Law Commons^™

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 …