MAILING LISTS

One thing I do that many students have expressed appreciatation for is to
write a lot on the board.  If I have a multiple choice application
question, I write it down, which also gives them the time to think through
it individually as they are writing it down.

I teach economics, so a lot ends up being graphical or mathematical, so
again, in working through both right and wrong choices, I'll draw graphs
and explain orally.  I try to be sure to write key points on the board to
summarize any particularly involved questions.

I also often find myself after class wanting to reorganize the thoughts
from the day and will do so, then use that as the launching point for the
next class.

Molly Espey
Clemson University


> Hi all--
>
> I used TBL in my Civil Procedure course this past spring.  As I expected,
> some students love it and some hate it and some are indifferent.  I am
> trying to revise and adjust the exercises to reduce the number of students
> who hate it.
>
> I do not let students keep the multiple choice questions or exams after
> the IRAT/GRAT process (it is pretty hard to write new ones all the time).
> The students complain that they don't have a way of recording the
> "take-away" points or lessons they've learned from the process b/c the
> process is so interactive and goes so quickly they don't have time to take
> notes.
>
> Has anyone addressed this problem?  If so, how?
>
> Eileen A. Scallen
> Professor of Law
> William Mitchell College of Law
> (651) 290-6323
>
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