By Lutz-Christian Wolff, Jenny Chan
This booklet discusses comprehensively using Flipped study rooms within the context of criminal schooling. The Flipped school room version means that lecture modules are brought on-line to supply extra time for in-class interactivity. This publication analyses the pedagogical viability, bills and different resource-related implications, technical features in addition to the creation and on-line distribution of Flipped study rooms. It compares the Flipped lecture room suggestion with conventional legislations instructing equipment and info its benefits and barriers. The findings are proven when it comes to a case research which serves because the foundation for the improvement of entire directions for the concept’s sensible implementation. As Flipped school rooms became a truly sizzling subject throughout disciplines in recent times, this ebook bargains a different source for legislation academics, legislation university managers in addition to researchers within the box of felony schooling. it's a must-have for somebody attracted to leading edge legislations instructing methodologies.
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Extra info for Flipped Classrooms for Legal Education
343 Ibid\, p. 68. 344 Ibid. 345 Ibid, p. 66. 346 Ibid. 347 Ibid, p. 67. 348 Ibid. 349 Ibid, p. 68. 7 Defending the Socratic Method Despite the criticism, the Socratic Method still receives broad support. 352 As long as the discussion centers around the argument, the issue of race and gender will not play a role in the Socratic dialogue. 358 It remains unclear why some students handle stress better than others. 359 Some students participate actively in a Socratic classroom but others do not. They all have their own reasons whether to speak up in class or remain in silence.
298 Ibid. 299 Ibid, p. 554. 300 Schwartz, p. 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.
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’. S. S. 230 220 Compare Lemmer; Macdonald; Polding. Bone, p. 229. 222 Ibid, p.
Flipped Classrooms for Legal Education by Lutz-Christian Wolff, Jenny Chan