Slides for the presentation by Caroline Hunter and Ben Fitzpatrick (University of York) in the Show and Tell session at the Learning in Law Annual Conference 2011.

1. Embedding Problem-Based Learning in the Curriculum The Student Experience Caroline Hunter and Ben Fitzpatrick University of York

2. PBL Cycle

3. The PBL Session

5. In feedback, all students make contributions to discussion

6. Discussion with students choosing when to add input

7. OR devise ways in which to spread content between students in discussion (random or pre-arranged)

9. PBL: Benefits & Drawbacks Benefits Drawbacks Active learning process Development of research methods & processes Realistic: clients & cases, deadlines, responsibility for own work, & group work Combination of individual & collaborative learning Roles of Chair & Scribe to develop skills Enjoyable & fun! Effectiveness of some groups compared to others? Realistic?

10. AssessmentLearning Portfolio & Exam complementing PBL Exam Learning Portfolio 60% PBL: problem scenario released 48 hours in advance Attempt to predict questions Part One: application of law in relation to problem scenario Part Two: questions on broader areas (e.g. reform or issues raised by the area of law) 40% Number of Learning Outcomes to be met Student chooses best examples of work from across the year to meet the objectives (pursue interests) 1500 words for claims over 4-6 outcomes Page limit of roughly 30 for evidence PBL notes, reflections on notes & journal articles, essays chosen by students or activities/recommendations from Block Guide & lecturers

11. Questions