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Teaching and Assessing Problem Solving: An Example of an Incremental Approach to Using IRC in Legal Education.

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Title: Teaching and Assessing Problem Solving: An Example of an Incremental Approach to Using IRC in Legal Education.
Authors: Burton, Kelley1 kburton3@usc.edu.au
Source: Journal of University Teaching & Learning Practice. 2016, Vol. 13 Issue 5, p1-18. 20p.
Subject Terms: *Educational standards, *Learning, Problem solving methodology
Abstract: Legal reasoning is a type of problem solving, and is situated within thinking skills, one of the six threshold learning outcomes established under the auspices of the Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement. The threshold learning outcomes define what law graduates are 'expected to know, understand and be able to do as a result of learning' (Kiff et al., 2010, p. 9). The assessment of legal reasoning, and thus problem solving, should receive greater attention in legal education discourse (James, 2011, p. 15, James, 2012, p. 88). The dominant approach for problem-based questions in the discipline of law over the last 40 years is IRC (issue, rule, application and conclusion). The acronym IRC is not offensive and potentially instils a positive professional legal identity and is a student-centred approach to problem solving. This journal article documents an incremental approach to IRC in law where first year students answer a problem-based law question using a grid format before preparing a barrister's advice. [ABSTRACT FROM AUTHOR]
Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teaching and Assessing Problem Solving: An Example of an Incremental Approach to Using IRC in Legal Education.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2016, Vol. 13 Issue 5, p1-18. 20p.
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  Data: Legal reasoning is a type of problem solving, and is situated within thinking skills, one of the six threshold learning outcomes established under the auspices of the Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement. The threshold learning outcomes define what law graduates are 'expected to know, understand and be able to do as a result of learning' (Kiff et al., 2010, p. 9). The assessment of legal reasoning, and thus problem solving, should receive greater attention in legal education discourse (James, 2011, p. 15, James, 2012, p. 88). The dominant approach for problem-based questions in the discipline of law over the last 40 years is IRC (issue, rule, application and conclusion). The acronym IRC is not offensive and potentially instils a positive professional legal identity and is a student-centred approach to problem solving. This journal article documents an incremental approach to IRC in law where first year students answer a problem-based law question using a grid format before preparing a barrister's advice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=120803298
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