(987)INCORPORATING OBJECTIVES OF THE EUROPEAN HIGHEREDUCATION AREA TO TRADITIONAL LAW STUDIES

摘要

During the process of adaptation to the European Higher Education Area (EHEA), twokinds of law students coexist in Spanish law schools: those who have commenced theirstudies following the traditional teaching methods and those who have started their lawdegree within the framework of the new EHEA. In a short period of time, students comingfrom both systems will compete in the labour market, leaving those coming from thetraditional system in a disadvantageous position.Our proposal consists of bringing into the classroom teaching methods which allow “non-EHEA” students to gradually acquire those abilities and horizontal and professional skillsused in the EHEA, i.e labour market values.For this purpose two objectives are pursued. On the one hand, to adopt a Meaningfullearning perspective and to help the student develop critical thinking, contributing topermanent and lifelong learning. On the other hand, we wish to make the studentparticipate in the classroom decisions, assume the responsibility and compromise of theirown educational process and foster the transition from the fully guided to independentstudent.With regard to the Method we apply, while lectures retain an important role, they arecombined with different techniques and strategies to enable Significant and Independentlearning. Thus, to encourage Meaningful learning, we use several techniques: one is trialsimulations in which students can confront each other and apply their previousknowledge in a Real-life scenario and receive feedback. Another one is the use of videosin which they contextualize the situations they study. Finally, we propose case-studiesthat highlight the limits of Law at the time of confronting complex realities in a changingsocial environment. This way, we want students to confront the knowledge they havegained during their studies with real situations, so that they can be critical and reflective.The second objective is to promote independent learning by encouraging studentparticipation in the guidance of their learning process. To achieve this goal we use threetechniques in a gradual way. The first one provides students with the opportunity tochoose an area of concentration (CA), in which they gain special and unique strength. Asecond way is to promote Cooperative learning, in which each student must make anecessary input to achieve the learning objectives of the Class, mainly related with theirCA. The third way is the creation of a Classroom Assessment Committee (CAC) toevaluate the learning process followed in the course. Through this CAC we getpermanent feedback on the achievement of the learning objectives, so we can makechanges along the academic year.In the application of these techniques some difficulties have arisen. However, the result issatisfactory not only to help students acquire the specific skills, competences and abilitiesthey need, but also to improve their motivation and performance.