NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ859115
Record Type: Journal
Publication Date: 2009
Pages: 41
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0896-5811
The Logic Doctor Is in: Using Structure Training and Metacognitive Monitoring to Cultivate the Ability to Self-Diagnose Legal Analysis Skills
Johns, Roger J.
Journal of Legal Studies Education, v26 n2 p357-397 Sum-Fall 2009
With respect to teaching methods, there is evidence to support the effectiveness of methods that engage students in educational experiences that are focused, interactive, and provide timely corrective feedback. But there is also the recognized concern that, because of time constraints, the inclusion of skill-development methodologies might come at the expense of content coverage. Thus, a method's technical effectiveness should be augmented by its temporal effectiveness. In this article, the author describes and demonstrates a teaching method designed with both of these effectiveness criteria in mind. From a pedagogical perspective, the Logic Doctor is a discipline-specific and skill-specific method developed and used by the author. It consists of a systematic, feedback-laden, and repeatable method for teaching problem analysis, in general, and legal problem analysis in particular. From a learning perspective, it is a way for students to learn to approach and analyze legal problems in an orderly way, and for them to learn how to teach themselves. The goal of the Logic Doctor is to provide students with a chance to develop transferable problem-solving skills using a repeatable technique based on structure training and metacognitive monitoring--approaches designed to foster the development and recognition of specific thinking skills. The author discusses the pedagogical foundations of the Logic Doctor method which rest upon metacognitive monitoring and structure training, and describes its four operational components: (1) a five-step systematic analysis for problem solving; (2) a real time, feedback-based method for evaluating solutions at each step of the analysis; (3) a set of charts for students to use to track and analyze the accuracy of their step-by-step performance within a problem and across multiple problems; and (4) a rubric for interpreting the accumulated information generated by students' performance to self-diagnose skill deficits and identify exercises designed to address those specific deficits. These components, used together, are designed to improve students' ability to analyze and solve problems by exploiting the learning skills and strategies fostered by structure training and metacognitive monitoring. (Contains 51 footnotes.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A