Principle 3: Good Practice Encourages Active Learning

Journal of Legal Education

Volumn 49, Issue 3, 1999, Pages 401-417

  Hess, Gerald F ^a  

^a NONE

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EID: 0442281502     PISSN: 00222208     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (66)

1. Arthur W. Chickering & Zelda F. Gamson, Seven Principles for Good Practice in Undergraduate Education, AAHE Bull., Mar. 1987, at 3, 5.
2. Active Learning: Creating Excitement in the Classroom 1-2 (Washington, 1991), citing Michael P. Ryan & Gretchen G. Martens, Planning a College Course: A Guidebook for the Graduate Teaching Assistant (Ann Arbor, 1989).
3. Bonwell & Eison, supra note 2, at 2.
4. See David G. Brown & Curtis W. Ellison, What Is Active Learning? in The Seven Principles in Action: Improving Undergraduate Education, ed. Susan R Hatfield, 39, 40 (Bolton, Mass., 1995) [hereinafter Seven Principles in Action].
5. See Zelda F. Gamson, Introduction: The Seven Principles for Good Practice in Undergraduate Education: A Historical Perspective, in Seven Principles in Action, supra note 4, at 3-4; Ernest T. Pascarella & Patrick T. Terenzini, How College Affects Students: Findings and Insights from Twenty Years of Research 98 (San Francisco, 1991).
6. See Zelda F. Gamson, Introduction: The Seven Principles for Good Practice in Undergraduate Education: A Historical Perspective, in Seven Principles in Action, supra note 4, at 3-4; Ernest T. Pascarella & Patrick T. Terenzini, How College Affects Students: Findings and Insights from Twenty Years of Research 98 (San Francisco, 1991).
7. See Pascarella & Terenzini, supra note 5, at 118.
8. Barbara Gross Davis, Tools for Teaching 84-85 (San Francisco, 1993) (derived from Bloom's system of ordering thinking skills; see generally 1 Taxonomy of Educational Objectives: Cognitive Domain, ed. Benjamin S. Bloom (New York, 1956)).
9. Barbara Gross Davis, Tools for Teaching 84-85 (San Francisco, 1993) (derived from Bloom's system of ordering thinking skills; see generally 1 Taxonomy of Educational Objectives: Cognitive Domain, ed. Benjamin S. Bloom (New York, 1956)).
10. See Davis, supra note 7, at 181.
11. William M. Timpson & Paul Bendel-Simso, Concepts and Choices for Teachers: Meeting Challenges in Higher Education 101-02, 110 (Madison, 1996).
12. Peter Toll Hoffman, Clinical Scholarship and Skills Training, 1 Clinical L. Rev. 93, 97 (1994); Report of the [AALS] Committee on the Future of the In-House Clinic, 42 J. Legal Educ. 508, 512-13 (1992) [hereinafter Report].
13. Peter Toll Hoffman, Clinical Scholarship and Skills Training, 1 Clinical L. Rev. 93, 97 (1994); Report of the [AALS] Committee on the Future of the In-House Clinic, 42 J. Legal Educ. 508, 512-13 (1992) [hereinafter Report].
14. See Marilla D. Svinicki & Nancy M. Dixon, The Kolb Model Modified for Classroom Activities, in Teaching and Learning in the College Classroom, eds. Kenneth A. Feldman & Michael B. Paulsen, 307-15 (Needham Heights, 1994) [hereinafter Teaching and Learning]; James R. Davis, Better Teaching, More Learning: Strategies for Success in Postsecondary Settings 299-341 (Phoenix, 1993).
15. See Marilla D. Svinicki & Nancy M. Dixon, The Kolb Model Modified for Classroom Activities, in Teaching and Learning in the College Classroom, eds. Kenneth A. Feldman & Michael B. Paulsen, 307-15 (Needham Heights, 1994) [hereinafter Teaching and Learning]; James R. Davis, Better Teaching, More Learning: Strategies for Success in Postsecondary Settings 299-341 (Phoenix, 1993).
16. Davis, supra note 7, at 194-96.
17. Pascarella & Terenzini, supra note 5, at 651.
18. Bonwell & Eison, supra note 2, at 53-64.
19. For a description of types of students and their approaches to learning, see Joseph Lowman, Mastering the Techniques of Teaching, 2d ed., 77-86 (San Francisco, 1995).
20. For definitions of six learning styles and the instructional preferences of students with those styles, see Charles S. Claxton & Patricia H. Murrell, Learning Styles: Implications for Improving Educational Practices 40-41 (Washington, 1987) (based on the Grasha-Reichmann Student Learning Style Scales).
21. For a discussion of stages of intellectual development and the attitudes of students toward teaching and learning at each stage, see Joanne Kurfiss, Intellectual, Psychosocial, and Moral Development in College: Four Major Theories, in Teaching and Learning, supra note 11, at 165, 173-79.
22. See Davis, supra note 7, at 177-92.
23. Id. at 181.
24. See Lowman, supra note 15, at 195-202, for a discussion of how to articulate objectives and choose methods to achieve objectives.
25. Bonwell & Eison, supra note 2, at 58 (20 to 30 percent rated their own teaching as "superior"; 58 to 72 percent rated their own teaching as "above average").
26. Timpson & Bendel-Simso, supra note 9, at 7.
27. See Gerald F. Hess & Steven Friedland, Techniques for Teaching Law 64-79 (Durham, 1999) for a dozen specific ideas from experienced legal educators to improve questioning and discussion; see also William E. Cashin & Philip C. McKnight, Improving Discussions, in Classroom Communication, Collected Readings for Effective Discussion and Questioning, eds. Rose Ann Neff & Maryellen Weimer, 33 (Madison, 1989) [hereinafter Classroom Communication].
28. See Gerald F. Hess & Steven Friedland, Techniques for Teaching Law 64-79 (Durham, 1999) for a dozen specific ideas from experienced legal educators to improve questioning and discussion; see also William E. Cashin & Philip C. McKnight, Improving Discussions, in Classroom Communication, Collected Readings for Effective Discussion and Questioning, eds. Rose Ann Neff & Maryellen Weimer, 33 (Madison, 1989) [hereinafter Classroom Communication].
29. Bonwell & Eison, supra note 2, at 21-23.
30. Davis, supra note 7, at 63-65, 76.
31. See generally William Ewens, Teaching Using Discussion, in Classroom Communication, supra note 23, at 27.
32. Lowman, supra note 15, at 161-63.
33. Bonwell & Eison, supra note 2, at 23-24.
34. For a description of 13 formats for classroom discussion, see William H. Bergquist & Steven R. Phillips, Classroom Structures Which Encourage Student Participation, in Classroom Communication, supra note 23, at 19.
35. Davis, supra note 7, at 85-86.
36. Id.
37. These recommendations and many other helpful ideas for guiding discussion are in Davis, supra note 7, at 87-93; Lowman, supra note 15, at 171-91; Cashin & McKnight, supra note 23, at 33-40.
38. Maryellen Weimer, Improving Your Classroom Teaching 109 (San Francisco, 1993).
39. Bonwell & Eison, supra note 2, at 35-36.
40. Davis, supra note 7, at 209-10. For 14 ideas for writing in and out of class in law school, see Hess & Friedland, supra note 23, at 229-59.
41. Lowman, supra note 15, at 240-42.
42. See Kathleen Magone, Peer Editing, in Hess & Friedland, supra note 23, at 245; Wilbert James McKeachie, McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 10th ed., 137-41 (Boston, 1999).
43. 45 J. Legal Educ. 469 (1995).
44. For 16 simulation and role-play exercises that law teachers have used in their courses, see Hess & Friedland, supra note 23, at 199-222.
45. For detailed guidelines for faculty and peer evaluators of student performances of lawyering skills, see Ralph Cagle, Critiques of Students' Lawyering Skills, in Hess & Friedland, supra note 23, at 310.
46. 24 Rutgers Computer & Tech. L.J., 107, 170 (1998). Much of this section is drawn from that article.
47. See the CALI web site: .
48. See the Practising Law Institute's web site: .
49. See Hess & Friedland, supra note 23, at 110-30, for 13 examples, contributed by various law teachers, of experiential learning activities in legal education.
50. See Report, supra note 10, at 518, 569.
51. See Janet Motley, Self-Directed Learning and Out-of-House Placement, 19 N.M. L. Rev. 211, 212-13, 220-21 (1989); Liz Ryan Cole, Clinical Essay: Lessons from a Semester in Practice, 1 Clinical L. Rev. 173, 174-75 (1994).
52. See Janet Motley, Self-Directed Learning and Out-of-House Placement, 19 N.M. L. Rev. 211, 212-13, 220-21 (1989); Liz Ryan Cole, Clinical Essay: Lessons from a Semester in Practice, 1 Clinical L. Rev. 173, 174-75 (1994).
53. See Peter Wendel, Service Learning - Housing for Single Mothers and Their Children, in Hess & Friedland, supra note 23, at 112; Mary Pat Treuthart, 'Service Learning' Brings Real World into Class, Law Tchr., Spring 1996 (Gonzaga University Institute for Law School Teaching), at 12.
54. See Peter Wendel, Service Learning - Housing for Single Mothers and Their Children, in Hess & Friedland, supra note 23, at 112; Mary Pat Treuthart, 'Service Learning' Brings Real World into Class, Law Tchr., Spring 1996 (Gonzaga University Institute for Law School Teaching), at 12.
55. See generally Michael F. Folio, Field Trips as a Teaching Method, in Handbook of College Teaching: Theory and Applications, eds. Keith W. Prichard & R. McLaran Sawyer, 189 (Westport, 1994).
56. See Michelle Jacobs, Newspaper Stories in Criminal Law, in Hess & Friedland, supra note 23, at 114-15; Robert E. Rains, Boring, in Hess & Friedland, supra note 23, at 115-16; B onnie Mitchell, Examples of Drafting Problems from Real Documents, in Hess & Friedland, supra note 23, at 117.
57. See Michelle Jacobs, Newspaper Stories in Criminal Law, in Hess & Friedland, supra note 23, at 114-15; Robert E. Rains, Boring, in Hess & Friedland, supra note 23, at 115-16; B onnie Mitchell, Examples of Drafting Problems from Real Documents, in Hess & Friedland, supra note 23, at 117.
58. See Davis, supra note 7, at 166.
59. Report, supra note 10, at 512-16.
60. See Davis, supra note 7, at 166-72, for many helpful suggestions for effective experiential learning activities.
61. See Stephen D. Brookfield, Adult Learners: Motives for Learning and Implications for Practice, in Teaching and Learning, supra note 11, at 137, 142-44; Gerald F. Hess, Listening to Our Students: Obstructing and Enhancing Learning in Law School, 31 U.S.F. L. Rev. 941, 947-55 (1997).
62. See Stephen D. Brookfield, Adult Learners: Motives for Learning and Implications for Practice, in Teaching and Learning, supra note 11, at 137, 142-44; Gerald F. Hess, Listening to Our Students: Obstructing and Enhancing Learning in Law School, 31 U.S.F. L. Rev. 941, 947-55 (1997).
63. Gerald F. Hess, Student Involvement in Improving Law Teaching and Learning, 67 UMKC L. Rev. 343, 355-61 (1998).
64. See, e.g., Thomas A, Angelo & K. Patricia Cross, Classroom Assessment Techniques: A Handbook for College Teachers 330-33 (San Francisco, 1993).
65. Hess, supra note 38, at 343.
66. Id. at 355-61.