Dr. Elijah Tukwariba Yin

“The more students are involved in the learning process, the more likely they are to learn” – Hmelo-Silver

In my role as a law teacher, I employ both deductive and inductive teaching methods. Whether it is solely inductive, deductive, or a combination is dependent on the topic. Using the deductive approach, I introduce students to legal principles and then apply these principles to facts. After that, a conclusion is drawn. With this style, I lead the learning process. For the inductive approach, I draw on judicial experiences to spearhead the discussion. This allows my students to play active roles in the teaching and learning process while I serve as a facilitator. This approach is purposeful and enduring. In most cases, I start with the deductive approach, then inductively draw on legal experiences to interrogate the deductive conclusion. Starting my teaching with the deductive approach is not accidental but rather influenced by the common practice of using the issue-rule-application-conclusion (IRAC) approach as a means of teaching how to address problem-based questions. The IRAC strategy effectively condenses fact patterns and legal analysis into concise text blocks. The strategy of using both teaching approaches offers students the opportunity to remember, understand, apply, analyze, evaluate, and to some extent, create their perspectives.

As a law teacher, I plan my lessons using the backward design framework (BDF). This helps to focus and prioritize learning goals and outcomes. I give clear, specific learning objectives and outcomes, ensuring instruction is purposeful. I cover content but emphasize what students should know and be able to do. This approach ensures assessments align with learning goals and outcomes. I also use the BDF when designing my course syllabus and assignments. As the semester begins, I distribute a detailed syllabus that contains desired results, acceptable evidence, learning experiences and instructions, and available learning resources. This facilitates students' learning experiences, as they tend to prepare in advance of class. When designing an assignment, I clearly state the relevant instructions that students need to complete it. The assignment contains a preamble, justification, mission, tasks, submission format, and rubrics. The tasks explain the relevant things I expect students to deal with. Generally, the assignment aligns with the learning outcomes of the course.

In giving feedback to improve students’ learning experience, I use the formative and summative feedback approaches. Using the formative approach offers the students an opportunity to gain proficiency and make natural scaffolds for summative assessments. I use summative assessments to provide cumulative snapshots to evaluate and report on student learning and experience. According to my experience, summative feedback helps to identify areas of strength and weakness in the curriculum. Combining these approaches provides a comprehensive view of students' learning experience and performance.

I believe in student engagement and inclusive learning as a positive approach to improving the learning experience; hence, I use active learning techniques such as group discussion, think-pair-share, debate, and peer reviews. I lead discussions using questions. These techniques help create a more dynamic learning environment for students' success. 

I am culturally sensitive, flexible, and provide constructive feedback. I am also open to learning from my students.