Teaching Case Law Vocabulary with Bingo
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<h4><span><span><span>“I like good strong words that mean something.” <em>Little Women</em><a href="#_ftn1" name="_ftnref1"><span><span><span><span>[1]</span></span></span></span></a></span></span></span></h4>
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“So, when is the other shoe going to drop?” Using Five-Minute Feedback Forms to Help Students in First-Year Legal Writing Courses
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<h3><span><span><span><span> </span></span></span></span><span><span><span><span>“2Ls tell me this class will end up pretty heavy, </span></span></span></span><span><span><span><span>but I feel good so far. So, when is the other shoe </span></span></span></span><span><span><span><span>going to drop?”</span></span></span></span></h3>
Bridging Law and Society: Empowering Students Through Sociolegal Writing Courses and ABA Standard 303(c)
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<h4><span><span><span>Introduction</span></span></span></h4>
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“I Was But The Learner, Now I Am The Master”: Using the Protégé Effect to Accelerate Learning Outcomes
<p><span><span>My jaw dropped. She nailed it. She explained to our class not just where—but <em>how</em>—this 1L’s memo could be more synthesized, more precise, and more logical. I could not have done it better. </span></span></p>
The Power of Ritual in Classroom Teaching
<p><span><span>Each year growing up, my family did the same thing for Thanksgiving. We’d invite a group of families over to our house, everyone would bring the same set of dishes (candied sweet potatoes!), we’d have a Kids Table and a Grown-Ups Table (Kids Table was always more fun), and then, after dinner, we’d play games. </span></span></p>