Document Type
Article
Publication Date
2009
Abstract
Research has long shown that students who work in small groups learn and retain more than students who are taught by other techniques. This crucial bit of information has led many scholars and educators to explore a variety of models for supporting and involving students in group learning. Part II of this article will provide an overview of the scholarship of collaborative and cooperative learning and the associated definitions and techniques. Part III discusses the application of collaborative and cooperative learning techniques in the law school classroom and special considerations and suggestions for international and large law school classrooms. Finally, Part IV brings together and provides suggestions for collaborative and cooperative learning exercises and techniques for legal writing classrooms. This article concludes that collaborative and cooperative learning prepares law students to successfully meet the challenges of a diverse and changing profession.
Recommended Citation
Roberta K. Thyfault & Kathryn Fehrman, Interactive Group Learning in the Legal Writing Classroom: An International Primer on Student Collaboration and Cooperation in Large Classrooms, 3 J. MARSHALL L. J. 135 (2009).