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• Title:Teaching law by design for adjuncts / Sophie M. Sparrow, Gerald F. Hess, Michael Hunter Schwartz.
  
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• Author/Creator:Sparrow, Sophie, author.
  
• Other Contributors/Collections:Hess, Gerald F., 1952- author.
  Schwartz, Michael Hunter, author.
  
• Published/Created:Durham, North Carolina : Carolina Academic Press, [2017]
  

• Holdings

  Holdings Record Display

  • Location:LAW LIBRARY (level 3)Where is this?
    
  • Call Number: K100 .S68 2017
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Law--Study and teaching.
  Law teachers--Vocational guidance.
  
• Edition:Second edition.
  
• Description:xvii, 184 pages ; 22 cm
  
• Summary:"Professors Sophie Sparrow, Gerry Hess, and Michael Hunter Schwartz, three leaders in the teaching and learning movement in legal education, have collaborated to offer to produce the second edition of a book designed to synthesize the latest research on teaching and learning for adjunct law professors. The book begins with basic principles of teaching and learning theory, provides insights into how law students experience traditional law teaching, and then guides law teachers through the entire process of teaching a course." -- Back cover.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9781611637021 paperback alkaline paper
  1611637023 paperback alkaline paper
  
• Contents:Machine generated contents note: ch. 1 What It Means to Be a Teacher
  What We Know about Effective Learning
  Cognitive Learning Theory
  Constructivist Learning Theory
  Adult Learning Theory
  What We Know about Effective Teaching
  Subject Matter Expertise
  Respect
  Expectations
  Support
  Passion
  Preparation and Organization
  Variety
  Active Learning
  Collaboration
  Clarity
  Formative Feedback
  ch. 2 Student Perspectives on Teaching and Learning
  Students Want to Be Treated with Respect
  Use Students' Names
  Treat Students as Colleagues
  Include Different Perspectives in Class
  Create a Positive and Welcoming Environment
  Students Want to Be Engaged in Their Learning
  Use a Variety of Teaching Methods to Actively Engage Students
  Give Students an Organizational Structure
  -Provide Context for Learning
  Make Class Preparation Assignments Reasonable and Meaningful
  Provide Opportunities for Students to Work with Others
  Be Aware of Students' Concerns about the Socratic Method
  Students Want to Become Good Lawyers
  Connect What Students Are Learning to the Practice of Law
  Be Explicit
  -Tell Students What You Expect and Give Them Opportunities to Practice
  Give Students Feedback on Their Progress
  Allow Students to Show Their Progress in Multiple Ways
  Parting Shots
  -Students' General Advice to Us
  How to Hear Your Students' Perspectives
  Checklist for Considering the Students' Perspectives
  ch. 3 Designing the Course
  Introduction
  Initiating the Design Process: Setting Course Goals
  Know Your Students: Assessing the Learners
  Plan Assessment: How Will You Know Whether Your Students Are Learning?
  Finding the Book of Your Dreams: Sifting the Morass to Find the Right Textbook for You
  Designing the Course So Students Will Learn What You Want Them to Learn
  Writing Your Syllabus
  Evaluate the Design and Plan for the Future
  Checklist for Course Design Process
  ch. 4 Designing Each Class Session
  Context
  Course Context
  Student Context
  Teacher Context
  Class Objectives
  Learner Centered
  Professional Knowledge, Skills, and Values
  Clear and Concrete
  Instructional Activities
  Opening
  Body
  Closing
  Feedback
  Materials
  Evaluate and Revise
  Checklist for Class Design Process
  ch. 5 Student Motivation, Attitudes, and Self-Regulation
  Introduction
  Motivating Students
  Introduction
  Specific Techniques
  Teaching for Attitude or Value Change or Development
  General Principles of Attitude Learning
  Techniques for Producing Attitude Change
  Checklist for Teaching for Motivation and Attitude Change
  ch. 6 Teaching the Class
  Create a Positive Learning Environment Where Students Feel Safe Taking Risks
  Know and Use Students' Names
  Be Conscious of the Messages You Send
  Be Enthusiastic
  Model Taking Risks and Acknowledging Weaknesses
  Be Transparent and Authentic
  Nuts and Bolts
  Pre-Class: The 15 Minutes before Class Starts
  -Arrive Early
  Openings: The First Five Minutes of Class
  -Provide an Overview
  Provide Students with the Objectives at the Beginning of Class
  See If Students Have Any Questions Arising from the Previous Class Sessions
  Administrative Matters
  Modifications
  -First Day of the Course; Other Significant Classes
  First Day of the Course
  When Students Face Crises or Distractions
  Body
  -The Heart of the Class Session
  Focus on One to Three Learning Objectives per One-Hour Class Session
  Active Learning Exercises
  Additional Points about Instructional Activities
  Lectures
  Use Micro-Lectures
  -10 to 15 Minutes
  Add Valuable Content
  Surround Micro-Lectures with Other Activities
  Include Visuals
  Deliver Micro-Lectures Effectively
  Questioning Techniques
  Prepare Students in Advance
  Ask Clear Questions
  Ask One Question at a Time
  Ask a Range of Questions
  Allow Sufficient Wait-Time (at Least Three to Five Seconds) after You Ask a Question
  Encourage and Promote Effective Responses, Respond Appropriately to Ineffective Answers
  Visuals
  PowerPoint and Other Visuals
  Dress
  Discovery Sequence Instruction
  Timing
  Closings: The Last Five Minutes of Class
  Summarize Key Points
  Give Students Time to Consolidate Their Learning
  Allow Students to Reflect on Their Learning
  Closing Modification: The Very Last Class
  -Leave Ten to Fifteen Minutes for the Final Closing
  Final Notes on Teaching the Class
  Checklist for Teaching the Class
  ch. 7 Experiential Teaching and Learning
  Introduction
  Experiential Exercises and Methods
  Specific Examples of Experiential Exercises
  1. Current Events and Real-Life Stories
  2. Documents
  -Reading and Reviewing
  3. Documents
  -Drafting
  4. Field Trips
  5. Guest Speakers
  6. Interviews
  7. Problem-Solving
  8. Short Role Plays
  9. Simulations
  10. Student Presentations
  Designing Experiential Exercises and Methods
  Considerations for Designing Experiential Exercises
  1. Focus on Learning Goals and Objectives
  2. Choose the Experiential Method/s
  3. Design the Overall Structure
  4. Find Relevant and Significant Material
  5. Provide Clear Goals, Directions, and Expectations
  6. Identify What You Have to Do to Adequately Prepare for the Exercise
  7. Identify What Students Have to Do to Adequately Prepare for the Exercise
  8. Determine What Feedback Students Will Receive
  9. Determine Whether Students Will Reflect Upon the Exercise
  10. Reflect and Self-Assess the Experience
  ch. 8 Deep, Lasting Learning
  What Is Exceptional, Significant, Lasting Learning?
  How Can Teachers Foster Deep, Lasting Learning for Students?
  Choose Learning Objectives That Address Significant, Lasting Learning
  Create a Challenging, Supportive, Collaborative Teaching and Learning Environment
  Engage Students in Rich, Textured Learning Activities
  Incorporate Frequent Formative Feedback
  ch. 9 Assessing Student Learning
  Introduction
  Step One Identify Learning Objectives
  Step Two Prepare the Assessment Instrument
  Step Three Give Feedback to Students
  Using Classroom Assessment Techniques to Improve Your Teaching
  Evaluating Students to Assign Grades
  -The Hardest Part of Assessment
  Essential Elements
  Grading Process Itself
  -Designing and Using Rubrics/Scoring Sheets
  -One Way
  Checklist for Assessing Student Learning
  ch. 10 Troubleshooting
  Challenge 1 Unprepared or Unmotivated Students
  Challenge
  Addressing the Challenge
  Challenge 2 Disrespectful Students
  Challenge
  Addressing the Challenge
  Challenge 3 Getting Lackluster or Poor Student Evaluations
  Challenge
  Addressing the Challenge
  Challenge 4 Doing Multiple Assessments without Killing Yourself
  Challenge
  Addressing the Challenge
  Challenge 5 Addressing Controversial Topics in Class
  Challenge
  Addressing the Challenge
  Challenge 6 Being Asked a Question That You Are Unable to Answer in the Moment or Making a Mistake in Class
  Challenge
  Addressing the Challenge
  Challenge 7 Students Do Not Read: (1) The Instructions on Exams, (2) Assignment Instructions, (3) Emails, or (4) the Syllabus
  Challenge
  Addressing the Challenge
  Conclusion: Common Themes
  ch. 11 Developing as a Teacher
  Sustaining a Teaching Practice
  Self-Assessment, Reflection, and Study
  Benefits of Reflective Practice
  Self-Assessment
  Teaching Journal
  Print and Electronic Resources
  Formative Feedback from Students
  Student Evaluations
  Feedback from Students during the Course
  Collaborating with Colleagues
  Discussions with Colleagues
  Peer Observations and Feedback
  Consultants
  Teaching Workshops and Conferences
  Checklist for Teaching Development.