Tuesday, February 16, 2021
Lisa M. Blasser, Nine Steps to Law School Success: A Scientifically Proven Study Process for Success in Law School (Carolina Academic Press, 2021).
From the publisher's description:
Nine Steps to Law School Success is the first scientifically proven study process for success in law school. Synthesized from the study processes of other successful law students, this book provides a straightforward, linear, and chronological study process for students to follow from the beginning of the semester up to their final examination. Students will learn how to complete each step, how each step leads to a deep understanding of course material, and how each step ultimately leads to success in their courses. Students will also learn how to incorporate Nine Steps into their weekly schedules during the semester.
Foundational ASP Scholarship:
Michael Hunter Schwartz, Teaching Law Students to Be Self-Regulated Learners, 2003 Mich. St. DCL L. Rev. 447 (2003).
From the abstract:
This article articulates a model of self-regulated learning for law students and lawyers, explains why law schools should aspire to teach their students to be self-regulated learners and details a curriculum designed to accomplish that goal.
The first section of the article explains self-regulated learning. Self-regulated learning is a cyclical model of the learning process. In fact, all learners self-regulate, although many new law students are novice self-regulated learners. Self-regulation involves three phases. In the planning phase, learners decide what they want to learn and how they will learn it. Expert self-regulated learners are more likely to strive for mastery, to consciously make strategic choices in deciding how to study, and to consciously plan when and where they will study. In the second phase, expert learners implement their adopted strategies while monitoring whether they are learning and maintaining attention, and they quickly act to rectify confusion or distraction. In the reflection phase, expert learners evaluate their learning process to determine whether it was as effective and efficient as possible, attribute successes to personal competence and effort and failures to specific strategic choice errors, and plan how they will approach similar tasks in the future.
The second section argues that law schools should include self-regulated learning skills among the skills they teach. This section details education studies from within and outside of legal education that show that expert self-regulated learners learn more, learn it better and enjoy the learning process more than their novice peers.
The final section describes a curriculum designed to teach law students to be self-regulated learners. The curriculum, designed to replace law schools' traditional orientation programs, provides concrete ideas for teaching these skills and for reinforcing that instruction in students' first-year courses.
(Louis N. Schulze, Jr., FIU Law)