OF ASSESSMENT 42
2.5 STRUCTURING THE SUBJECT 46
2.6 TEACHING METHODS 50
2.6.1 The lecture 52
2.6.2 Class discussion 53
2.6.3 Small group work 55
2.6.4 Pyramiding 57
2.6.5 Peer learning and co-operative learning 58
2.6.6 ‘Brainstorming’ 60
2.6.7 ‘Simulations’, ‘role playing’ and mooting 61
2.7 EVALUATING OUR TEACHING 63
CONTENTS
PART 3
PUTTING TOGETHER TEACHING MATERIALS FOR
LAW TEACHING 65
3.1 PRINCIPLE 1: INCLUDE ALL BASIC SUBJECT INFORMATION
IN THE INSTRUCTIONAL MATERIALS 68
3.2 PRINCIPLE 2: STUDENTS MUST HAVE EASY ACCESS
TO ALL TEACHING MATERIALS 69
3.3 PRINCIPLE 3: THE MATERIALS SHOULD BE ‘USER FRIENDLY’ 70
3.4 PRINCIPLE 4: CHOOSE CONTENT TO ACHIEVE A VARIETY
OF LEARNING OBJECTIVES 72
3.5 PRINCIPLE 5: CHOOSE MATERIALS THAT
REFLECT A VARIETY OF DIFFERENT VOICES 75
3.6 PRINCIPLE 6: USE VISUAL AIDS AND SIGNPOSTS IN THE
MATERIALS 81
3.6.1 Diagrams, tables and other visuals 81
3.6.2 Headings and sub-headings 81
3.7 PRINCIPLE 7: TEACHING MATERIALS SHOULD FULLY ENGAGE
STUDENTS IN ‘DIALOGUE’ AND ACTIVITY 82
3.7.1 The topic should be anchored within students’ own personal
experience and problem solving skills 84
3.7.2 The materials should involve students in authentic activities 86
3.7.3 Create opportunities and spaces for students to respond to
the materials 97
3.7.4 Maximise opportunities for feedback 98
PART 4
TEACHING MATERIALS IN ACTION: AN EXAMPLE OF THE
USE OF TEACHING MATERIALS IN LAW TEACHING 103
4.1 EXAMPLE: CONTRACT 103
4.1.1 Overview of the materials and class activities 104
4.1.2 Step 1: situating the topic 107
4.1.3 Step 2: learning the law 118
4.1.4 Step 3: developing the principles through use and application,
and checking on learning 159
4.1.5 Step 4 : law reform, socio-legal research and economic analysis 165
PART 5
CONCLUSION 187
BIBLIOGRAPHY 189
1859412335
98169290
Law--Study and teaching.
Law--Study and teaching--Australia.
K100 / .J63 1996
340.07 JON / JON
Printed Teaching Materials : A New Approach for Law Teachers / Richard Johnstone. - London : Cavendish Pub., 1996. - xii, 195 p. : ill. ; 23 cm.
Acknowledgments ix
PART 1
NEW DIRECTIONS FOR LAW TEACHING 1
1.1 INTRODUCTION 1
1.2 DEVELOPING A NEW PARADIGM FOR LAW TEACHING 3
1.2.1 The traditional approach to law teaching in Australia 3
PART 2
THE EDUCATIONAL FRAMEWORK FOR DEVELOPING
TEACHING MATERIALS 7
2.1 HOW DO STUDENTS LEARN? 7
2.1.1 Relational perspectives: the approach to learning 10
2.1.2 Cognitive theory: situated learning and cognitive apprenticeship 13
2.1.3 Cognitive theory: the nature of expertise 19
2.1.4 Students’ intellectual and ethical development 20
2.1.5 Problem-based learning 22
2.1.6 Self-regulated learning 24
2.1.7 From theories of student learning to developing a
teaching strategy 27
2.2 KNOWING OUR STUDENTS 31
2.3 SETTING GOALS AND LEARNING OBJECTIVES 33
2.3.1 Cognitive objectives 35
2.3.2 Skills objectives 38
2.3.3 Objectives relating to values 39
2.3.4 Objectives relating to motivation for learning 40
2.3.5 Selecting and writing objectives 40
2.4 THE IMPORTANT ROLE OF ASSESSMENT 42
2.5 STRUCTURING THE SUBJECT 46
2.6 TEACHING METHODS 50
2.6.1 The lecture 52
2.6.2 Class discussion 53
2.6.3 Small group work 55
2.6.4 Pyramiding 57
2.6.5 Peer learning and co-operative learning 58
2.6.6 ‘Brainstorming’ 60
2.6.7 ‘Simulations’, ‘role playing’ and mooting 61
2.7 EVALUATING OUR TEACHING 63
CONTENTS
PART 3
PUTTING TOGETHER TEACHING MATERIALS FOR
LAW TEACHING 65
3.1 PRINCIPLE 1: INCLUDE ALL BASIC SUBJECT INFORMATION
IN THE INSTRUCTIONAL MATERIALS 68
3.2 PRINCIPLE 2: STUDENTS MUST HAVE EASY ACCESS
TO ALL TEACHING MATERIALS 69
3.3 PRINCIPLE 3: THE MATERIALS SHOULD BE ‘USER FRIENDLY’ 70
3.4 PRINCIPLE 4: CHOOSE CONTENT TO ACHIEVE A VARIETY
OF LEARNING OBJECTIVES 72
3.5 PRINCIPLE 5: CHOOSE MATERIALS THAT
REFLECT A VARIETY OF DIFFERENT VOICES 75
3.6 PRINCIPLE 6: USE VISUAL AIDS AND SIGNPOSTS IN THE
MATERIALS 81
3.6.1 Diagrams, tables and other visuals 81
3.6.2 Headings and sub-headings 81
3.7 PRINCIPLE 7: TEACHING MATERIALS SHOULD FULLY ENGAGE
STUDENTS IN ‘DIALOGUE’ AND ACTIVITY 82
3.7.1 The topic should be anchored within students’ own personal
experience and problem solving skills 84
3.7.2 The materials should involve students in authentic activities 86
3.7.3 Create opportunities and spaces for students to respond to
the materials 97
3.7.4 Maximise opportunities for feedback 98
PART 4
TEACHING MATERIALS IN ACTION: AN EXAMPLE OF THE
USE OF TEACHING MATERIALS IN LAW TEACHING 103
4.1 EXAMPLE: CONTRACT 103
4.1.1 Overview of the materials and class activities 104
4.1.2 Step 1: situating the topic 107
4.1.3 Step 2: learning the law 118
4.1.4 Step 3: developing the principles through use and application,
and checking on learning 159
4.1.5 Step 4 : law reform, socio-legal research and economic analysis 165
PART 5
CONCLUSION 187
BIBLIOGRAPHY 189
1859412335
98169290
Law--Study and teaching.
Law--Study and teaching--Australia.
K100 / .J63 1996
340.07 JON / JON