Teach to the Whole Class:
Barriers and Pathways to Learning (1997)
Teach to the Whole Class: Barriers and Pathways to Learning is a faculty colloquium kit containing a videotape and written materials developed by Paula Lustbader (Seattle University), Laurie Zimet (Hastings) and Gerry Hess (Gonzaga) for the Institute for Law School Teaching in 1997. As a faculty training resource this kit is designed to help legal educators increase their effectiveness in the classroom and improve the learning of their students. The centerpiece of the kit is a videotape of law students discussing their learning experiences. The tape was developed from 16 hours of interviews with students at six law schools:
- Brooklyn School of Law
- Hastings College of the Law
- Seattle University
- University of Iowa
- University of New Mexico
- University of North Carolina.
These schools were selected to provide a cross-section (size, rank, geographic, public/private, demographic) of legal education. A faculty coordinator from each institution selected students who varied in terms of race, gender, socioeconomic status, sexual orientation, disability, cultural background, year in school, and class rank. Sixty-seven students participated. The students were asked to identify factors that hindered their learning in law school and factors that enhanced their learning.
The 32 minute, 52 second video is accompanied by written materials. These written materials comprise the colloquium facilitator's notebook. The notebook presents eight lesson plans for using the videotape in two-hour, four-hour, and all-day sessions. The notebook also includes handouts, overheads, discussion questions, and suggested activities that can be used during the faculty development sessions. The written materials contain notes on teaching and learning principles and an annotated bibliography on diversity, learning, and teaching methods.
Sections of the facilitator's notebook include:
- Introduction: Explains the goals and objectives of the kit and the rationale for the recommendation that the videotape and written materials be used in conjunction with a faculty colloquium. Describes the background of the videotape and what's in each section. Provides an outline of what's on the videotape. Gives an introduction to the lesson plans and discussion questions included in the facilitator's notebook. (3 pages)
- Planning the workshop: Provides a number of points to assist planners in designing the colloquium that will work best at their school. Offers guidance on how to select the most effective facilitator(s). (4 pages)
- Lesson plans: Includes 8 lesson plans (2 for all-day sessions, 2 for 4-hour sessions, and 4 for 2-hour sessions). Some plans are for using the entire videotape; others are for using just portions of the videotape. Each plan includes instructions, time limits, goals, detailed descriptions of methods, and suggestions for exercises and activities. (23 pages)
- Lecture notes: These sample lecture notes address the videotape's main issues and summarize pertinent learning theories. They are tailored to individual lesson plans and correspond to the exercises and overheads/handouts which are also included in the facilitator's notebook. (7 pages)
- Exercises: Provides sample exercises/activities with questions for discussion. (11 pages)
- Overheads/handouts: Includes handouts and transparencies for visual aids. Provides overviews of the teaching and learning principles represented in the videotape and in the lecture notes. (8 pages)
- Bibliography: Annotated references to articles, books, and newsletters on diversity, learning theory, and teaching methods. (9 pages)