Lightening the Cognitive Load: Maximizing Learning in the Legal Writing Classroom

Perspectives: Teaching Legal Research and Writing, vol. 21, p. 101, 2013

4 Pages Posted: 10 Jun 2016

See all articles by Rosa Kim

Rosa Kim

Suffolk University Law School

Date Written: 2013

Abstract

In recent decades, educators have been examining the ways in which cognition and instruction are connected, so that teaching, and therefore learning, can be more effective. The findings of cognitive scientists and educational psychologists on how people learn are fascinating and informative for teachers at all levels. The legal academy has been relatively slow to examine these findings, as the goal of a law school education seems attenuated from such matters of basic science, and because there is an assumption that law students should have figured out how to learn by the time they get to law school. Some of the key findings indicate, however, that understanding the principles should inform how law teachers teach, and how students can maximize their learning in the law classroom.

Suggested Citation

Kim, Rosa, Lightening the Cognitive Load: Maximizing Learning in the Legal Writing Classroom (2013). Perspectives: Teaching Legal Research and Writing, vol. 21, p. 101, 2013, Available at SSRN: https://ssrn.com/abstract=2792326

Rosa Kim (Contact Author)

Suffolk University Law School ( email )

120 Tremont Street
Boston, MA 02108-4977
United States

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