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19 Law Tchr. 1 (2012-2013)

handle is hein.journals/lawteaer19 and id is 1 raw text is: Inside... The Unfortunate Story Exercise: Recognizing a Diversity of Student Experience........... 2 The Internship Model to Teach Legal Research and W riting ................................. 4 Repeat Performances and Learning by Transfer ................................................... 6 Partnering for the Benefit of All Students: Simple ways to incorporate ASP techniques across the curriculum............ 8 Going to the Experts to Move Students from Skeptics to Believers.......... 10 Helping First-Year Law Students - A Plan for Better Retroactive Review........12 Academic Support Methods in the Hands of Doctrinal Professors: Tricks of the ASP Trade for Assisting Underperforming Students....................................................... 14 Crossword Puzzle: All in the Family.............16 Law Students Lie and Other Practical Information for First-Year Students........... 18 Collaboration Between Clinical and Doctrinal Professors for Teaching First-Year Law Students .......................... 20 Enhancing Instruction with Online Lim ericks ...................................... 22 On the Appropriate Breadth of Coverage .... 24 Spring Conference Law Teaching for Adjunct Faculty ...................... 25 Critical Review Examination System (CRES) Computer Assisted Student Self-Critique of Essay Question Answers .................... 26 Law School Learning Communities: A Community of Learners for the Benefit of All Learners ............................. 28 'Who Wants To Be A Millionaire?' .......... 30 Freeze! Using Theatre Improvisation Techniques to Practice Oral Argument.....32 Call for Presentation Proposals.................. 35 Project Runway at LSU Law....................... 37 Step Away from the PowerPoint: Using Mirror Neurons to Enhance Student Learning in the Classroom ..................... 39 Interactive Ways to Teach Cost-Effective Research Using Google Scholar and Le xis Ne xis...................................... 40 'Trolling' for Participation.......................43 Cal fo prsnain foS heIsitt' Jun 203SmmrCnf-ne H bi La Teacing Volume XViiii, HNumber 1 FALL 2012 INST ITUTE FOR .Aw TEACHING AND LEARNING 'Hey, Law Professors, You Get This One Wrong But You Can (and Should) Change Your Answers' By Ronald Dees, Washburn University School of Law If I go back and review my multiple choice answers and I think one is wrong, should I change it or is it best to just go with my first instinct? very teacher has probably been asked this question at one time or another. In my experience, the question comes up with every new group of students at least once per semester. I used to pass on the same advice to the students that most of my teachers and professors had always given me: Don't go back and change your answer; you should stick with your first instinct. However, after thinking about my own experience and speaking with several successful students and colleagues about this issue, I began to question the accuracy of that advice. I decided that, rather than follow the conventional wisdom, I would do some research to find out whether I was giving my students good advice. What I found out may surprise you and may change the way you answer this question in the future. Research shows that the belief in sticking with your first instinct is widely held among students and undergraduate professors. One study at Texas A&M University showed that 55 percent of faculty members polled believed that changing answers usually results in lower test scores. About two-thirds of those professors warned their students against changing answers, which could explain why most students also believe that changing answers is a bad practice. Interestingly, the majority of the professors polled for the A&M study were professors from the College of Education. Given that the education experts believe students should not change their answers, it is hardly surprising that some of the largest commercial test preparation businesses in the United States often give the same advice. Everyone is wrong. Telling students to stick with their first instinct instead of changing an answer is bad advice. In fact, a 1984 meta-study, Teaching of Psychology, Staying with initial answers on objective tests: Is it a myth?, looked at the results of 33 studies and found that most test takers are answer changers, and the majority of changed answers are changed from wrong to right. Research indicates that, if the student has an articulable reason for changing the answer, the student should change it. One recent study shows that 54 percent - continued on page 2 THE LAW TEACHER I FALL 2012 | 1

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