Reflections on Productive Pedagogies

In writing this last week considerations I have utilized the activities that are referred to in the learning engagements. Therefore it is in that order, or course with my own 'twist' upon it. I did try to have a go at the Wiki stuff but like many others got abit lost so I will have to have another go later on that one!

This week we were asked in the Engagements to consider the learning sequence as detailed as if or how we would adjust it. I came up the following as an example of teaching students in year 11 & 12 about Alternate Dispute Resolution but this would also apply in Year 10 or First Year Law students.

There is the capacity in the Legal Studies Syllabus to teach Alternate Dispute Resolution but it is rarely taught as most teachers are unfamiliar with the process. This is a shame as this would be a valuable learning tool for students and teachers.

Some of the examples used really seem to go from one extreme to another so really it depends upons from what I can understand the level of back ground knowledge of the student.

Think of a short learning sequence as an example.  Add the sequence of steps to the boxes in the middle :

	Teaching ADR
Cultural Knowledge	ADR is used in all things but especially in court to try and settle matters. So how would an ADR commence. Assume teaching this after students have looked at Employment law and then base the process around a hypothetical on this	Higher Order Thinking
Inclusivity	Exactly what is an ADR and what happens in them. What behaviour is permissible, how they are structured , what happens the objectives,	Deep Knowledge
Narrative	Who are the parties to an ADR and what group am I teaching, always keeping it age appropriate	Deep understanding
Group identity	Students divide into groups of three and nominate 1 to the plaintiff, 1 to be the defendant and 1 to be the mediator,	Substantive conversation
Active citizenship	Students consider matters about how to present their arguments.	Knowledge is problematic
Explicit quality performance criteria	Students and Teachers discuss behaviour in ADRs and what needs to occur for negotiation to take place.	Metalanguage
Self-Regulation	What is Alternate Dispute resolution (ADR) and how is it used in the courts, ask them to research whether ADR can be avoided in any litigation proceeding and possibly effect of matter if you refuse to attend.	Connectedness to the world
Academic engagement	Students engage in an ADR to see if they can or cannot negotiate the dispute and how compromises might come about.	Problem based curriculum
Student direction	Students come back together at the end and discuss their successes or failures of this venture.,	Knowledge integration
Social Support	Working in groups of three as required for a dispute resolution	Background knowledge