10. Thinking Like a Lawyer: Critical Thinking and Legal Analysis

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Legal Analysis ◽  
Student Needs ◽  
Essay Writing ◽  
The Law ◽  
Law Student ◽  
Law Degree ◽  
Different Parts

The successful law student needs to be able to place the law in context, analyse its effects on different parts of society, apply these rules to different problems, and reflect upon the suitability of both individual laws and the law as an institution. This ability to think critically and undertake broad and deep legal analysis is important to becoming a lawyer, but is also valuable for any other career. This chapter explores the importance of critical thinking to the law degree and beyond, and looks at how the student can bring analysis and criticism into their work. It considers techniques for problem solving and essay writing, and the importance of constructing arguments balancing ‘content’ and ‘thought’.

Legal Skills

2021 ◽  
Author(s):  
Emily Finch ◽  
Stefan Fafinski
Keyword(s):  
Problem Solving ◽  
Oral Presentation ◽  
Full Range ◽  
Writing Skills ◽  
Legal Reasoning ◽  
Case Law ◽  
Final Part ◽  
Essay Writing ◽  
The Law ◽  
Book Covers

Legal Skills is structured in three parts, covering a full range of legal skills. The first part deals with sources of law and includes information on finding and using legislation, case law, books, journals, and official publications, making sure you understand where the law comes from, and how to use it. The second part covers academic legal skills and provides advice on study and writing skills, legal reasoning, referencing and avoiding plagiarism, essay writing, dissertations, problem solving, and revision and examinations. The final part of the book covers the practical legal skills of oral presentation, mooting, and negotiation.

17. Expanding legal skills—mooting, negotiation and more

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Critical Thinking ◽  
Extracurricular Activities ◽  
Legal Practice ◽  
Transferable Skills ◽  
Law Student ◽  
Law Degree

A law degree can provide the student with opportunities to put their knowledge of law and your legal skills into practice, and further develop skills that are key to legal practice. This is important if they want to pursue a career as a lawyer of course, but is of much wider value in developing specific skills to enhance employability more generally. This chapter explores the important legal skills-related extracurricular activities that are commonly available, considering the value of these programmes to the successful law student. It explains how these activities can further develop skills such as analysis and critical thinking, while also developing transferable skills such as professionalism, teamwork, presentation, and timeliness.

20. Career pathways

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Career Pathways ◽  
Career Pathway ◽  
The Law ◽  
Law Student ◽  
Law Degree

This chapter discusses the valuable, marketable features of a law degree, before moving on to consider particular career pathways. It discusses traditional legal pathways — towards a career as a solicitor, barrister or legal executive. It considers other career pathways that have little to do with the law on a day-to-day basis, but welcome law graduates because of the skills they offer. The chapter also looks at the opportunities for, and merits of, further study. A book of this nature cannot cover absolutely everything, nor tell you everything you need to do on any particular path. But it highlights the breadth of possibilities open to you as a successful law student, and gives you some things to consider as you contemplate options and head on to a career pathway.

6. Step four in the IRAC method: the conclusion

2018 ◽  
Author(s):  
S I Strong
Keyword(s):  
Essay Writing ◽  
Worked Example ◽  
Legal Writing ◽  
Fourth Step ◽  
The Law ◽  
Law Student

This chapter guides the law student to the fourth step in the IRAC method of legal essay writing: identification of the conclusion of the argument. Students often overlook the need to have a conclusion in their law essays and exams, or believe that their conclusion must be the same as that identified by the instructor. This chapter explains what ‘conclusion’ means under the IRAC system, outlines the need for a conclusion in legal writing and provides a fast and easy technique that can be used to facilitate the process of writing a conclusion to any essay or exam. The chapter also includes tips on writing legal essays and exams, as well as a worked example.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

Sign in / Sign up

Export Citation Format

Share Document