Moving Classroom Participation Beyond “Please Raise Your Hand”
We remember 10% of what we read, 30% of what we see, and 90% of what we do. This suggestsContinue Reading
Teaching for Learning @ McGill University
Discussing what matters in higher education.
We remember 10% of what we read, 30% of what we see, and 90% of what we do. This suggestsContinue Reading
Legal education has long been associated with an intimidating learning environment: rigid course structures, competitive classmates and highly qualified professors.Continue Reading
It’s no secret: not every student will be prepared for every single class. As a law student, you constantly haveContinue Reading
In a recent sociological study, Kathryne M. Young poignantly describes how law students typically feel like hitting an “intellectual wall”Continue Reading
According to students, the most significant task an instructor has is to provide feedback. Recently, I, myself, had the occasionContinue Reading
Pass-fail grading is commonly presented as an alternative to letter grading that can minimize student stress and anxiety. In theirContinue Reading
Dans ce billet, je me penche sur la distinction souvent faite entre l’apprentissage de notions dites « pratiques » etContinue Reading
“Given that the time and stress associated with grading has the potential to distract instructors from other, more meaningful aspectsContinue Reading
In a 2017 mental health survey of the Faculty of Law, 89% of students reported having experienced psychological and physicalContinue Reading
As part of a recent major curriculum renewal at McGill University’s Faculty of Law, the Faculty created a first-year courseContinue Reading
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