Adjunct Law Prof Blog

Editor: Mitchell H. Rubinstein
New York Law School

Saturday, August 25, 2012

How to Become an Expert Law Teacher by Understanding the Neurobiology of Learning

Scott Fruehwald recently posted on SSRN  How to Become an Expert Law Teacher by Understanding the Neurobiology of Learning .

Quite simply it is about how to teach. A summary provided by the author provides:


             Legal education is changing.  Law schools are incorporating skills classes into their curriculums,             and law teachers are integrating new techniques into their teaching.  Subjects that were never             taught before are now appearing in law school curriculums.  Now for the last step–turning law             professors into expert teachers.
             This article applies cognitive psychology and learning theory to explain how to become an             expert  teacher.  As Best Practices has asserted, “Members of a law school faculty should base             their teaching decisions on research about effective teaching, or at least hypotheses grounded             in research.”  More specifically, as Diane Halpern has stated, “It is clear that a successful             pedagogy that can serve as a basis for the enhancement of thinking will have to incorporate             ideas about the way in which learners organize knowledge and internally represent it and the             way these representations change and resist change when new information is encountered.              Despite all of the gains that cognitive psychologists have made in understanding what happens             when people learn, most teachers do not apply their knowledge of cognitive psychology.”
             This article begins by discussing the neurobiology of learning, then it uses this understanding             to move onto educational theory and finally to the details on how to be an expert law teacher.              Part II of this article addresses how humans learn (the neurobiology of learning) in order to             provide the foundation for the rest of the article.  Parts III and IV apply this learning theory to             specific methods of improving teaching and learning.  Part III examines the idea of “engaged                 teachers” and “engaged learners.”  Part IV discusses how to become a “self-regulated” and             “reflective” learner/teacher.  Finally, Part V presents the attitudes and habits of expert law             teachers, while Part VI covers what expert law teachers teach.
Readers interested in legal education may want to check it out.
Mitchell H. Rubinstein

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What are some actual neurobiological methods you mention?

Posted by: Nadrich & Cohen, LLP | Aug 27, 2012 3:25:52 PM

As the time has changed the everyday there is something new we find in the society and according to some cases it needs some change. It is much better to update the way of understanding the law with changing social impact on us.

Posted by: Mumbai Schools | Sep 17, 2012 10:46:25 PM

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