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Reflection on the use of self-regulated learning and Nicol and McFarlane-Dick's feedback principles in law clinics: Are there lessons for large class teaching?

Reflection on the use of self-regulated learning and Nicol and McFarlane-Dick's feedback principles in law clinics: Are there lessons for large class teaching?

Yeatman, Lucy and Hewitt, Louise (2020) Reflection on the use of self-regulated learning and Nicol and McFarlane-Dick's feedback principles in law clinics: Are there lessons for large class teaching? The Law Teacher. ISSN 0306-9400 (Print), 1943-0353 (Online) (In Press) (doi:https://doi.org/10.1080/03069400.2020.1780843)

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Abstract

Feedback is an intrinsic part of the learning process in Higher Education. Despite the development of teaching and learning strategies underpinning the usefulness of feedback, lecturers continue to feel frustrated when students do not implement the feedback or feed it forward into their studies. There is a disconnect in literature and also in practice between lecturers perception of how important feedback is, and students perception of what feedback actually means. This paper draws upon the experience of two law clinicians in two very different law clinic settings, reflecting on their use of feedback in Clinical Legal Education and how it has led to a more proactive dialogue on feedback in their large class teaching. The outcome is a recognition of feedback as a form of communication, which builds upon a foundation of good relationships and an atmosphere of trust in our teaching spaces.

Item Type: Article
Uncontrolled Keywords: Feedback, law clinics, large class teaching, reflective practice, clinical legal education
Subjects: K Law > K Law (General)
Faculty / Department / Research Group: Faculty of Liberal Arts & Sciences
Faculty of Liberal Arts & Sciences > School of Law & Criminology (LAC)
Last Modified: 14 Jul 2020 16:55
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/28611

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