Atnaujinkite slapukų nuostatas

Teaching Law by Design for Adjuncts 2

3.00/5 (2 ratings by Goodreads)
, ,
  • Formatas: 184 pages, aukštis x plotis x storis: 2062x1375x0.50 mm, weight: 650 g
  • Išleidimo metai: 09-Feb-2017
  • Leidėjas: Carolina Academic Pr
  • ISBN-10: 1611637023
  • ISBN-13: 9781611637021
Kitos knygos pagal šią temą:
Teaching Law by Design for Adjuncts 2Didesnis paveikslėlis
  • Formatas: 184 pages, aukštis x plotis x storis: 2062x1375x0.50 mm, weight: 650 g
  • Išleidimo metai: 09-Feb-2017
  • Leidėjas: Carolina Academic Pr
  • ISBN-10: 1611637023
  • ISBN-13: 9781611637021
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781611637021.html
Sparrow, Hess, and Schwartz provide concrete suggestions for adjunct professors about how to design and conduct all aspects of teaching law students, based on the enormous body of research on teaching and learning. New and experienced adjuncts can apply the book's principles from sequencing a course to grading an exam, they say, but warn teachers not to try to implement all of the suggestions, especially all at once. The topics include what it means to be a teacher, designing each class session, teaching the class, experiential teaching and learning, assessing student learning, and developing as a teacher.` Annotation ©2017 Ringgold, Inc., Portland, OR (protoview.com)

This book provides concrete suggestions for adjunct professors about how to design and conduct all aspects of teaching law students, based on the enormous body of research on teaching and learning to legal education. New and experienced adjuncts can apply the book's principles from sequencing a course to grading an exam. Updated and revised chapters provide a legal education-focused overview of the research on teaching and learning, students' perspective on law teaching and learning, course design, class design, student motivation, teaching methods, assessment, and professional development as teachers. New chapters focus on experiential learning, lasting learning, and troubleshooting.



This book provides concrete suggestions for adjunct professors about how to design and conduct all aspects of teaching law students, based on the enormous body of research on teaching and learning to legal education. New and experienced adjuncts can apply the book's principles from sequencing a course to grading an exam. Updated and revised chapters provide a legal education-focused overview of the research on teaching and learning, students' perspective on law teaching and learning, course design, class design, student motivation, teaching methods, assessment, and professional development as teachers. New chapters focus on experiential learning, lasting learning, and troubleshooting.
Introduction xv
Chapter 1 What It Means to Be a Teacher
3(10)
What We Know about Effective Learning
3(3)
Cognitive Learning Theory
3(2)
Constructivist Learning Theory
5(1)
Adult Learning Theory
6(1)
What We Know about Effective Teaching
6(7)
Subject Matter Expertise
7(1)
Respect
7(1)
Expectations
8(1)
Support
8(1)
Passion
9(1)
Preparation and Organization
9(1)
Variety
10(1)
Active Learning
10(1)
Collaboration
11(1)
Clarity
11(1)
Formative Feedback
11(2)
Chapter 2 Student Perspectives on Teaching and Learning
13(12)
Students Want to Be Treated with Respect
13(3)
Use Students' Names
13(1)
Treat Students as Colleagues
14(1)
Include Different Perspectives in Class
14(1)
Create a Positive and Welcoming Environment
15(1)
Students Want to Be Engaged in Their Learning
16(3)
Use a Variety of Teaching Methods to Actively Engage Students
16(1)
Give Students an Organizational Structure---Provide Context for Learning
17(1)
Make Class Preparation Assignments Reasonable and Meaningful
17(1)
Provide Opportunities for Students to Work with Others
18(1)
Be Aware of Students' Concerns about the Socratic Method
19(1)
Students Want to Become Good Lawyers
19(3)
Connect What Students Are Learning to the Practice of Law
20(1)
Be Explicit---Tell Students What You Expect and Give Them Opportunities to Practice
20(1)
Give Students Feedback on Their Progress
21(1)
Allow Students to Show Their Progress in Multiple Ways
22(1)
Parting Shots---Students' General Advice to Us
22(1)
How to Hear Your Students' Perspectives
23(1)
Checklist for Considering the Students' Perspectives
23(2)
Chapter 3 Designing the Course
25(14)
Introduction
25(1)
Initiating the Design Process: Setting Course Goals
26(1)
Know Your Students: Assessing the Learners
27(1)
Plan Assessment: How Will You Know Whether Your Students Are Learning?
28(1)
Finding the Book of Your Dreams: Sifting the Morass to Find the Right Textbook for You
28(1)
Designing the Course So Students Will Learn What You Want Them to Learn
29(3)
Writing Your Syllabus
32(3)
Evaluate the Design and Plan for the Future
35(1)
Checklist for Course Design Process
36(3)
Chapter 4 Designing Each Class Session
39(14)
Context
39(2)
Course Context
40(1)
Student Context
40(1)
Teacher Context
40(1)
Class Objectives
41(2)
Learner Centered
41(1)
Professional Knowledge, Skills, and Values
41(1)
Clear and Concrete
42(1)
Instructional Activities
43(3)
Opening
43(1)
Body
43(2)
Closing
45(1)
Feedback
46(1)
Materials
47(2)
Evaluate and Revise
49(1)
Checklist for Class Design Process
50(3)
Chapter 5 Student Motivation, Attitudes, and Self-Regulation
53(12)
Introduction
53(1)
Motivating Students
54(4)
Introduction
54(1)
Specific Techniques
55(3)
Teaching for Attitude or Value Change or Development
58(6)
General Principles of Attitude Learning
58(1)
Techniques for Producing Attitude Change
59(5)
Checklist for Teaching for Motivation and Attitude Change
64(1)
Chapter 6 Teaching the Class
65(26)
Create a Positive Learning Environment Where Students Feel Safe Taking Risks
66(2)
Know and Use Students' Names
66(1)
Be Conscious of the Messages You Send
66(1)
Be Enthusiastic
67(1)
Model Taking Risks and Acknowledging Weaknesses
67(1)
Be Transparent and Authentic
68(1)
The Nuts and Bolts
68(1)
Pre-Class: The 15 Minutes before Class Starts---Arrive Early
69(1)
Openings: The First Five Minutes of Class---Provide an Overview
69(2)
Provide Students with the Objectives at the Beginning of Class
69(1)
See If Students Have Any Questions Arising from the Previous Class Sessions
70(1)
Administrative Matters
70(1)
Modifications---First Day of the Course; Other Significant Classes
71(1)
The First Day of the Course
71(1)
When Students Face Crises or Distractions
71(1)
Body---The Heart of the Class Session
72(1)
Focus on One to Three Learning Objectives per One-Hour Class Session
72(5)
Active Learning Exercises
73(4)
Additional Points about Instructional Activities
77(1)
Lectures
77(2)
Use Micro-Lectures---10 to 15 Minutes
77(1)
Add Valuable Content
78(1)
Surround Micro-Lectures with Other Activities
78(1)
Include Visuals
78(1)
Deliver Micro-Lectures Effectively
78(1)
Questioning Techniques
79(3)
Prepare Students in Advance
79(1)
Ask Clear Questions
80(1)
Ask One Question at a Time
80(1)
Ask a Range of Questions
80(1)
Allow Sufficient Wait-Time (at Least Three to Five Seconds) after You Ask a Question
81(1)
Encourage and Promote Effective Responses, Respond Appropriately to Ineffective Answers
81(1)
Visuals
82(2)
PowerPoint and Other Visuals
82(1)
Dress
83(1)
Discovery Sequence Instruction
84(1)
Timing
85(1)
Closings: The Last Five Minutes of Class
86(2)
Summarize Key Points
86(1)
Give Students Time to Consolidate Their Learning
87(1)
Allow Students to Reflect on Their Learning
87(1)
Closing Modification: The Very Last Class---Leave Ten to Fifteen Minutes for the Final Closing
88(1)
Final Notes on Teaching the Class
88(1)
Checklist for Teaching the Class
89(2)
Chapter 7 Experiential Teaching and Learning
91(20)
Introduction
91(1)
Experiential Exercises and Methods
92(2)
Specific Examples of Experiential Exercises
94(8)
1 Current Events and Real-Life Stories
94(1)
2 Documents---Reading and Reviewing
95(1)
3 Documents---Drafting
96(1)
4 Field Trips
96(1)
5 Guest Speakers
97(1)
6 Interviews
98(1)
7 Problem-Solving
98(1)
8 Short Role Plays
99(1)
9 Simulations
100(1)
10 Student Presentations
101(1)
Designing Experiential Exercises and Methods
102(1)
Considerations for Designing Experiential Exercises
102(9)
1 Focus on Learning Goals and Objectives
103(1)
2 Choose the Experiential Method/s
103(1)
3 Design the Overall Structure
103(1)
4 Find Relevant and Significant Material
104(1)
5 Provide Clear Goals, Directions, and Expectations
104(2)
6 Identify What You Have to Do to Adequately Prepare for the Exercise
106(1)
7 Identify What Students Have to Do to Adequately Prepare for the Exercise
106(1)
8 Determine What Feedback Students Will Receive
106(1)
9 Determine Whether Students Will Reflect Upon the Exercise
107(1)
10 Reflect and Self-Assess the Experience
107(4)
Chapter 8 Deep, Lasting Learning
111(14)
What Is Exceptional, Significant, Lasting Learning?
111(2)
How Can Teachers Foster Deep, Lasting Learning for Students?
113(12)
Choose Learning Objectives That Address Significant, Lasting Learning
113(3)
Create a Challenging, Supportive, Collaborative Teaching and Learning Environment
116(1)
Engage Students in Rich, Textured Learning Activities
117(4)
Incorporate Frequent Formative Feedback
121(4)
Chapter 9 Assessing Student Learning
125(16)
Introduction
125(7)
Step One Identify Learning Objectives
125(1)
Step Two Prepare the Assessment Instrument
126(3)
Step Three Give Feedback to Students
129(3)
Using Classroom Assessment Techniques to Improve Your Teaching
132(1)
Evaluating Students to Assign Grades---The Hardest Part of Assessment
133(1)
Essential Elements
133(3)
The Grading Process Itself---Designing and Using Rubrics/Scoring Sheets---One Way
136(1)
Checklist for Assessing Student Learning
137(4)
Chapter 10 Troubleshooting
141(16)
Challenge 1 Unprepared or Unmotivated Students
141(2)
The Challenge
141(1)
Addressing the Challenge
142(1)
Challenge 2 Disrespectful Students
143(2)
The Challenge
143(1)
Addressing the Challenge
143(2)
Challenge 3 Getting Lackluster or Poor Student Evaluations
145(2)
The Challenge
145(1)
Addressing the Challenge
146(1)
Challenge 4 Doing Multiple Assessments without Killing Yourself
147(2)
The Challenge
147(1)
Addressing the Challenge
148(1)
Challenge 5 Addressing Controversial Topics in Class
149(3)
The Challenge
149(1)
Addressing the Challenge
149(3)
Challenge 6 Being Asked a Question That You Are Unable to Answer in the Moment or Making a Mistake in Class
152(2)
The Challenge
152(1)
Addressing the Challenge
153(1)
Challenge 7 Students Do Not Read: (1) The Instructions on Exams, (2) Assignment Instructions, (3) Emails, or (4) the Syllabus
154(1)
The Challenge
154(1)
Addressing the Challenge
154(1)
Conclusion: Common Themes
155(2)
Chapter 11 Developing as a Teacher
157(14)
Sustaining a Teaching Practice
157(2)
Self-Assessment, Reflection, and Study
159(3)
Benefits of Reflective Practice
159(1)
Self-Assessment
160(1)
Teaching Journal
160(2)
Print and Electronic Resources
162(1)
Formative Feedback from Students
162(3)
Student Evaluations
162(1)
Feedback from Students during the Course
163(2)
Collaborating with Colleagues
165(1)
Discussions with Colleagues
165(1)
Peer Observations and Feedback
165(1)
Consultants
166(2)
Teaching Workshops and Conferences
168(1)
Checklist for Teaching Development
169(2)
Selected Resources---Books, Articles, Newsletters, Videos, and Websites 171(4)
About the Context and Practice Series 175(2)
Index 177