Team-Based Learning in Law

Used for over thirty years in a wide variety of fields, Team-Based Learning is a powerful teaching strategy that improves student learning. Used effectively, it enables students to actively engage in applying legal concepts in every class -- without sacrificing coverage. Because this teaching strategy has been used in classes with over 200 students, it also provides an efficient and affordable way to provide significant learning. Based on the principles of instructional design, Team-Based Learning has built-in student accountability, promotes independent student preparation, and fosters professional skills. This article provides an overview of Team-Based Learning, reasons to adopt this teaching strategy in light of Best Practices for Legal Education and the Carnegie and MacCrate reports, concrete methods to use Team-Based Learning in Law School, and ways to address challenges to this teaching strategy. Co-authors Sophie M. Sparrow and Margaret Sova McCabe provide examples from their years of teaching a variety of courses using Team-Based Learning

Dumbing down rational players : learning and teaching in an experimental game

This paper uses experimental data to examine the existence of a teaching strategy among bounded rational players. If players realize that their own actions modify their opponent's beliefs and actions, they might play certain actions to this specific end ; and forego immediate payoffs if the expected payoffs if the expected payoff gain from a teaching strategy is high enough. Our results support the existence of a teaching strategy in several ways : First they show that players update their beliefs in order to take account of the reaction of their opponents to their own action. Second, we examine if players actually use a teaching strategy by playing an action that induces a poor immediate payoff but is likely to modify the opponent's behavior so that a preferable outcome might emerge in the future. We find strong evidence of such a strategy in the data and confirm this finding within a logistic model which suggests that the future expected payoff that could arise from a teaching strategy has indeed a significant impact on choice probabilities. Finally, we investigate the effective impact of a teaching strategy on achieved outcomes and find that efficient teachers can successfully use teaching in order to reach their favorite outcome at the expense of their opponents.Game theory, teaching, beliefs, experiment.

TEACHING STRATEGY

Educationists hold varying views on the standard of today 's examinations but concur on one issue: Malaysia is producing rote-memorizers which could be behind the better results. They agree that a different approach could result in more intelligent and creative students. The younger generation could be pushed and challenged further by scrapping objective and quantitative questions and replcing them with more open-ended ones. This would allow them to be more creative besides using their intelligence. This study explores teachers' perceptions and practices on the teaching of thinking skills via questioning techniques which was conducted using questionnaires, observations and interviews. Findings showed that the infusion of thinking skills in the teaching and learning is still at the introductory stage and there are still lots of room for improvement.Keywords: education, teaching and learning, thinking skills, and questioning technique

Dumbing down rational players: Learning and teaching in an experimental game

This paper uses experimental data to examine the existence of a teaching strategy among boundedly rational players. If players realize that their own actions modify their opponents' beliefs and actions, they might play certain actions to this specific end and forego immedi- ate payoffs if the expected payoff gain from a teaching strategy is high enough. Our results support the existence of a teaching strategy in several ways. After exhibiting some regular- ities consistent with teaching, we examine more precisely the existence of such a strategy. First we show that players update their beliefs in order to take account of the reaction of their opponents to their own action. Second, we examine whether players actually use a teaching strategy by playing an action that induces a poor immediate payoff but is likely to modify the opponent's behavior so that a preferable outcome might emerge in the future. We find strong evidence of such a strategy in the data and confirm this finding within a logistic model that suggests that the future expected payoff that could arise from a teach- ing strategy has indeed a significant impact on choice probabilities. Finally, we investigate the effective impact of a teaching strategy on achieved outcomes and find that more tena- cious teachers can successfully use such a strategy in order to reach their favorite outcome at the expense of their opponents.Game theory; Teaching; Beliefs; Experiment

Investigating the effectiveness of teaching methods based on a four-step constructivist strategy

This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed ‘solution chemistry concept test’, consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry

Open ended tasks and barriers to learning : teachers\u27 perspectives

Examines barriers to learning mathematics when using an open-ended task teaching strategy. Features of an open-ended task; Benefits of an open-ended task; Problems concerning multiplicity of responses and contexts in an open-ended task.<br /

Learning styles: Individualizing computer‐based learning environments

In spite of its importance, learning style is a factor that has been largely ignored in the design of educational software. Two issues concerning a specific set of learning styles, described by Honey and Mumford (1986), are considered here. The first relates to measurement and validity. This is discussed in the context of a longitudinal study to test the predictive validity of the questionnaire items against various measures of academic performance, such as course choice and level of attainment in different subjects. The second issue looks at how the learning styles can be used in computer‐based learning environments. A re‐examination of the four learning styles (Activist, Pragmatist, Reflector and Theorist) suggests that they can usefully be characterized using two orthogonal dimensions. Using a limited number of pedagogical building blocks, this characterization has allowed the development of a teaching strategy suitable for each of the learning styles. Further work is discussed, which will use a multi‐strategy basic algebra tutor to assess the effect of matching teaching strategy to learning style

THE APPLICATION OF TEACHING STRATEGIES BY ENGLISH CERTIFIED TEACHERS IN TEACHING – LEARNING PROCESS IN CLASSROOM AT LAPPARIAJA, BONE.

ISHAK IS 2017 The application of Teaching Strategy by English certified teacher in teaching – learning process in classroom at Lappariaja, Bone Regemcy. (Supervised by Murni Mahmud and Kisman Salija). This study aimed at is to find out how the certified English teachers in Lappariaja district apply the teaching strategy in teaching process at classroom. This research is qualitative research. The population was the certified English teachers, The sample consisted of five certified English teachers from three different schools in Lappariaja, Bone regency. Three certified English teacher are from junior high schools (SMP) and two certified English teacher from Madrasah Tsanawiah (Mts) Bone regency. The research data was collected by using interview and also by conducting class observation . From interview we want to find out teacher’s knowledge about teaching strategy theoretically, and from class observation, we want to find out the application of teaching strategy in teaching and learning process in classroom. The data was analyzed by applying qualitative data analyisis Miles and Hubermen model. The result of the study revealed that only one certified English teacher that was able to apply teaching strategy while the four certified English teachers did not quite know about teaching strategy and also they are not able to apply teaching strategy maximally. So, the final result is that the certified English teachers are not able to apply maximally. Key words : Teaching strategy, certified teacher, teaching and learning

A teaching strategy on euthanasia

The term euthanasia has developed a negative connotation over the last half century. Technically, the term was derived from the Greek "eu" meaning good and "thanatos" meaning death. Thus, euthanasia can be defined as "good death." But the term is often confused with mercy killing or a deliberate act which causes a death. Perhaps this controversy provides the impetus for the Euthanasia Education Council to change its name to Concern for Dying even though they function in basically the same capacity as in the past. For the purpose of this discussion, it is important to develop an operational definition of euthanasia and mercy killing