Friday, June 5, 2009

report #7 from Lone Star

After lunch, Sonia Bychkov Green (at left in photo) and Mary Nagel (at right) (The John Marshall Law School) spoke on "Drop and give me 15 . . . minutes of argument.": Channeling Tom Landry for (Moot Court) Coaching Success.  As they described their presentation, 

P1020951  This presentation will address what it takes to be a responsible moot court coach as opposed to just a person in the picture standing with the team. We will focus our discussion on preparing a team prior to receiving the competition materials and will show how to set up a plan for efficient oral argument practices. We will also do a live demonstration of effective coaching during oral argument practice and talk about how to make the whole experience positive for coach and team.

Dr. Tarenko noted, 

Some tips for faculty working with moot court teams include making use of the “preseason”; including a “Crazy Question Day” during which students can practice responding to off-the-wall questions; and getting local practitioners involved in practice events, something that can lead to job offers to students.


Next, Sharon Blackburn (at left in photo) and Rosemary Dillon (TTU School of Law) spoke on Beyond Westlaw & Lexis: Introducing Other Online Legal Research Resources. 

P1020956 This session will focus on no-cost and low-cost legal resources available to and used by practitioners. The September 2008 ABA Journal reported that "the number of lawyers using free online legal research services has overtaken the number using for-fee services by 89 percent to 87 percent." The presenters will discuss reasons for teaching beyond Lexis and Westlaw, suggest topics and sites to teach, and include sample research exercises.

Karen Koch (Robert Leflar Law Center, University of Arkansas School of Law) spoke on What Did I Just Do? Using Student-Designed Flow Charts or Concept Maps to Add a Reflective Visual Component to Legal Research Assignments.

Visual reflection techniques are particularly effective in facilitating "whole brain thinking"about complex iterative processes - such as legal research. This fall I asked my 1L students to reflect on the research process they had just completed for their research memorandum and produce a flow chart, concept map, or some other visual diagram of the research steps. The project provided me with a depth of insight into the students’ thinking and provided several students who had been very introverted in class and conference with an alternate method of expression that worked very well for them.

This session will discuss the concept, some of the student samples from this fall, and identify and demo some of the software that can be used to create flow charts and concept maps.

Such a good afternoon, and we weren't done yet . . .


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