Laws students need to develop some basic learning skills to succeed in life and especially in the subjects of Law, Citizenship and Politics. For example, students need to learn how to present an argument (rather than simply to read from a script) when they make a presentation to other students. Likewise, essential skills - for University and a future life at work - is the ability to read & precis a text and to write an essay and/or report.
In the Department of Laws we aim to develop the skills of students in each of our lessons. Key skill target areas are communication, literacy and numeracy. Given the nature of Laws subjects it is clear that there will be limited opportunity for the development of numeracy skills. However, communication and literacy skills are essential for lawyers, politicians and citizens. These are shown on our schemes of work through an abbreviated alphabetic signing. These are:
Combined Communication and Literacy Skills:
[E&R] Essay and report writing is an important skill for both University and work. In the Department of Laws, writing essays (and answering problem questions) is an important communication and literacy skill that involves planning and providing a structured answer in relation to an issue. Such writing enhances thought, analysis, and critical thinking, while developing spelling and grammar skills. This is promoted through homework and our 'Essay Competition' and discussed/tackled via one-to-one ILP tutorials.
[R&P] Read & precis is considered to be a vital communication and literacy skill that will enhance examination and life opportunities for students. Read & precis - using the Buzan Method - helps develop literacy reading skills, but it also improves long term memory and helps one prioritise by comparing between issues - thus developing analytical skills. While read & precis is useful for all ciizens, it is vital for lawyers and politicians who have to read long reports and pick out key points or issues for communication to others. Laws students are required to undertake read & precis work in advance of important lectures/lessons.
Communication Skills:
[CT] Teamwork is vital in any organisation and this is developed through our Law Firm exercises and Pressure Group activities. Linked to teamwork is the need for tolerance towards others and respect for equal opportunities.
[CP] Presentation skills are vital. This could involve a PowerPoint presentation, a speech, or through the use of imaginative graphics to convey a message. Linked to this is the need to develop advocacy skills. This again is supported in lessons via Law Firm activities and through our 'Mooting Competition' and 'Political Broadcast Competition'.
[CIT] Obviously the use of IT skills is integral to modern day life and communication. All Laws students make use of IT skills when they log on to the 'LawsBlog' and Internet/Intranet to obtain lesson materials. In addition, through the 'PowerPoint Presentation Awards' they have an opportunity to use IT to create materials that develop their advocacy skills.
Literacy:
[LD] The ability to accurately describe is an important skill that is often undervalued. In areas like law, and politics, the ability to describe is an important skill for citizens to develop.
[LA] Analysis is a literacy skill that is very important for both University and work. While the ability to describe is important, the ability to go a stage further and start to analyse what you see, read and hear, is very important as you proceed through life. Analysis can also develop into critical thinking - something that is vital for citizens and life.
General behaviour:
A vital thing for students to learn is the importance of being trustworthy and reliable. No employer would want to employ somebody who fails to do work, or is often late or absent. In the Department of Laws we have a zero-tolerance approach to these issues. Likewise, style of dress and appropriate behaviour can be relevant and important issues in life.
A= Auditory - K= Kinesthetic - V= Visual
When Laws staff deliver a topic in class we seek to assist, and involve, all students by using different learning styles. Clearly, not every individual lesson will provide for all three of these learning styles - but each major topic is designed to provide such variety.
A VISUAL learner should look at all study materials. They may use charts, maps, notes, videos and flash cards. They should practice visualising or picturing words and concepts in their head. They should write out everything for frequent and quick visual review. The Buzan Method should assist - possibly through the additional use of mind maps to aid note taking (mindmaps can be made freehand, though iMindmap software is also available via networked computers within College). Read and précis can be important.
From the teachers perpective the use of videos should assist these students. Some use of flow charts etc in presentations/lessons may help these students. However, such students can/should also be encouraged to draw their own diagrams or maps - flow charts etc - which should help them visualize the issues. In student class presentations, such students could be given the opportunity to use the white board to produce drawings/charts. Possibly, some charactures on any computer developed overheards could help develop/sustain interest. Usage should be made of the iMindmap software so that the creative side of the brain is encouraged to help aid planning, analysis, etc.
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An AUDITORY learner may wish to use tapes. They may tape lectures to help fill in gaps in their notes. They may need to listen and take notes frequently. The should sit in the classroom where they can hear well and in a place where they can avoid distractions. After they have read something, they may benefit from summarizing or reciting it aloud. Talking to other students about the topic should also help.
To assist auditory learners, the Department of Laws may be able to loan a cassette tape recorder for a particular lesson (a cassette will be needed). We also digitally record certain important lectures so that students can listen to a laws lecture via the intranet/internet (these recordings can be useful for revision and/or to hear another lecturers perspective).
From a teachers perspective, the Buzan Method can easily be adapted to assist auditory learners - with students being given the opportunity to work with a fellow classmate in order to discuss the topic (maybe establish/encourage a pairing partner). Likewise, the 'read and précis prior to class' methodology can be important since this ensures that students are familiar with the content of a lecture before it is given - which in turn enables them to discuss the content of any notes they have taken with a fellow informed student . Via the Intranet, the Department of Laws enables students to print off over-head lecture notes (all students should do this prior to the lesson - taking the notes to class with them) so that they can simply annotate lecture notes rather then spend all their class time note-taking. This, in itself, facilitates the 'auditory learner', since it gives them an opportunity to listen to a lecture/lesson - so they can absorb, analyse, and think about the information.
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A KINESTHETIC or TACTILE learner may need to write facts down several times in order to learn them (the repetition elements built into the 'Scheme of Work' should help). The taking and keeping of lecture notes could be very important. They may need to associate class materials with real-world things or occurrences. When appropriate, they should practice role-playing.
The teacher needs to be aware that such a student may prefer to take lecture notes rather than make use of the overhead notes that students can/should print from the Intranet. However, students can and should be encouraged to use both methods (i.e. by annotating the overheads)! The class exercises, where students role-play and/or present materials via law firms/groups, should assist this style of learning. Again the Buzan Method - combined with the Department of Laws read and précis note taking methodology - could assist. As will the concept of the delivery of lessons/lectures based upon topics that students have read and precised prior to the lesson. Indeed, informed discussion/participation can be very important for this type of learner.
To determine your learning style - try a visit to: http://www.chaminade.org/inspire/learnstl.htm
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Clearly, every student is an individual. Some have great confidence and give the impression they know a great deal. Others may be quieter, but actually do know a great deal. However, we are all better at some things than others. The idea behind differentiation is to take different approaches to teaching so that all learners can participate, build up subject confidence, and thereby learn (ideally, while enjoying the subject and the lessons). Obviously, differing learning styles can be important when it comes to enhancing learning. However, other things and approaches can also assist. For example, on the bookshelves within H07 (and in the College LIbrary) students can find textbooks of differing standards and taking different approaches. For AS Law, there are the two extremes of academic reading - 'AS Law for OCR' by Jimmy O'Riordan (for those who like to see pictures in law books) and 'AS Law' by Elliott and Quinn (for those who wish to advance their depth of knowledge). Likewise, at A2 Law, there are 'Criminal Law Cases and Materials Textbook', for advanced reading, and lighter 'Criminal Law' textbooks for bedtime reading. This also applies in Citizenship! Students should look for themselves, and/or ask their teacher for advice. Alternatively, students can visit our book advice web page.
In lessons students may experience differentiation without realising it. Students, who may struggle with understanding some complex areas of the subject, may be encouraged to answer questions which relate to the facts of a case. By comparison, students who seem to excel in the subject could be pushed with challenging analytical and legal questions. There is also differentiation in group work - with Law Firms being established which reflect differing abilities and interests, so that team members can learn from each other while becoming stronger as a team.
Finally, a student should never be afraid to ask - "What does X mean?". Indeed, bright students quite frequently ask questions.
From a teachers perspective it is important to get to know the strengths, weaknesses, and preferred learning styles of each individual student (recommending subject text materials that relate to their needs). It is obviously important to endevour to engage students all of the time in lessons. When asking questions of students, every effort should be made to encourage students by asking questions that stretch them, but are within the parameters of their capabilities.