Teach in Context: Responding to Diverse Student Voices Helps All Students Learn
Seattle University School of Law
Journal of Legal Education, Vol. 48, p. 402, Spring 1998
This article uses quotes from interviews with diverse students as a spring board to discuss contextualized learning theory and teaching strategies to enhance student learning. Students must relate new information to their own experience; develop ideas about the new information; and articulate their understanding of it. In other words, to fully understand something, students must be able to relate to it, own it, and translate it. To help students do this, the article discusses and provides examples of three concrete teaching strategies: experiential learning exercises, writing exercises, and collaborative exercises.
Number of Pages in PDF File: 15
Keywords: Diverse learners, diversity, legal education, principles of good teaching, law school, learning theory, teaching methods, teaching strategies
JEL Classification: I20, I21, K00, K19Accepted Paper Series
Date posted: June 8, 2008 ; Last revised: December 10, 2012
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