The First-Semester Student: The Legal-Problem-Solving Apprentice

Kylie Fletcher

Abstract

Students are asked to answer hypothetical legal problems very early in their studies. They are typically introduced to legal-problem-solving processes (eg IRAC, FILAC, MIRAT andCLEO) very early in their first- semester subjects. An ability to answer hypothetical legal problems is critical to the student’s success at law school. In my role as a teacher in a first semester subject (Principles of Contractual Liability), I observe that some students remain confused about the process that they adopt to answer hypothetical legal problems well into their first semester. Further, many students fail to understand that the process they adopt can be applied with varying levels of sophistication. I am part way through developing a legal-problem-solving “apprenticeship” program. The program treats the student as a legal problem-solving apprentice. The legal-problem-solving apprentice is a “cognitive apprentice” (Collins, Brown, and Newman, 1989). The legal-problem solving apprentice will be provided with: (1) instruction; (2) demonstration; (3) student and teacher examples; (4)self-guided practice; (5) teacher-guided practice; (6) opportunities to revise and reflect; and(7) individualised online feedback.I shall present a high-level explanation of the program. Moving forward, I intend to develop the program into an online program. I am interested in exploring (in a brainstorming session) how to best preserve the benefits of a cognitive apprenticeship (such as cognitive transparency) in an online learning and teaching environment.

Original language	English
Pages	p. 4 of the Symposium Program
Publication status	Published - Dec 2015
Event	One Day Symposium on Teaching Legal Analysis and Writing Skills - University of Melbourne, Melbourne, Australia Duration: 10 Dec 2015 → 10 Dec 2015 https://lawschoolvibe.wordpress.com/2015/11/11/one-day-symposium-teaching-legal-analysis-and-writing-dec-10th-melbourne-law-school/

Conference

Conference	One Day Symposium on Teaching Legal Analysis and Writing Skills
Country/Territory	Australia
City	Melbourne
Period	10/12/15 → 10/12/15
Internet address	https://lawschoolvibe.wordpress.com/2015/11/11/one-day-symposium-teaching-legal-analysis-and-writing-dec-10th-melbourne-law-school/

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Cite this

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abstract = "Students are asked to answer hypothetical legal problems very early in their studies. They are typically introduced to legal-problem-solving processes (eg IRAC, FILAC, MIRAT andCLEO) very early in their first- semester subjects. An ability to answer hypothetical legal problems is critical to the student{\textquoteright}s success at law school. In my role as a teacher in a first semester subject (Principles of Contractual Liability), I observe that some students remain confused about the process that they adopt to answer hypothetical legal problems well into their first semester. Further, many students fail to understand that the process they adopt can be applied with varying levels of sophistication. I am part way through developing a legal-problem-solving “apprenticeship” program. The program treats the student as a legal problem-solving apprentice. The legal-problem-solving apprentice is a “cognitive apprentice” (Collins, Brown, and Newman, 1989). The legal-problem solving apprentice will be provided with: (1) instruction; (2) demonstration; (3) student and teacher examples; (4)self-guided practice; (5) teacher-guided practice; (6) opportunities to revise and reflect; and(7) individualised online feedback.I shall present a high-level explanation of the program. Moving forward, I intend to develop the program into an online program. I am interested in exploring (in a brainstorming session) how to best preserve the benefits of a cognitive apprenticeship (such as cognitive transparency) in an online learning and teaching environment.",

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AB - Students are asked to answer hypothetical legal problems very early in their studies. They are typically introduced to legal-problem-solving processes (eg IRAC, FILAC, MIRAT andCLEO) very early in their first- semester subjects. An ability to answer hypothetical legal problems is critical to the student’s success at law school. In my role as a teacher in a first semester subject (Principles of Contractual Liability), I observe that some students remain confused about the process that they adopt to answer hypothetical legal problems well into their first semester. Further, many students fail to understand that the process they adopt can be applied with varying levels of sophistication. I am part way through developing a legal-problem-solving “apprenticeship” program. The program treats the student as a legal problem-solving apprentice. The legal-problem-solving apprentice is a “cognitive apprentice” (Collins, Brown, and Newman, 1989). The legal-problem solving apprentice will be provided with: (1) instruction; (2) demonstration; (3) student and teacher examples; (4)self-guided practice; (5) teacher-guided practice; (6) opportunities to revise and reflect; and(7) individualised online feedback.I shall present a high-level explanation of the program. Moving forward, I intend to develop the program into an online program. I am interested in exploring (in a brainstorming session) how to best preserve the benefits of a cognitive apprenticeship (such as cognitive transparency) in an online learning and teaching environment.

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T2 - One Day Symposium on Teaching Legal Analysis and Writing Skills

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ER -

The First-Semester Student: The Legal-Problem-Solving Apprentice

Abstract

Conference

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