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Streetlaw as Pedagogy

Streetlaw as Pedagogy

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Streetlaw as Pedagogy

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  1. Streetlaw as Pedagogy Maria Angus, University of Hertfordshire

  2. Today’s Session Group A Group P • Watch the presentation • Identify the aspects of the presentation that could ( not necessarily will) inform their teaching practice • Construct their own 5-10 minute presentation on either: • Whether Streetlaw works as pedagogy or • Whether student feedback is reliable means of gauging this • Give the presentation to Group P • Watch the presentation • Identify the aspects of the presentation that could ( not necessarily will) inform their teaching practice • Identify areas for further study • Observe Group A’s presentation • Feedback to Group A

  3. Streetlaw • Takes legal information into the community • Enhances employability • Constitutes work-based learning • Encourages learning communities • Increases interaction between lecturers and students • Necessitates independent research • BUT do the law students involved actually learn any law? • How can we tell?

  4. The ‘Sample’ • Volunteers, not selected • From across the Law School • All accepted • Mixed ability, age, background

  5. Learning through teaching • Does Streetlaw only work as a learning tool for certain types of learner? • Do strong positive or negative feelings about the project affect the depth of learning?

  6. The Nature of Student Feedback • Unfocussed without a questionnaire. • Streetlaw perceived as a teaching rather than a learning experience. • Self-reflective but not necessarily accurate. • True?

  7. Student Self-Reflection DVD10-15 minutes

  8. Analysis of and observations on the student feedback

  9. Questions, Group Work, Discussion