ABSTRACT
This chapter provides a framework for improving how we teach and learn. Whilst much of what is said may be of general application the intention is to provide those concerned with the theoretical basis for developing the design and delivery of courses and programmes on the law affecting migrants. The principles set out here should provide colleagues with a clear insight into how to maximise educational opportunities whilst, as necessary, serving the interests of other stakeholders. Not only are key works of educational theorists cited and discussed but a range of important practical considerations are raised and suggestions made for subsequent implementation. In particular the concept of deep and reflective learning is examined as are focused learning outcomes, aligned assessment regimes and enhanced feedback. The chapter leans heavily and unapologetically towards experiential means of study in which theory is applied to practice and where collaboration of teacher and learners is seen as ‘good’. The increasingly important role of e-technology is also addressed. Based on this foundation, readers should be able to take the basics provided, consider the models discussed in the following chapters and build on this in the specific context of their teaching and learning about immigration and asylum law.
