Abstract:

Problem:
During the process of adaptation to the EHEA, two kinds of law students coexist in Spanish law schools: those who have commenced their studies following the traditional method and those who have started their law degree within the framework of the new EHEA. In a short period of time, students coming from both systems will compete in the labour market, leaving those coming from the traditional system in a disadvantageous position.
Proposal and objectives:
Our proposal consists of bringing into the classroom teaching methods which allow “non EHEA” students to gradually acquire those abilities and horizontal and professional skills used in the EHEA, i.e labour market values.
For this purpose two objectives are pursued. On the one hand, to adopt a Meaningful learning perspective and to help the student develop critical thinking, contributing to permanent and lifelong learning. On the other hand, we wish to make the student participate in the classroom decisions, assume the responsibility and compromise of their own educational process and foster the transition from the fully guided to independent student.

Methods and Tecniques:
With regard to the Method we apply, while lectures retains an important role, it is combined with different techniques and strategies to enable Significant and Independent learning. Thus to encourage Meaningful learning, we use several techniques: one is trial simulations in which students can confront and apply their previous knowledge in a Real-life scenario and receive feedback. Another one is the use of videos in which they contextualize the situations they study. Finally, we propose case-studies that highlight the limits of Law to confront complex realities in a changing social environment. In this fashion, we want students to confront the knowledge they have gained during their studies with real situations, so that they can be critical and reflective.
The second objective is to promote independent learning by encouraging student participation in the guidance of their learning process. To achieve this goal in a gradual way we use three techniques. The first one provides students with the opportunity to choose an area of concentration (CA), in which they gain special and unique strength. A second way is to promote Cooperative learning, in which each student must make a necessary input to achieve the learning objectives of the Class, mainly related with their CA. The third way is the creation of a Classroom Assesment Committee (CAC) to evaluate the learning process followed in the course. Through this CAC we get permanent feedback on the achievement of learning objectives so we can make changes along the academic year.

Assesment:
In the application of these techniques some difficulties have arised. However, the result is satisfactory not only to help students to acquire the specific skills, competences and abilities they need, but also to improve their motivation and performance.

Keywords:

Law, EHEA, strategies, meaningful learning, classroom assesment committee, independent learning.