Number of students
- Students prepare for a trial depending on their role
- Students familiarise themselves with the case and know what to do
- Students learn to listen to others and figure out what to do next
- Students reflect on their work and the work of other students
Students will know how to:
- activate their prior knowledge
- prepare for a trial according to their role
- play their assigned role
- be a part of a team/group
Wi-fi, cameras, sound system, screen/TV
Students who could not join the class on campus were able to log into TR and be present through a telepresence robot to play their role on the day
Project-based Learning: Students acting out roles or improvising scripts, in a realistic and problematic social or interpersonal situation. Students playing out, either in person, or virtually, a hypothetical social situation that abstracts key elements from reality
Fieldwork: Students learning how to conduct research and make sound professional judgements in real-world situations
Role Plays and Simulations: Students acting out roles or improvising scripts, in a realistic and problematic social or interpersonal situation. Students playing out, either in person, or virtually, a hypothetical social situation that abstracts key elements from reality
Flipped Classroom: In the basic structure of a “flipped classroom,” the students first engage the content online (through readings, video lectures, or podcasts), then come to class for the guided practice.
Before the Lesson:
- Decide the subject of the trial
- Make role list
- Divide roles between students
- Prepare material for each role group (e.g., judge, defence, prosecutor, witness, defendant
- Post information and guidelines in LMS
- Prepare rubrics for students and post in LMS so that they know how they will be evaluated
- Prepare the setup for evaluation (print rubrics if needed and form for feedback)
- Book a classroom and make sure that everything that is needed is there on the day
- Set up the classroom
- Let students know that if they cannot show up in person, they will have to book TR from the Center of Teaching and Learning
- Read the materials they get
- Prepare for the trial
- Meet in groups and prepare for their case (they get info about the case but not what they should ask/say/do in the courtroom)
- Be sure they know their role and the role of their team/group and are prepared
- Book a TR if they cannot show up for the lesson
- Explaining the set up in the classroom for students and where to take place
- Explain how evaluation will take place and what they themselves will be evaluating (self-evaluation and peer review)
- Evaluate every role and make notes for feedback
- Play their individual role but at the same time be a useful member in their team
- Help team members out if they notice something missed or forgotten
- Evaluate the students
- Fill out rubrics for everyone and give feedback
- Re-evaluate the plan and materials for next time
- Evaluate their role, how they did and what they wished now that they did different (self-evaluation)
- Evaluate the other students they were working with (peer review)
Media and materials:
Author: HH, University of Akureyri
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How did this Teaching Scenario work for you?
Have you tried this or a similar Teaching Scenario?
Feel free to share your experiences with a comment below.
Possible questions for your evaluation of the TRinE Teaching Scenario
- What feedback / reflection was provided by the teacher?
- How is the feedback from the students?
- Why did you decide to use TRs?
- How did the TRs inform your lesson plan?
- What shifts or stretches are you making regarding the TRs?
Does the use of the Telepresence robots:
- align to learning outcomes?
- align to assessment?
- support your educational context?
- differentiate for individual students?
- enhance student thinking by addressing different levels of thinking?
- extend learning authentically beyond the classroom?
- increase engagement and active learning?
- promote and support collaboration?
- provide opportunities to construct knowledge?
Are the students participating / motivated / progressing?
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