"Thinking Beyond My Own Interpretation:" Reflections on Collaborative and Cooperative Learning Theory in the Law School Curriculum

65 Pages Posted: 8 Jun 2018

Date Written: June 6, 2018

Abstract

The multi-faceted teaching approach of collaborative learning includes a wide range of pedagogies from cooperative learning to collaborative writing. Cooperative learning and collaborative writing occupy opposite ends of a spectrum of teaching approaches that all share several premises: respect for students, the belief in the students' potential for academic success, the idea that learning is inherently social, and the understanding that learning is an active process. Both pedagogies share the goals of alleviating education related stress through small work-group settings, teaching group dynamics, and giving students the feedback they seek and desire. Further, both provide additional motivation to students who respond more positively to these assignments because they are predictable, manageable, and provide desirable evaluative feedback. Finally, studies demonstrate that these pedagogies, when compared with a competitive learning environment, produce higher levels of student achievement, increased development of student judgment, and more positive student attitudes toward learning. This article will explore why these pedagogies are not more readily adopted in legal education and propose guidelines for their use in law school writing assignments generally, and for first year legal analysis assignments in particular.

Keywords: collaborative learning, cooperative learning, teamwork, group work, curriculum

JEL Classification: K10, K30

Suggested Citation

Zimmerman, Clifford, "Thinking Beyond My Own Interpretation:" Reflections on Collaborative and Cooperative Learning Theory in the Law School Curriculum (June 6, 2018). 31 Arizona State Law Journal 957 (1999), Northwestern Public Law Research Paper No. 99-01, Available at SSRN: https://ssrn.com/abstract=3192158 or http://dx.doi.org/10.2139/ssrn.3192158

Clifford Zimmerman (Contact Author)

Northwestern University - Northwestern Pritzker School of Law ( email )

750 N. Lake Shore Drive
Chicago, IL 60611
United States

Do you have negative results from your research you’d like to share?

Paper statistics

Downloads
101
Abstract Views
587
Rank
476,311
PlumX Metrics