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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
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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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