Wednesday, September 9, 2009
After lunch, I started the afternoon session with a session that showcased several techniques and websites that offer fun, non-law-related ways to teach legal writing concepts. I used museum art postcards as the basis of an analysis exercise and shared several ideas for using music lyrics to teach grammar, punctuation, and usage, as well as persuasive fact writing (http://www.amiright.com/ is a great website for errors in lyrics, as well as examples of mis-heard lyrics).
Next, Tenielle Fordyce-Ruff of Oregon talked about 21st-century students and teaching them research. She pointed out that they're good at breadth of research thanks to Google et al., but not so good at either depth or any kind of linear process. The discussion that followed includes the suggestion to require research logs to help students to develop a better research process.
William Chin of Lewis and Clark talked about the inferences that people draw about those who speak with an accent and how a teacher can address any biases and different treatment that might occur when working with students who speak with an accent. He mentioned using objective criteria for grading oral presentations and making an effort to call on all students equally, not avoiding those who are more challenging to understand.
Bruce Ching of Valparaiso talked about using vocal qualities to enhance oral presentations. He talked about pitch, tone, and pace, and then he involved the group in an entertaining exercise using emphasis on different words in the same passage to alter its perceived meaning.