Flipping The Classroom To Form A Community Of Learning

Abstract

Summary of Teaching & Learning Context The teaching and learning context applies to law modules with students assigned in groups of four. Each group is required to conduct in depth research in relation to the sections of an Act assigned by the lecturer and prepare and deliver a PowerPoint for presentation in class to their peers. The PowerPoint is also shared on Moodle via the Discussion Forum after the presentations as a learning tool for all groups. In effect the classroom is flipped, and the completed PowerPoints provide both formative and summative assessment and 10% of the module mark will be allocated for this task. Overview of the Assessment Strategy All the legislation relevant to the law module is divided amongst the groups to ensure that the module syllabus is covered in its totality. This strategy may be used for the later stages of programmes and post graduate programmes (years 3/4). These sections are relevant to real life or professional practice in the business domain. Each group uses the ILAC framework (Issues, Law, Application/Analysis, Conclusion) to structure the PowerPoint presentation. The use of this framework assists students in law modules with building proficiency in completing assessments (Richardson & Bartlett, 2021). Autonomy of the group to engage in collaborative planning and drafting of the presentation to be delivered within the time slot allowed – 10 minutes per group is required. Team presentation practice is facilitated in tutorials prior to completion and final presentations. As part of the practice session feedback will be provided by the lecturer. This is a coconstructivist approach facilitating learners to make their own interpretation of the sections of legislation using their prior knowledge of the topic and research (Ryan 2021). The groups will be required to answer a series of questions relating to the presentation and feedback will be provided to the groups post presentation in the form of detailed commentary as part of the assessments. This task also acknowledges that groupwork and peer engagement as a strategy assists learning (Ryan 2021).