Producing Skilled Legal Graduates: Avoiding the Madness in a Situational Learning Methodology

Abstract

Many pedagogical and practical advantages of engaging students in experiential situational learning such as simulated practice involving teamwork are discussed in educational literature and are confirmed anecdotally by educators. However, many academics who implement situational learning methodologies encounter difficulties, particularly in relation to managing students who are working together, group assessment, and the assessment of skills rather than substantive knowledge acquisition. This article considers some of the common problems encountered with situational learning as discussed in the literature and as identified through research conducted in courses using this methodology. This discussion is then used to suggest tools and concepts in preparation which can be used to avoid or manage some of the common problems with situational learning, and ensure that legal simulations operate as successfully as possible from both student and teacher perspectives.