Teaching Strategies

Gamification in Law School: Using Play to Enhance Learning

Law Curriculum, Lawyers, Legal Education, Teaching Strategies / By CPLE

Gamification has been a buzzword in the education world for some time now, and with good reason. This approach to learning involves incorporating elements of play and game design into the classroom experience to engage and motivate learners. In recent years, gamification has become increasingly popular in higher education as a means of enhancing learner engagement and academic performance. This post explores how gamification can be used in law school teaching.

Boolean Guess Who? Using Gamification to Engage First Year Law Students with Advanced Legal Research Techniques

Law Curriculum, Law Research, Legal Education, Teaching Strategies / By CPLE

This post will explain how first semester educators and law librarians work together to teach legal research skills using classic games to increase engagement and understanding amongst law students.

Using Videos to Teach Law: Panacea or Poison?

Teaching Strategies / By CPLE

Without reading case extracts, the detailed reasoning of the judges cannot be grasped. Without reading the textbook, the students are simply getting a “sugar hit” by watching the video and making short notes.

Climate change: How can law teachers help?

Climate Law, Teaching Strategies / By CPLE

It has fallen upon the contemporary global community to work together to understand climate change, to address climate change, and to mitigate its consequences… And one of the most powerful tools we have is the law.

2020 Professional Legal Education Conference Recordings Now Available

CPLE Conference, Emergent Technologies, Law Curriculum, Lawyer Wellbeing, Student Journey, Teaching Strategies / By CPLE

Access 40 individual presentations on:
Being a Law Teacher
Inclusion, Feelings and Hope
Law and Art
Mentoring
Past, Present and Future
Teaching in the Digital Era
Teaching New Law Students
Teaching Professionalism
Teaching Responsibility
Teaching Skills
The Big Picture
Wellbeing

COVID-19: An Authentic Learning Opportunity

COVID-19, Lawyer Wellbeing, Legal Education, Teaching Strategies / By CPLE

If not already, I am sure that most legal educators are planning to incorporate COVID-19-related topics into their subjects at some stage. In doing so, many will be seeking to create authentic learning opportunities.

Preparing to Teach Remotely (Part 4): Setting up the Website

Law Curriculum, Teaching Strategies / By CPLE

PART 4 OF 4: In the week leading up to my first online class, my focus has been upon my subject website and ensuring it will be ready to be made available to students. In this post I will share my views about this experience.

Subject-related anxiety: As a Law teacher, how can I help?

Lawyer Wellbeing, Student Journey, Teaching Strategies, Wellness / By CPLE

Law students are likely experiencing many challenges at the moment. They or their loved ones might be suffering from COVID19 or they might be in a high-risk demographic or location. They may be recently unemployed or stranded far from support networks. They may have new responsibilities as they care for or home school family members… Naturally, I am wondering what I can do to assist my students during my next teaching semester.

Preparing to Teach Remotely (Part 3): Designing Learning Activities

Legal Education, Teaching Strategies / By CPLE

PART 3 OF 4: This week I am going to think about, and plan, my learning activities. What will I be doing with my students across the semester to help them to achieve the subject learning outcomes and complete the subject assessment tasks?

Preparing to Teach Remotely (Part 2): Designing Assessment Tasks

Law Curriculum, Legal Education, Teaching Strategies / By CPLE

PART 2 OF 4: This week my focus will be upon ensuring the assessment I will be administering in my subject is appropriate, rigorous and aligned with my learning outcomes. This final point is important: as explained last week, the notion of constructive alignment tells us that the assessment tasks we give our students should evaluate the extent to which the students have achieved the learning outcomes we set for the subject.