Interaction and reflection:

a new approach to skills and accounts teaching on the LPC

Presenters

James Catchpole – College of Law

Liz Polding – Oxford Institute of Legal Practice

Jill Cripps – Oxford Institute of Legal Practice

Skills, accounts and the LPC

The importance of skills and accounts On the LPC In practice

The SRA’s view

LPC3 and beyond

Just another space?

“acceptance of the online environment as just another space for learning does not deny its potential to reconceptualize what is possible in teaching and learning”

A resource with an accompanying book, not the other way round

Empowering the learner Building in opportunities for reflection throughout Making it easier to build a portfolio Completing the learning cycle by reflecting on your

work and feedback becomes the path of least resistance

Putting it all together – variety of exercises

Audio Video What should they do

next? Missing words Multiple choice True/False Complete a flow chart

Animated Demonstrations

Account building

Matching

Drafting and writing

exercises

PLR exercises for paper

and electronic resources

Putting it all together

Introductions from practitioners – what they want from their trainees

Feedback at every point Additional exercises to give another

opportunity to apply what they have learnt A practical approach

Completing the learning cycle every time The place of reflection The importance of feedback

If it is wrong, why is it wrong? What other possibilities are there and are they equally

valid? If it is right, why is it right? How can I use this in another context?

Encouraging learners to take responsibility Telling stories Case studies extended exercises pulling all the skills

together and applying all knowledge

Home page highlighting reflective diary link

‘My account’

Example of a true/false exercise

Examples of account building exercises

Completing the ledgers:

Completing the ledgers: Feedback

Individual feedback on answers:

Overall score for exercise and general feedback:

Overall score and general feedback:

Example of exercise incorporating video and

multiple choice questions

Diagnostics and the importance of putting the learner in charge Spelling, grammar and consistency

Encouraging the learner to ask for help when they

need it

Putting the learner at the centre of the process

Embedding teaching points in the feedback

throughout – guiding them to make a judgement

about their work as compared with the suggested

answer

Diagnostics and the importance of putting the learner in charge Allowing the learner to print off or include

what they have produced, together with a suggested answer and their reflections Where is my answer different and why? Where is my answer the same and why? In my opinion, are any differences significant – is

it just a question of style, or is there something more fundamental?

What have I learnt from this experience?

Learning styles

The variety of exercises allows for different preferences in learning styles

Practise in an environment which steers the learner through a complete learning cycle Building confidence A wake up call – skills are not ‘soft’ or unimportant Accounts – rote learning is not enough

Working at your own pace Complements face to face teaching

Taking the idea forward

Feedback from reviewers and students Web-based resources allow flexible access –

more likely to be used and useful Role playing and story telling Practical exercises based on what the

profession has been telling us they want Hopefully enjoyable!