Teach in Context: Responding to Diverse Student Voices Helps All Students Learn

This article uses quotes from interviews with diverse students as a spring board to discuss contextualized learning theory and teaching strategies to enhance student learning. Students must relate new information to their own experience; develop ideas about the new information; and articulate their understanding of it. In other words, to fully understand something, students must be able to relate to it, own it, and translate it. To help students do this, the article discusses and provides examples of three concrete teaching strategies: experiential learning exercises, writing exercises, and collaborative exercises

Construction Sites, Building Types, and Bridging Gaps: A Cognitive Theory of the Learning Progression of Law Students

This article uses cognitive and developmental theories of learning as a basis for a theoretical framework analogous to building structures for how students learn in law school. It identifies characteristics of the different stages of learning from novice to expert, explains why and where students get stuck, and offers suggestions on how to help students move to the next stage in their development. The article also includes an appendix with a sample exam and examples of how students would answer the exam at different stages. Students also find it very helpful to see these examples

Principle 7: Good Practice Respects Diverse Talents and Ways of Learning, and Conclusion: Adapting the Seven Principles to Legal Education

This is one of seven articles from a symposium applying to law school the Principles of Good Teaching Practices that were developed for undergraduate educators. The article presents a good overview of the general issues that impact diverse students such as the institutional climate, admission and selection criteria, academic policies, student support program, curriculum, and law school pedagogy. It provides some concrete suggestions on how law schools can enhance learning. It is a good primer for ASP professionals because it points out the various factors that can hinder students\u27 learning or academic performance

Conclusion: Adapting the Seven Principles to Legal Education

Professor Lustbader discusses how applying the seven principles to legal education can be done without a complete overhaul of legal pedagogy—several of the principles are now evident in many law schools. Professor Lustbader uses quotations from students to show how the seven principles help to create a more effective learning environment for students. Since the principles maximize the students learning experience, as graduates they will be better prepared to server their clients

From Dreams to Reality: The Emerging Role of Law School Academic Support

This article reviews the history, rationale, development, and different program structures of Law School Academic Support Programs. It briefly summarizes learning theory and explains how ASP can implement those theories to teach academic skills. Lastly, it suggests that notwithstanding the significance of helping students develop solid academic skills, probably the most important work that ASP professionals do is to provide the non-academic support by making the human connection to students and believing in them

Some Tips on Using Collaborative Exercises

This article outlines the teaching method of collaborative learning, which is apparently effective but difficult to properly administer. It provides teachers with a variety of ways to effectively employ this method

From Dreams to Reality: The Emerging Role of Law School Academic Support

This article reviews the history, rationale, development, and different program structures of Law School Academic Support Programs. It briefly summarizes learning theory and explains how ASP can implement those theories to teach academic skills. Lastly, it suggests that notwithstanding the significance of helping students develop solid academic skills, probably the most important work that ASP professionals do is to provide the non-academic support by making the human connection to students and believing in them