Law Commons^™

Contemporary Teaching Strategies: Effectively Engaging Millennials Across The Curriculum, Renee Nicole Allen, Alicia R. Jackson

Faculty Publications

(Excerpt)

"Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime." - Chinese Proverb

American Bar Association ("ABA") Standard 314, Assessment of Student Learning, requires law schools to "utilize both formative and summative assessment methods in its curriculum to measure and improve student learning and provide meaningful feedback to students." This article will connect multiple formative assessments to Bloom's taxonomy to demonstrate how law teachers can transform and enhance student learning, while promoting key steps in the self-regulated learning cycle. First, it is imperative law teachers …

Employing Active-Learning Techniques And Metacognition In Law School: Shifting Energy From Professor To Student, Robin A. Boyle

Faculty Publications

(Excerpt)

Teaching a law school class, whether it is doctrinal or skills-based, can be a tiring experience. At the conclusion of class, law professors often experience fatigue, partly from coming to a calm after being on-stage and partly from expending excessive energy lecturing or engaging students with the Socratic method. Law professors who are exhausted after a sixty or ninety-minute class, while their students sit passively except for random one-on-one questioning, are overworking. Chances are the majority of the students are under-performing because they are probably similar in their learning-style to students at other law schools, who do not learn …