By Lutz-Christian Wolff, Jenny Chan
This booklet discusses comprehensively using Flipped school rooms within the context of felony schooling. The Flipped lecture room version signifies that lecture modules are brought on-line to supply extra time for in-class interactivity. This booklet analyses the pedagogical viability, charges and different resource-related implications, technical features in addition to the construction and on-line distribution of Flipped school rooms. It compares the Flipped school room idea with conventional legislations educating equipment and information its benefits and barriers. The findings are proven when it comes to a case learn which serves because the foundation for the improvement of accomplished guidance for the concept’s sensible implementation. As Flipped school rooms became a truly sizzling subject throughout disciplines lately, this booklet bargains a different source for legislations academics, legislations institution managers in addition to researchers within the box of criminal schooling. it's a must-have for a person drawn to cutting edge legislations instructing methodologies.
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Additional resources for Flipped Classrooms for Legal Education
263. 364 Schneider, p. 29. 2; compare Kerr, p. 114. Kerr interviewed 12 professors teaching in Harvard Law School on their teaching styles and their views on the Socratic Method. He found that ﬁve were best described as traditionalists, three as quasi-traditionalist and four as counter-traditionalists, each group using the Socratic method in different ways, Ibid, p. 122. It is notable that regardless of their teaching styles, professors of all three categories adopted lecture modules to a certain extent.
357. 301 Ibid. p. 351; Caron/Gely, p. 554. 302 Caron/Gely, ibid. 303 Compare Schwarz, p. 352. 304 Not every student picks up these skills quickly enough and often students are left confused without the law teacher pointing to the right direction. Schwartz compares the ﬁrst year law classroom to a hypothetical swimming class. 313 Frank points out that the Socratic Method exceedingly concentrates on the studying of precedents leading to an oversimpliﬁcation which neglects the need for students to understand how courts arrive at their decisions.
479. 209 Ibid, p. 475. 210 Ibid, quoting Diekema/Holliday/Leary, p. 261. 211 Compare ibid, p. 477. 212 Ibid, p. 476 with reference to Diekema/Holliday/Leary, p. 261. 213 Ibid, p. 475. 214 Ibid, p. 476, quoting Diekema/Holliday/Leary, p. 261. 215 Ibid, p. 481. 216 Ibid, pp. 473, 482. 217 Ibid, pp. 473, 481. 218 Ibid, p. 490. 219 Ibid, p. 491. 220 Learning needs can be multidimensional. 225 The different needs should be taken into account when designing course structures and contents. Polding reveals that when asked how they would like to participate in Flipped Classrooms, ‘students with English as a second language and students with family commitments were particularly positive’.
Flipped Classrooms for Legal Education by Lutz-Christian Wolff, Jenny Chan