Compare the effectiveness of teaching law using lecture-only methods versus teaching methods based on The United Kingdom Professional Standards Framework.
Keywords:
legal teaching, integrated, UK PSF, teaching method, student developmentAbstract
Based on the authors' experience teaching law in Thailand's civil law system, most universities emphasize learning legal content through reading, writing, and memorization of Supreme Court guidelines and interpretations. The central question guiding legal education has long been "What is the law?" Consequently, the authors have observed that instructors may possess deep knowledge in their specific legal domains but often lack practical experience and interdisciplinary perspectives. This raises concern that such a narrow educational focus on memorizing and understanding the law fails to cultivate the integrated thinking skills considered essential for legal practice and scholarship in the modern era.
In the authors' experience designing law courses, incorporating diverse teaching methods, such as research-based, lecture-based, problem-based, and project-based learning, can accelerate students' skill development and enhance their professional preparation. By employing a mix of pedagogical approaches in classes, improvements have been seen in both teaching and learning outcomes. Adopting a multifaceted instructional strategy best aligns with the demands of the contemporary legal landscape, which values not only doctrinal expertise but also critical analysis, practical problem-solving, and the ability to navigate complex, interdisciplinary issues. This perspective is informed by years of experience as legal educators in Thailand.
References
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of
educational objectives. New York, NY: Longman.
Anderson, T. (Ed.). (2008). The theory and practice of online learning. Athabasca University Press.
Bell, T. R. (2010). Teaching with movies: Recreation, sports, tourism, and physical education. Urbana, IL: Sagamore Publishing.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: Longmans, Green.
Bryan, J. (2022). Title of the Article or Chapter. Publisher.
Fry, H., Ketteridge, S., & Marshall, S. (2008). A handbook for teaching and learning in higher education: Enhancing academic practice.
Routledge.
Gravells, A. (2014). Assessment and evaluation. Retrieved from https://www.anngravells.com/assessment
Gravells, A. (2014). Evaluation and reflective practice. Retrieved from https://www.anngravells.com/evaluation
Higher Education Academy (HEA). (2011). "The UK Professional Standards Framework for teaching and supporting learning in higher
education." Available at: [Advance HE](https://www.advance-he.ac.uk/guidance/teaching-and-learning/ukpsf)
King, L. (2014). Effective methods of providing advice that contribute to personal development and confidence. Journal of Personal
Growth, 7(2), 45-58.
Marzano, R. J., & Toth, M. D. (2013). Teacher evaluation that makes a difference: A new model for teacher growth and student
achievement. ASCD.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good
feedback practice. Studies in Higher Education, 31(2), 199-218.
Petty, G. (2016). Teaching today: A practical guide. Oxford University Press-Children.
Phisit, W. (2017). Development of legal education and teaching in Thailand. Suan Sunandha Rajabhat University Academic Journal, 10(2),
-59.
Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st- century teaching. Phi Delta Kappan, 94(2), 8-13.
Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics,
engineering, and technology: A meta- analysis. Review of educational research, 69(1), 21-51.
Smith, J. (2018). Areas of activity in the UK Professional Standards Framework: Enhancing teaching and learning in higher education.
British Journal of Educational Psychology,72(3), 459-475.
Smith, J. (2005). Core Knowledge theory: Building a foundation for learning. Educational Psychology Review, 17(2), 187-201.
Socrative. (n.d.). Retrieved July 19, 2024, from https://www.socrative.com
Sutthipan, J. (2011). A comparative study of the legal education systems between Thailand and other countries. Thammasat University
Law Journal, 40(2), 305-328.
UK Professional Standards Framework. (n.d.). Professional values: V1-V4. Retrieved July 16,2024, from
