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Full-Text Articles in Law
Learning Intentionally And The Metacognitive Task, Patti Alleva, Jennifer A. Gundlach
Learning Intentionally And The Metacognitive Task, Patti Alleva, Jennifer A. Gundlach
Hofstra Law Faculty Scholarship
This article serves both to frame The Pedagogy of Procedure symposium it introduces and to itself explore the importance of metacognition and learning about learning to legal education and lawyering. The authors begin by suggesting why Civil Procedure doctrine is so challenging to teach and learn, noting how the symposium pieces help to tackle those challenges. They then join the growing number of law professors who advocate that learning how to learn deserves greater attention in the law school curriculum, suggesting that law schools should do more to demonstrate respect for the process of learning as an end in itself. …
Law Schools And Learning Outcomes: Developing A Coherent, Cohesive, And Comprehensive Law School Curriculum, Anthony S. Niedwiecki
Law Schools And Learning Outcomes: Developing A Coherent, Cohesive, And Comprehensive Law School Curriculum, Anthony S. Niedwiecki
Publications
This Article will detail a process that law schools can use to comply with the ABA Standards requiring schools develop their learning outcomes for the entire institution, academic programs, and courses. At the same time, this process can be used as a roadmap for curricular review and planning. As an example, this Article will use the steps that The John Marshall Law School took to review and change its professional skills curriculum. Part I will outline the accreditation requirements for developing and publishing learning outcomes. Part 11 of the Article will provide an overview of the process of curricular planning …
Prepared For Practice? Developing A Comprehensive Assessment Plan For A Law School Professional Skills Program, Anthony S. Niedwiecki
Prepared For Practice? Developing A Comprehensive Assessment Plan For A Law School Professional Skills Program, Anthony S. Niedwiecki
Publications
Part I of this Article will outline the accreditation requirements for developing and publishing learning outcomes. Part II will provide an overview of the process of curricular planning in light of the new ABA Standards. Part III will explain the steps schools can take to develop learning outcomes and map those across the curriculum. Part IV will discuss the elements of what makes an assessment plan effective, with a focus on the best ways to use formative assessment to improve the metacognitive skills of the students. Part V will detail the approach The John Marshall Law School took to improve …
Teaching For Lifelong Learning: Improving The Metacognitive Skills Of Law Students Through More Effective Formative Assessment Techniques, Anthony S. Niedwiecki
Teaching For Lifelong Learning: Improving The Metacognitive Skills Of Law Students Through More Effective Formative Assessment Techniques, Anthony S. Niedwiecki
Publications
Part II of this article focuses on the need to prepare law students to be expert learners because they will be constant learners in the practice of law. Part III details the concept of metacognition and its role in preparing students to be self-regulated learners. It discusses the components of metacognition, its role in law school, and the current push to include better metacognitive training in law school. Part IV details how formative assessment can be better utilized in improving the metacognitive skills of students. Specifically, it explains the best practices of formative assessment and how professors can adjust their …
Lawyers And Learning: A Metacognitive Approach To Legal Education, Anthony S. Niedwiecki
Lawyers And Learning: A Metacognitive Approach To Legal Education, Anthony S. Niedwiecki
Publications
This article will detail the concept of metacognition, how current law school teaching does not teach metacognitive skills, and how legal educators can incorporate metacognitive learning into the law school curriculum to help students better transfer knowledge and skills to the practice of law. Teaching metacognitive skills to law students should focus on explaining learning theory and modeling appropriate planning, monitoring, and evaluating techniques across the curriculum. Part II of this article details how law schools have been slow to integrate and apply learning theory to the law school classroom. Part III details the theory behind metacognition and how it …