(Click here to read about the 1997 conference, Teach to the Whole Class: Effective Teaching Methods for a Diverse Student Body.)
Teach to the Whole Class: Barriers and Pathways to Learning is a faculty colloquium kit (written materials and videotape) the Institute developed with Paula Lustbader (Seattle University School of Law) and Laurie Zimet (Hastings College of the Law). This faculty training resource is designed to help legal educators increase their effectiveness in the classroom and improve the learning of their students. The centerpiece of the kit is a 34-minute videotape of diverse law students discussing their learning experiences. The tape was developed from 16 hours of interviews with students at six law schools: Brooklyn School of Law, Hastings College of the Law, University of Iowa, University of New Mexico, University of North Carolina, and Seattle University. These schools were selected to provide a cross-section (size, rank, geographic, public/private, demographic) of legal education. A faculty coordinator from each institution selected students who varied in terms of race, gender, socioeconomic status, sexual orientation, disability, cultural background, year in school, and class rank. Sixty-seven students participated. The students were asked to identify what hindered their learning in law school and what enhanced it.
The videotape is accompanied by written materials. (See below for an overview of these written materials.) These written materials comprise the colloquium facilitator's notebook. The notebook presents eight lesson plans for using the videotape in two-hour, four-hour, and all-day sessions. The notebook also includes handouts, overheads, discussion questions, and suggested activities that can be used during the faculty development sessions. The written materials contain notes on teaching and learning principles and an annotated bibliography on diversity, learning, and teaching methods.
Here is a overview of what is in each section of the facilitator's notebook:
INTRODUCTION (3 pages). Explains the goals and objectives of the kit and the rationale for the recommendation that the videotape and written materials be used in conjunction with a faculty colloquium. Describes the background of the videotape and what's in each section. Provides an outline of what's on the videotape. Gives an introduction to the lesson plans and discussion questions included in the facilitator's notebook.
PLANNING THE WORKSHOP (4 pages). Provides a number of points to assist planners in designing the colloquium that will work best at their school. Offers guidance on how to select the most effective facilitator(s).
LESSON PLANS (23 pages). Includes 8 lesson plans (2 for all-day sessions, 2 for 4-hour sessions, and 4 for 2-hour sessions). Some plans are for using the entire videotape; others are for using just portions of the videotape. Each plan includes instructions, time limits, goals, detailed descriptions of methods, and suggestions for exercises and activities.
LECTURE NOTES (7 pages). These sample lecture notes address the videotape's main issues and summarize pertinent learning theories. They are tailored to individual lesson plans and correspond to the exercises and overheads/handouts which are also included in the facilitator's notebook.
EXERCISES (11 pages). Provides sample exercises/activities with questions for discussion.
OVERHEADS/HANDOUTS (8 pages). Includes handouts and transparencies for visual aids. Provide overviews of the teaching and learning principles represented in the videotape and in the lecture notes.
BIBLIOGRAPHY (9 pages). Annotated references to articles, books, and newsletters on diversity, learning theory, and teaching methods.
COST: The price of Teach to the Whole Class: Barriers and Pathways to Learning is $199.00.
If you would like more information or if you want to order a copy, contact the Institute.
