Teaching Law and Criminal Justice through Popular Culture: A Deep Learning Approach in the Streaming


Deep LearningIntroductionABSTRACTIntroductionDEEP LEARNING AND SURFACE LEARNINGPURPOSE OF THE BOOKCHARACTER ANALYSIS APPROACHORGANIZATION OF THE BOOKKEYWORDSTeaching for Deep LearningABSTRACTINTRODUCTIONSURFACE LEARNING VS. DEEP LEARNING OR HORRIBLE HARRIET VS. THE LORD OF THE FLIESTHE WAY WE TEACH: SIGNATURE PEDAGOGIESTHE CASE-DIALOGUE METHODLECTURESSEMINARSANALYSIS OF SIGNATURE PEDAGOGIESNOTION OF DEEP LEARNINGNOTION OF POPULAR CULTUREPOPULAR CULTURE AND THE DEEP LEARNING PROCESSTHE DEEP LEARNING STORY AND ITS ELEMENTSTHE INPUT STORYTHE STORY CONFLICT: THE COGNITIVE CONFLICTTHE STORY CONFLICT: NONARBITRARY AND SUBSTANTIVE HIGHER ORDER COGNITIVE SKILLS, COMPETENCES, AND PROCESSESTHE STORY CONFLICT: COLLECTIVE NEGOTIATION OF MEANINGSAND SOCIAL INTERACTIONTHE RESOLUTION OF THE CONFLICT: THE CONCEPTUAL CHANGE AND CHANGES IN THE SOCIAL POSITIONEVALUATION AND METACOGNITIVE REFLECTIONSUMMARYKEYWORDSPopular CulturePopular Culture and Rapid CognitionABSTRACTINTRODUCTIONRAPID COGNITIONEMPHASIS ON CRITICAL THINKING SKILLS IN LEGAL AND CRIMINAL JUSTICE EDUCATIONEDUCATING RAPID COGNITIONTHE ROLE OF POPULAR CULTURE IN EDUCATING RAPID COGNITIONSUMMARYKEYWORDSMotivation and Student EngagementABSTRACTINTRODUCTIONMOTIVATIONEXTRINSIC MOTIVATIONINTRINSIC MOTIVATIONFACTORS THAT FOSTER INTRINSIC MOTIVATION: THE INPUT STORY AND POPULAR CULTUREFACTORS THAT FOSTER INTRINSIC MOTIVATION: ENJOYABLE ENVIRONMENTFACTORS THAT FOSTER INTRINSIC MOTIVATION: SAFE ENVIRONMENTFACTORS THAT FOSTER INTRINSIC MOTIVATION: RECREATION OF THE DISCIPLINE OR PROFESSIONAL WORLDFACTORS THAT FOSTER THE CREATION OF A MOTIVATING ENVIRONMENT: TEACHERS' EXPECTATIONSFACTORS THAT PREVENT THE CREATION OF A MOTIVATING ENVIRONMENTSUMMARYKEYWORDSAcademic Disciplines and Storytelling: Teaching Law with Popular Culture StoriesABSTRACTINTRODUCTIONACADEMIC DISCIPLINES AND STORIESSTORYTELLING AND LAW AND CRIMINAL JUSTICECOMPATIBILITY BETWEEN THE STRUCTURE OF LEGAL AND CRIMINAL JUSTICE STORIES AND STORIES IN POPULAR CULTURETHE LAW AND POPULAR CULTURE FIELDTEACHING WITH POPULAR CULTURE STORIESEXAMPLES OF POPULAR CULTURE LAW AND CRIMINAL JUSTICE AS TEACHING SOURCESSUMMARYKEYWORDSPopular Culture and Media Literacy in the ClassroomABSTRACTINTRODUCTIONPOPULAR CULTURE IN THE LEGAL AND CRIMINAL JUSTICE PROFESSIONSPRODUCERS OF POPULAR CULTURE AND MEDIA STORIESLAWYERS AND CRIMINAL JUSTICE AGENTS AND THEIR DEALINGS WITH THE PRESSINFLUENCE OF POPULAR CULTURE STORIES IN THE LEGAL AND CRIMINAL JUSTICE FIELDSPRODUCTION OF MEDIA TEXTS IN THE LEGAL AND CRIMINAL JUSTICE PROFESSIONSREGULATIONS FOR THE USE OF MEDIA TEXTS IN THE LEGAL AND CRIMINAL JUSTICE FIELDSMEDIA LITERACY AND THE MARGINS OF UNIVERSITY AND LAW SCHOOL EDUCATIONPRINT DOMINANCE IN LAW SCHOOLSINTERPRETATION OF POPULAR CULTURE STORIES AND OTHER MEDIA TEXTS IN THE CLASSROOMGENERAL CATEGORIES FOR THE INTERPRETATION OF POPULAR CULTURE STORIESPURPOSECONNECTIONS TO OTHER TEXTSDECONSTRUCTION OF ASSUMPTIONSMESSAGESTEREOTYPESLAW AND CRIMINAL JUSTICE SPECIFIC CATEGORIES OF ANALYSISCLASS ACTIVITIES AIMED TO HELP STUDENTS INTERPRET POPULAR CULTURE AND OTHER MEDIA TEXTSPRODUCTION OF MEDIA TEXTS IN THE CRIMINAL JUSTICE AND LAW SCHOOL CLASSROOMSSUMMARYKEYWORDSMetacognitionABSTRACTMetacognitionMETACOGNITION AND DEEP LEARNINGMETACOGNITION ELEMENTSMETACOGNITION TOOLSGENERAL METACOGNITIVE QUESTIONSDISCIPLINE-SPECIFIC METACOGNITIVE QUESTIONSHOW WE PROCESS STORIESANOMALIES OR CONTRADICTIONS CREATED BY THE INPUT STORYGAPS CREATED IN THE INPUT STORYPRIMINGSTEREOTYPINGTHE MERE EXPOSURE EFFECTSUMMARYKEYWORDSTeaching Through Popular CultureFrom Vision to Analysis: Teaching a Course on Criminal Law through Popular Culture StoriesABSTRACTINTRODUCTIONSHULMAN’S CONCEPTION OF THE TEACHING PROCESSCONTEXTVISIONDESIGNNEW VISIONTHE PROMISING SYLLABUSTHE SOLO TAXONOMYTHE BIBLIOGRAPHYENACTMENT: STRUCTURE OF THE CLASSESFIRST CLASS: INTRODUCTIONSECOND AND THIRD CLASSES: VIOLENCE AGAINST WOMENFOURTH AND FIFTH CLASSES: CHILD EXPLOITATIONSIXTH CLASS: INFANTICIDESEVENTH CLASS: ACADEMIC WRITINGEIGHTH CLASS: COMPARISON OF THE LEGAL TREATMENT OF OFFENCES DEALING WITH DOMESTIC VIOLENCE AND ABUSE AND PROPERTY CRIMESNINTH AND TENTH CLASSES: CHILD ABUSE AND NEGLECTELEVENTH CLASS: BIGAMY AND POLYGAMYTWELFTH AND THIRTEENTH CLASSES: CRIMINAL JUSTICE AND VIOLENCE AGAINST WOMENFINAL CLASS: EVALUATIONOUTCOMES AND ANALYSISSUMMARYKEYWORDSConclusionsABSTRACTConclusionsTEACHING LAW AND CRIMINAL JUSTICE THROUGH POPULAR CULTUREKEYWORDSAppendix: Course Outline
 
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