- Engaging the Entire Class: Strategies for Enhancing Participation & Inclusion in Law School Classroom Learning (at UCLA School of Law), February 28, 2015
- Experiential Learning Across the Curriculum - Call for Proposals (at Gonzaga University School of Law), June 12-14, 2015
from the spring 2014
Assessment Across the Curriculum conference.
Idea For November 2014
Daily Assessment: You Can Do It!
As our semesters are coming to a close and we are starting to think about planning for next semester, I would like to share a daily assessment idea I instituted this year in my Real Estate Transactions class. My Real Estate Transactions class meets three times per week for 50 minutes each time. I also have 40 students. Before you stop reading due to the overwhelming thought of grading a daily assessment for 40 students, let me ease your fears. My system takes only a few minutes per day and has been highly effective in improving readiness for class and participation among my students. It can also be done with or without technology.
Gonzaga University School of Law
Article For November 2014
Timothy Casey, Reflective Practice in Legal Education: The Stages of Reflection, 20 Clinical Law Review 317 (2014).
"Good Judgment comes from experience. Experience comes from bad judgment."
So begins Professor Casey's article on reflection and judgment. Most lawyers and judges rank judgment as a critical skill for legal professionals. Yet many law professors struggle with the question of how to teach their students professional judgment. Professor Casey's article offers an organizational model for teaching reflective practice as a way to build the skills, values, critical thinking, and judgment necessary to solve complex problems.
The six stages of reflection are the heart of Professor Casey's article. He grounds each stage in theories of cognitive development and moral development. And for each stage of reflection, Professor Casey identifies appropriate questions teachers can use to prompt student reflection.
Stage 1. Competence. What would a competent lawyer do in this situation? What would be necessary to achieve a basic level of competence? Did you meet that standard?
Stage 2. Difference and Choice. Is there more than one way to accomplish your objective? At what point in the performance did you make a choice? Were you aware of making the choice?
Stage 3. Internal Context. What internal factors affected your choices? What personal preferences, characteristics, experiences, and biases affect your professional performance?
Stage 4. External context. What external factors affected your choices? What preferences, characteristics, experiences, and biases of other people (such as clients, other lawyers, and judges) affect your professional performance?
Stage 5. Societal Context. What societal factors affected your choice? How do systematic power dynamics, political and social realities, and economic forces affect your professional choices?
Stage 6. Metacognition. How has your thinking process developed as a result of this performance? How has your thinking process developed as a result of your prior reflections?
Professor Casey recognizes two challenges to teaching reflective practice. First, students may think reflective practice is unimportant because it does not focus on substantive knowledge. Second, teachers may be disappointed in the low level reflections student produced in their classes. Professor Casey's stages of reflection model addresses both problems. He makes a persuasive case for the role of reflective practice in developing sound professional judgment. And his prompts can help teachers help students to deepen their reflective practice.
By the way, all of the prompts that Professor Casey developed for students could be applied to teachers' reflections on their own professional performance. But that is another story...
[Read fulltext at NYU website (153 KB PDF)]
Gonzaga University School of Law