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	<title>Jennifer M. Cooper &#187; &#187; Legal Education</title>
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	<link>http://www.jennifermcooper.com</link>
	<description>Innovative Legal Education In Academic Success &#38; Legal Writing</description>
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		<title>Start law school with exams in mind</title>
		<link>http://www.jennifermcooper.com/2017/08/10/start-law-school-with-exams-in-mind/</link>
		<comments>http://www.jennifermcooper.com/2017/08/10/start-law-school-with-exams-in-mind/#respond</comments>
		<pubDate>Thu, 10 Aug 2017 22:20:40 +0000</pubDate>
		<dc:creator><![CDATA[Jennifer M. Cooper]]></dc:creator>
				<category><![CDATA[Academic Success]]></category>
		<category><![CDATA[Law School]]></category>
		<category><![CDATA[Legal Education]]></category>
		<category><![CDATA[Teaching and Learning]]></category>
		<category><![CDATA[1L Orientation]]></category>
		<category><![CDATA[law school]]></category>
		<category><![CDATA[law student study habits]]></category>
		<category><![CDATA[legal education]]></category>
		<category><![CDATA[study habits]]></category>

		<guid isPermaLink="false">http://www.jennifermcooper.com/?p=453</guid>
		<description><![CDATA[Yes, you read that right. Brand new 1L’s starting law school in August should immediately think about exams taking place in December. 2L’s &#38; 3L’s are nodding their heads right now because they know I’m right. And, I have the data to prove it. 1L Orientation starts soon and can be an overwhelming information overload. Most law school [&#8230;]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Retrieval practice protects against stress</title>
		<link>http://www.jennifermcooper.com/2016/12/10/retrieval-practice-protects-against-stress/</link>
		<comments>http://www.jennifermcooper.com/2016/12/10/retrieval-practice-protects-against-stress/#respond</comments>
		<pubDate>Sat, 10 Dec 2016 22:25:52 +0000</pubDate>
		<dc:creator><![CDATA[Jennifer M. Cooper]]></dc:creator>
				<category><![CDATA[Academic Success]]></category>
		<category><![CDATA[Bar Exam]]></category>
		<category><![CDATA[Law School]]></category>
		<category><![CDATA[Legal Education]]></category>

		<guid isPermaLink="false">http://www.jennifermcooper.com/?p=441</guid>
		<description><![CDATA[Stress, especially high stress testing like the LSAT, law school exams, and the bar exam, impairs our memory and decreases our performance. Some law students with text anxiety &#8220;blank out&#8221; during exams due to acute stress and cannot remember anything they learned. What if you could make your memory and all of the material that [&#8230;]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>What did we do last class? Integrating retrieval practice to make connections</title>
		<link>http://www.jennifermcooper.com/2016/02/02/what-did-we-do-last-class-integrating-retrieval-practice-to-make-connections/</link>
		<comments>http://www.jennifermcooper.com/2016/02/02/what-did-we-do-last-class-integrating-retrieval-practice-to-make-connections/#respond</comments>
		<pubDate>Tue, 02 Feb 2016 22:07:16 +0000</pubDate>
		<dc:creator><![CDATA[Jennifer M. Cooper]]></dc:creator>
				<category><![CDATA[Academic Success]]></category>
		<category><![CDATA[Law School]]></category>
		<category><![CDATA[Legal Education]]></category>
		<category><![CDATA[Teaching and Learning]]></category>

		<guid isPermaLink="false">http://www.jennifermcooper.com/?p=439</guid>
		<description><![CDATA[The first five minutes of every class offers a unique opportunity to connect with our students, but is often squandered on taking attendance, announcements, or setting up our slideshow, etc. Instead, use the first five minutes of class to connect with your students and to connect your students to the course material. Many good educators [&#8230;]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
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		<title>First-year legal writing mistakes &amp; how to avoid them</title>
		<link>http://www.jennifermcooper.com/2016/01/29/first-year-legal-writing-mistakes-how-to-avoid-them/</link>
		<comments>http://www.jennifermcooper.com/2016/01/29/first-year-legal-writing-mistakes-how-to-avoid-them/#respond</comments>
		<pubDate>Fri, 29 Jan 2016 07:03:54 +0000</pubDate>
		<dc:creator><![CDATA[Jennifer M. Cooper]]></dc:creator>
				<category><![CDATA[Law School]]></category>
		<category><![CDATA[Legal Education]]></category>
		<category><![CDATA[Legal Writing]]></category>

		<guid isPermaLink="false">http://www.jennifermcooper.com/?p=403</guid>
		<description><![CDATA[In undergrad, you were a term paper pro. You could crank out thought-provoking three- to five-page term papers replete with resplendent prose and droll, pithy observations, impressing your professors by transforming minutiae into master­pieces. You razzle-dazzled them with all your word bling. In law school, no one is impressed by your word bling. Less is [&#8230;]]]></description>
		<wfw:commentRss>http://www.jennifermcooper.com/2016/01/29/first-year-legal-writing-mistakes-how-to-avoid-them/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<title>Illusions of Competence: Obstacles to Learning &amp; Which Learning Strategies Really Work</title>
		<link>http://www.jennifermcooper.com/2015/02/24/illusions-of-competence-obstacles-to-learning-which-learning-strategies-really-work/</link>
		<comments>http://www.jennifermcooper.com/2015/02/24/illusions-of-competence-obstacles-to-learning-which-learning-strategies-really-work/#respond</comments>
		<pubDate>Tue, 24 Feb 2015 14:53:49 +0000</pubDate>
		<dc:creator><![CDATA[Jennifer M. Cooper]]></dc:creator>
				<category><![CDATA[Academic Success]]></category>
		<category><![CDATA[Law School]]></category>
		<category><![CDATA[Legal Education]]></category>
		<category><![CDATA[Teaching and Learning]]></category>

		<guid isPermaLink="false">http://www.jennifermcooper.com/?p=389</guid>
		<description><![CDATA[Illusions of competence are obstacles to learning. Yet, learners are unaware of the existence of such illusions or their own susceptibility to them. Such is the nature of illusions, right? Learners unwittingly develop illusions of competence by an over relying on ineffective, passive learning strategies such as rereading, rote memorization, and cramming study. These illusions of competence [&#8230;]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Reflective Practice in Legal Education: &#8220;Debriefing&#8221; Our Work</title>
		<link>http://www.jennifermcooper.com/2014/12/07/reflective-practice-in-legal-education-debriefing-our-work/</link>
		<comments>http://www.jennifermcooper.com/2014/12/07/reflective-practice-in-legal-education-debriefing-our-work/#respond</comments>
		<pubDate>Sun, 07 Dec 2014 05:59:58 +0000</pubDate>
		<dc:creator><![CDATA[Jennifer M. Cooper]]></dc:creator>
				<category><![CDATA[Academic Success]]></category>
		<category><![CDATA[Law School]]></category>
		<category><![CDATA[Legal Education]]></category>
		<category><![CDATA[Legal Writing]]></category>

		<guid isPermaLink="false">http://www.jennifermcooper.com/?p=352</guid>
		<description><![CDATA[Good judgment comes from experience. Experience comes from bad judgment. So begins Tim Casey&#8217;s article, Reflective Practice in Legal Education: The Stages of Reflection, published in the Clinical Law Review. I had the pleasure of witnessing Casey&#8217;s presentation on Reflecting Practice in Legal Education at the Legal Writing Institute&#8217;s One Day Workshop. Casey notes that [&#8230;]]]></description>
		<wfw:commentRss>http://www.jennifermcooper.com/2014/12/07/reflective-practice-in-legal-education-debriefing-our-work/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Measuring Law Student Learning Outcomes Using Pre and Post Testing</title>
		<link>http://www.jennifermcooper.com/2014/11/17/measuring-law-student-learning-outcomes-using-pre-and-post-testing/</link>
		<comments>http://www.jennifermcooper.com/2014/11/17/measuring-law-student-learning-outcomes-using-pre-and-post-testing/#respond</comments>
		<pubDate>Mon, 17 Nov 2014 06:07:15 +0000</pubDate>
		<dc:creator><![CDATA[Jennifer M. Cooper]]></dc:creator>
				<category><![CDATA[Academic Success]]></category>
		<category><![CDATA[Law School]]></category>
		<category><![CDATA[Legal Education]]></category>
		<category><![CDATA[Legal Writing]]></category>
		<category><![CDATA[Teaching and Learning]]></category>

		<guid isPermaLink="false">http://www.jennifermcooper.com/?p=355</guid>
		<description><![CDATA[I have written about the counter-intuitive value of pre-testing, giving a test of material not yet learned, in order to prime the brain for learning to come and establish expectations for learning objectives. I have since stumbled across an article by David J. Herring and Collin Lynch, Measuring Law Student Learning Outcomes: 2013 Lawyering Class. Herring and [&#8230;]]]></description>
		<wfw:commentRss>http://www.jennifermcooper.com/2014/11/17/measuring-law-student-learning-outcomes-using-pre-and-post-testing/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Frequent Quizzing Makes Information Stick</title>
		<link>http://www.jennifermcooper.com/2014/10/20/frequent-quizzing-makes-information-stick/</link>
		<comments>http://www.jennifermcooper.com/2014/10/20/frequent-quizzing-makes-information-stick/#respond</comments>
		<pubDate>Tue, 21 Oct 2014 02:49:17 +0000</pubDate>
		<dc:creator><![CDATA[Jennifer M. Cooper]]></dc:creator>
				<category><![CDATA[Academic Success]]></category>
		<category><![CDATA[Bar Exam]]></category>
		<category><![CDATA[Bar Review]]></category>
		<category><![CDATA[Law School]]></category>
		<category><![CDATA[Legal Education]]></category>
		<category><![CDATA[Teaching and Learning]]></category>

		<guid isPermaLink="false">http://www.jennifermcooper.com/?p=344</guid>
		<description><![CDATA[The act of retrieving information from memory challenges the brain, it greases the wheels of memory. This greasing the wheel in studying using retrieval methods is hard work &#8211; creating and answering quizzes on information you are reading and learning instead of merely reading and re-reading. Creating and answering the quizzes feels uncomfortable and ineffective, [&#8230;]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Failing Forward: Why Flunking Exams Is Actually a Good Thing</title>
		<link>http://www.jennifermcooper.com/2014/10/18/failing-forward-why-flunking-exams-is-actually-a-good-thing/</link>
		<comments>http://www.jennifermcooper.com/2014/10/18/failing-forward-why-flunking-exams-is-actually-a-good-thing/#respond</comments>
		<pubDate>Sat, 18 Oct 2014 16:51:34 +0000</pubDate>
		<dc:creator><![CDATA[Jennifer M. Cooper]]></dc:creator>
				<category><![CDATA[Academic Success]]></category>
		<category><![CDATA[Bar Exam]]></category>
		<category><![CDATA[Bar Review]]></category>
		<category><![CDATA[Law School]]></category>
		<category><![CDATA[Legal Education]]></category>
		<category><![CDATA[Teaching and Learning]]></category>
		<category><![CDATA[Cognition]]></category>
		<category><![CDATA[Desirable Difficulties]]></category>
		<category><![CDATA[Judgments of Learning]]></category>
		<category><![CDATA[Retrieval]]></category>
		<category><![CDATA[Robert Bjork]]></category>
		<category><![CDATA[Testing Effect]]></category>

		<guid isPermaLink="false">http://www.jennifermcooper.com/?p=334</guid>
		<description><![CDATA[How about this heretical idea: Why not give the final exam on the first day of class? Research on pre-testing (testing/quizzing students on information not yet learned) shows that wrong answers on a pretest aren’t just useless guesses. These attempts actually change how we think about and store information, priming our brain for learning to [&#8230;]]]></description>
		<wfw:commentRss>http://www.jennifermcooper.com/2014/10/18/failing-forward-why-flunking-exams-is-actually-a-good-thing/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<item>
		<title>Students’ Illusions of Competence Lead to Ineffective Study &amp; Learning Behaviors</title>
		<link>http://www.jennifermcooper.com/2014/10/17/students%e2%80%99-illusions-of-competence-lead-to-ineffective-study-learning-behaviors/</link>
		<comments>http://www.jennifermcooper.com/2014/10/17/students%e2%80%99-illusions-of-competence-lead-to-ineffective-study-learning-behaviors/#respond</comments>
		<pubDate>Sat, 18 Oct 2014 00:12:45 +0000</pubDate>
		<dc:creator><![CDATA[Jennifer M. Cooper]]></dc:creator>
				<category><![CDATA[Academic Success]]></category>
		<category><![CDATA[Bar Exam]]></category>
		<category><![CDATA[Bar Review]]></category>
		<category><![CDATA[Law School]]></category>
		<category><![CDATA[Legal Education]]></category>
		<category><![CDATA[Teaching and Learning]]></category>
		<category><![CDATA[Cognition]]></category>
		<category><![CDATA[Henry Roediger III]]></category>
		<category><![CDATA[Jeffrey Karpicke]]></category>
		<category><![CDATA[Judgments of Learning]]></category>
		<category><![CDATA[Nate Kornell]]></category>
		<category><![CDATA[Retrieval]]></category>
		<category><![CDATA[Robert Bjork]]></category>

		<guid isPermaLink="false">http://www.jennifermcooper.com/?p=331</guid>
		<description><![CDATA[&#160; Illusions distort our senses, create false ideas, beliefs, and expectations, and lead us to see things that do not really exist.  Illusions of competence in study and learning behaviors leads to early termination of learning, overly ambitious expectations, and unfortunately, poor performance. Modern undergraduate students are overly confident in their study and learning skills. [&#8230;]]]></description>
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