scholarly journals Motivating Large Groups of Law Students to Think Critically and Write Like Lawyers: Part 2

Obiter ◽  
2021 ◽  
Vol 42 (1) ◽  
pp. 1-19
Author(s):  
Angela Diane Crocker
Keyword(s):  
Critical Thinking ◽  
Student Motivation ◽  
Law Students ◽  
Learner Participation ◽  
Constructive Alignment ◽  
Teaching Principles ◽  
Learning Techniques ◽  
Legal Writing ◽  
The Will ◽  
The University

This two-part article explores two central themes – student motivation and critical thinking – as they relate to teaching law students how to write like lawyers. The article examines these two themes through the lens of a case study on a legal writing programme, the “Write it Like a Lawyer” (WiLL) programme implemented at the University of KwaZulu-Natal, Durban in 2019. The design of the programme draws upon three distinct teaching principles – constructive alignment, learner participation and conversations in feedback. This article argues that by applying these principles when teaching legal writing, law students are motivated to engage critically with legal materials, thereby enabling them to produce persuasive, logical, coherent legal writing, containing well-substantiated arguments. The article is in two parts. Part 1 began by focusing on the theoretical underpinnings of the main themes of the article as well as the teaching principles applied in the WiLL programme. It then went on to describe the significance of the central themes to a legal writing programme such as WiLL. Part 2 of this article moves on to a discussion of the three teaching principles – constructive alignment, learner participation (including blended-learning techniques) and conversations in feedback – and the manner in which these principles were used to achieve the desired outcomes in the WiLL programme. Finally, the second part of the article evaluates the relative success of employing the three principles in order to further student motivation and critical thinking in the programme. The article concludes with recommendations for improvements that could be implemented in future such programmes.

scholarly journals Motivating Large Groups of Law Students to Think Critically and Write Like Lawyers: Part 1

Obiter ◽  
2021 ◽  
Vol 41 (4) ◽  
pp. 751-766
Author(s):  
Angela Diane Crocker
Keyword(s):  
Critical Thinking ◽  
Student Motivation ◽  
Law Students ◽  
Learner Participation ◽  
Constructive Alignment ◽  
Teaching Principles ◽  
Learning Techniques ◽  
Legal Writing ◽  
The Will ◽  
The University

This two-part article explores two central themes – student motivation and critical thinking – as they relate to teaching law students how to write like lawyers. The article examines these two themes through the lens of a case study on a legal writing programme, the “Write it Like a Lawyer” [WiLL] programme implemented at the University of KwaZulu-Natal, Durban, in 2019. The design of the programme draws upon three distinct teaching principles – constructive alignment, learner participation and conversations in feedback. This article argues that by applying these principles when teaching legal writing, law students are motivated to engage critically with legal materials, thereby enabling them to produce persuasive, logical, coherent legal writing, containing well-substantiated arguments. The article is in two parts. Part 1 begins by focusing on the theoretical underpinnings of the main themes of the article as well as the teaching principles applied in the WiLL programme. It then goes on to describe the significance of the central themes to a legal writing programme such as WiLL. Part 2 of this article moves on to a discussion of the three teaching principles – constructive alignment, learner participation (including blended-learning techniques) and conversations in feedback – and the manner in which these principles were used to achieve the desired outcomes in the WiLL programme. Finally, the second part of the article evaluates the relative success of employing the three principles in order to further student motivation and critical thinking in the programme. The article concludes with recommendations for improvements that could be implemented in future such programmes.

THE DEVELOPMENT OF CRITICAL THINKING FOR HIGHER STUDENTS: NOTES OF THE ENGLISH TEACHER

2020 ◽  
Author(s):  
I. B. Ushakova
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Law Students ◽  
English Teacher ◽  
Wide Range ◽  
The University ◽  
Learning English

The paper is devoted to critical thinking development techniques in the process of teaching and learning English at the University. A wide range of “critical thinking” definitions and interpretations was studied to single out those ideas that help to form the basis for choosing particular critical thinking development techniques. In this paper we focus on our didactic experience in developing critical thinking skills of law students.

Modifikasi Model Pembelajaran Problem Based Learning (PBL) dengan Strategi Pembelajaran Tugas dan Paksa

2019 ◽  
Vol 2 ◽  
Author(s):  
Tita Mila Mustofani ◽  
Ita Hartinah
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Student Motivation ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Material ◽  
Task Strategies ◽  
The Right ◽  
Increasing Student Learning

This writing aims to help teachers to increase motivation, activity, creativity, and critical thinking of students in solving problems in class. The way to increase student motivation in learning in class is to choose the right learning model with ongoing learning material. One learning model that increases students' creativity and critical thinking in problem solving is a Problem Based Learning (PBL) learning model. To improve students' insights in order to easily solve problems there is a need to do tasks, if students do not do the task then they must accept the agreed upon consequences when making learning contracts, thus modifying the Problem Based Learning (PBL) learning model with task strategies and forced. The results of the modification of learning with the Problem Based Learning (PBL) learning model through forced and forced strategies are expected to improve the learning process so that students become more disciplined and do not waste time doing assignments. The advantages of modifying the Problem Based Learning (PBL) learning model with task and forced learning strategies are increasing student learning motivation, improving the quality of learning, training students' understanding by giving assignments continuously, teaching discipline to students in order to be accountable for tasks assigned, and reducing laziness in students.

Development of a Student's Critical Thinking during the Course of General Sociology

2020 ◽  
Author(s):  
Е.Е. Луцькая
Keyword(s):  
Critical Thinking ◽  
Social Reality ◽  
School Education ◽  
Development Trends ◽  
Modern Education ◽  
Mass Society ◽  
Modern School ◽  
Key Competencies ◽  
The University

критическое мышление считается одной ключевых компетенций современного образования, и современные студенты безусловно нуждаются в его развитии, поскольку особенности современного школьного образования и тенденции развития массового общества не дают ему развиться адекватно потребностям быстро изменяющейся социальной реальности. В статье на примере курса общей социологии показан процесс развития критического мышления в университете. Для формирования критического мышления привлекаются работы Ч.Р. Миллса, З. Баумана, Х. Ортеги-и-Гассета и др. critical thinking is considered one of the key competencies of modern education, and modern students certainly need to develop it, since the features of modern school education and the development trends of mass society do not allow it to develop adequately to the needs of rapidly changing social reality. This article uses the example of a General sociology course to show the process of developing critical thinking at the University. The works of Ch.R. Mills, Z. Bauman, J. Ortega y Gasset, and others are used to form critical thinking.

Reorganization of the Governmental Structure of Roumania

1931 ◽  
Vol 25 (3) ◽  
pp. 700-703
Author(s):  
Joseph S. Roucek
Keyword(s):  
Central Administration ◽  
World War ◽  
Liberal Party ◽  
Old Kingdom ◽  
The Balkans ◽  
History Of ◽  
The Will ◽  
The Law ◽  
Self Rule ◽  
The University

The law for the reorganization of central administration and the law on local administration (July 20, 1929) sponsored by the National Peasant government of Roumania have recently been put into effect. Both measures were drafted by Professors Negulescu, of the University of Bucharest, and Alexianu, of the University of Cernauţi. Their adoption comprises one of the most thorough governmental reforms in the history of the Balkans.The structure of the Roumanian government was, until very recently, almost completely copied from the French system. Roumania was a typical example of a unitary organization. The whole power of government was centralized in Bucharest. Practically all powers of local government were derived from the central authority, and were enlarged and contracted at the will of Bucharest. The whole system lent itself admirably to the domination of the National Liberal party, guided up to 1927 by Ion I. C. Brǎtianu, and after his death by his brother, Vintilǎ I. C. Brǎtianu, who died last year.Since the strength of the National Peasant party, which assumed the reins in 1928, lies largely in the provinces acquired at the close of the World War, a decentralization of government was to be expected. The bitter resentment of Maniu and his associates toward the over-centralization which favored the policies of the Bratianus forced the recent overhauling of the governmental structure, tending toward federalism—a form which takes cognizance of the differences of the past and present between the old kingdom and the new provinces and attempts to extend democratic features of self-rule to the electorate. At the same time, it attempts to secure bureaucratic expertness.

Critical Thinking and Clear Writing

1985 ◽  
Vol 46 ◽  
pp. 1-4
Author(s):  
Anne F. Lee
Keyword(s):  
Critical Thinking ◽  
Political Science ◽  
Liberal Arts ◽  
Writing Proficiency ◽  
Science Students ◽  
Writing Class ◽  
Voluntary Commitment ◽  
The University

As part of an on-going effort at West Oahu College (a small, liberal arts, upper-division campus of the University of Hawaii) I am experimenting with ways to help my political science students improve their ability to think critically and communicate clearly. For some time we have been aware of a large number of students having difficulties in writing and critical thinking. We have made an informal and voluntary commitment to use writing-across-thecurriculum (WAC) with faculty participating in workshops and conferring with the writing instructor who coordinates our WAC program.1In-coming students must now produce a writing proficiency sample which is analyzed, returned with numerous comments, and results in students being urged to take a writing class if there are serious problems. A writing lab is offered several times a week and students are free to drop in for help.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

Critical thinking or common sense?

2016 ◽  
Vol 179 (7) ◽  
pp. i-ii
Author(s):  
Vicki Adams
Keyword(s):  
British Columbia ◽  
Critical Thinking ◽  
Common Sense ◽  
Animal Science ◽  
University Of British Columbia ◽  
The University

Vicki Adams grew up in Vancouver, Canada, and graduated with a degree in animal science from the University of British Columbia before being accepted into vet school in Saskatchewan. Her animal science background has given her the population perspective that is so important in epidemiology and she now runs her own consulting company, Vet Epi

Casefinder: A Non-Law Students Smartphone App for Legal Writing

2021 ◽  
Author(s):  
Rizauddin Saian ◽  
Zeti Zuryani Mohd Zakuan
Keyword(s):  
Law Students ◽  
Smartphone App ◽  
Legal Writing
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