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Teaching Law Students to Teach Themselves: Using Lessons from Educational Psychology to Shape Self-Regulated Learners

30 Pages Posted: 14 Feb 2013 Last revised: 10 Apr 2017

Elizabeth M. Bloom

Northeastern University - School of Law

Date Written: Fall, 2013

Abstract

Amidst current concerns about the value of a legal education, this article seeks to identify ways in which law schools and law professors can take steps to maximize the learning experience for their students. The article focuses on cutting-edge strategies that will help a diverse population of law students become self-regulated learners. Drawing on the work of educational psychologists, it describes ways to help students adapt to the demands of the law school learning experience and then outlines specific strategies for teaching students to regulate their motivational beliefs, their resource management practices, and their approaches to mastering the material. Throughout, the article emphasizes the importance of these skills for success both as law students and as lawyers. Finally, checklists are provided to help law professors build a culture of self-regulated learning in their schools.

Keywords: Legal education, law student, academic support, self-regulated learning, academic counseling, diverse, educational psychology, Michael Hunter Schwartz, self-efficacy, learning styles, active learning, formative feedback, self-assessment, metacognition, writing to learn, schema, checklist

Suggested Citation

Bloom, Elizabeth M., Teaching Law Students to Teach Themselves: Using Lessons from Educational Psychology to Shape Self-Regulated Learners (Fall, 2013). 59 Wayne Law Review 311 (2013); New England Law | Boston Research Paper No. 13-05. Available at SSRN: https://ssrn.com/abstract=2217713 or http://dx.doi.org/10.2139/ssrn.2217713

Elizabeth M. Bloom (Contact Author)

Northeastern University - School of Law ( email )

416 Huntington Avenue
Boston, MA 02115
United States

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