《TEACHING LAWYERS'SKILLS》求取 ⇩

Part Ⅰ THE LEARNING PROCESS3

1 HOW STUDENTS LEARNDiana Tribe5

Introduction5

Learning theory7

Curriculum implications of different student learning styles11

Experiential learning13

Implications of learning models for the assessment and evaluation of student work18

2 WHY THEORY MATTERSJulian Webb23

The hit and miss approach to legal education23

Legal education and educational theory -making connections30

Epistemology and legal skills33

Theory, which theory?34

Conclusions: theorising skills - a SWOT analysis44

Part Ⅱ APPROACHES TO SKILLS TEACHING55

3 LEARNING HOW TO LEARN: THE SKILLS DEVELOPER'S GUIDE TO EXPERIENTIAL LEARNINGJulian WebbCaroline Maughan59

Rethinking the familiar59

Experiential learning theory69

Testing the theory77

In the end was the beginning: preparing for future action94

4 SKILLS IN THE INITIAL STAGE OF LEGAL EDUCATION: THEORY AND PRACTICE FOR TRANSFORMATIONAndy Boon99

The context of the skills debate in higher education100

Skills in legal education in England and Wales108

Towards holism - a case study112

Skills and skills assessment in theundergraduate curriculum124

Conclusion127

5 THE THEORY AND PRACTICE OF CLINICAL LEGAL EDUCATIONRichard Grimes137

Introduction137

What is clinical legal education?137

How does clinic operate?141

Theories of learning142

Clinic as part of the curriculum146

The practice of clinical legal education153

Conclusion161

6 LAW STUDENTS AS PRACTITIONERS: DEVELOPING AN UNDERGRADUATE CLINICAL PROGRAMME AT NORTHUMBRIA UNIVERSITY Hugh Brayne167

The University of Northumbria167

From Law Clinic to Law Office169

From Law Clinic to Student Law Office174

Student Law Office in an exempting degree179

Now where?180

Issues in clinical legal education181

Summary and conclusion185

7 PROBLEM-BASED LEARNjNG IN LEGAL EDUCATIONDavid A Cruickshank187

Introduction187

What is problem-based learning?188

Advantages of problem-based learning199

Disadvantages of problem-based learning203

Problem-based learning in action206

Critiques of legal education220

Implementing problem-based learning in legal education229

8 SKILLS TEACHING ON THE LEGAL PRACTICE COURSEPeter Kilpin241

Introduction241

General issues relating to skills teaching on the LPC242

Tutor and student viewpoints on skills teaching245

The development of skills teaching254

Conclusions258

9 TAKING REFLECTION SERIOUSLY: HOW WAS IT FOR US?Caroline Maughan and Julian Webb261

How did we get here?261

The Legal Process course264

The role of reflection270

Making learning theory explicit275

Assessing reflection283

Where do we go from here?288

10 WE'RE ALL REFLECTIVE PRACTITIONERS NOW: REFLECTIONS ON PROFESSIONAL EDUCATIONPhilip A Jones291

Introduction291

Reflective practice as professional artistry: the work of Donald Sch?n295

Towards an integrated map of professional knowledge as a foundation for competence-based education306

Reflective practice as critique313

Conclusion319

Part Ⅲ COMPETENCE, ASSESSMENT AND EVALUATION327

11 OUTLINE OF A GENERAL THEORY OF PROFESSIONAL COMPETENCESRichard Winter331

Competence - broad or narrow definition331

Empirical or theoretical methods of derivation332

Differentiation of levels of knowledge334

Towards a model of the experienced professional worker337

Professional work and the learning cycle343

Conclusion - developmental reflection through professional experience: towards a general theory of professional competences346

12 DIY LEARNING: SELF AND PEER ASSESSMENT Diana Tribe353

Traditional forms of assessment - the effect on law academic staff353

The development of peer and self assessment in law357

Problems with self and peer assessment363

Strategies for incorporating self and peer assessment into the curriculum364

Appendix: Example of materials designed to employ self and peer assessment strategies369

13 A CAPABILITY APPROACH TO ASSESSING SKILLS ON THE LPC:A STRATEGY FOR DEVELOPING EFFECTIVE FUTURE PERFORMANCEMike Maughan377

Why change to a capability approach?377

The tool kit391

14 DEVELOPING STUDENT EVALUATION OF COURSESJoanna Shapland403

Methods of evaluating courses403

Deciding on methods of evaluation408

What can one learn from a student evaluation exercise?413

The relation between expectations and the results of student evaluations415

Reactions and responding to reactions419

INDEX425