Strategies and Techniques of Law School Teaching: A Primer for New (and Not So New) Professors

O’Neill, Kevin; Katz, Howard E.

doi:10.2139/ssrn.982234

Cited by 3 publications

(4 citation statements)

References 3 publications

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“…It is one of the practical parts of legal training where real-life situations can often be successfully simulated and used by the lecturer to teach the students. The method is also applied in legal education programs in many other countries, including the US, Canada, England, and Germany (Katz & O'Neill, 2009).…”

Section: The Most Common Methods Of Legal Instructionmentioning

confidence: 99%

“…Thus, some relevancy that would have been more useful in the illustration of a concept may be left out. Some of the cases may be too old to be studied (Katz & O'Neill, 2009). The case method also puts the students under tremendous pressure since it involves full reading and students have to learn a significant amount of content to pass the examination.…”

Section: The Case Methods Modelmentioning

confidence: 99%

“…There is no question and answer process during the lecture, not after. The students are expected to be respectful, pay attention, and take copious notes, but they are not allowed to ask questions (Katz & O'Neill, 2009).…”

Section: Lecture Methodsmentioning

confidence: 99%

“…A distinct disadvantage is that students may find it hard to concentrate. Lecturing should, thus, be accompanied by other techniques of legal instruction such as audio/visual and handouts, to maximize effectiveness (Katz & O'Neill, 2009). Students may sometimes miss out on some of the information communicated due to inefficient note-taking skills or the inability to keep up with the lecturer's pace.…”

Section: Lecture Methodsmentioning

confidence: 99%

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The Models of Legal Education: Implication for Saudi Arabia

Alanzi¹

2020

Journal of Education and e-Learning Research

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The model of any type of education is very important for learning and every type of learning requires a different approach. This research explores the Socratic method, the Case Method, the Problem-Based Method, Clinical Legal Education and Lecture Approach for legal education. It also discusses the merits and demerits of each educational model in the legal education context. It was observed that all teaching methods were complementary to each another and that legal education requires a mix of all as per the subject matter and resource-availability of education institutions. This research also identified the legal education model in Saudi Arabia. Saudi Arabia predominately adopted the lecture approach due to historical dependence on French-educated Egyptian professors. The lecture approach is very traditional and has more demerits as compared to merits with rote learning. Therefore, we suggest the Kingdom use a mixed approach for legal education for maximum advantage.

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Section: The Most Common Methods Of Legal Instructionmentioning

confidence: 99%

Section: The Case Methods Modelmentioning

confidence: 99%

Section: Lecture Methodsmentioning

confidence: 99%

Section: Lecture Methodsmentioning

confidence: 99%

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The Models of Legal Education: Implication for Saudi Arabia

Alanzi¹

2020

Journal of Education and e-Learning Research

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Flipping the Constitutional Law Classroom

Ernst

2014

Promoting Active Learning Through the Flipped Classroom Model

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This chapter explores the initial methods used in developing a flipped classroom model for a first-year Constitutional Law course in a law school setting. It explores this topic from a very preliminary perspective, revealing the thought process and creation of the newly revamped class at the beginning stages, before the model has been implemented in the classroom. This work arises out of a successful proposal that the author submitted to the University of North Dakota’s Office of Instructional Development seeking a Summer Instructional Development Project (SIDP) grant. The SIDP award has enabled the author to begin the endeavor of flipping the classroom in Constitutional Law, which will be implemented when the course is offered in the spring semester of 2014.

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Flipping the Constitutional Law Classroom

Ernst

Flipped Instruction

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This chapter explores the initial methods used in developing a flipped classroom model for a first-year Constitutional Law course in a law school setting. It explores this topic from a very preliminary perspective, revealing the thought process and creation of the newly revamped class at the beginning stages, before the model has been implemented in the classroom. This work arises out of a successful proposal that the author submitted to the University of North Dakota's Office of Instructional Development seeking a Summer Instructional Development Project (SIDP) grant. The SIDP award has enabled the author to begin the endeavor of flipping the classroom in Constitutional Law, which will be implemented when the course is offered in the spring semester of 2014.

show abstract

Strategies and Techniques of Law School Teaching: A Primer for New (and Not So New) Professors

Cited by 3 publications

References 3 publications

The Models of Legal Education: Implication for Saudi Arabia

The Models of Legal Education: Implication for Saudi Arabia

Flipping the Constitutional Law Classroom

Flipping the Constitutional Law Classroom

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