Teaming Up to Learn in the Doctrinal Classroom

Abstract

Team-based learning, as adapted to law school teaching by leading scholars in the field, promises to invigorate doctrinal classrooms and build collaborative problem-solving skills. Strictly implemented, however, the method entails complex structures that may daunt the doctrinal professor and discomfit students. This article offers a modified approach, used by the author in her sports law course, that invites a la carte experimentation to boost active, collaborative learning.

Keywords: team-based learning, collaboration, classroom methods, teaching strategy, pedagogy

JEL Classification: K40