I took piano lessons as a kid. I didn’t hugely enjoy them, not least because of the timing — 10:00 to 11:00 Saturday morning was primo cartoon time — but the instructor was my aunt and it was kind of expected that all the nephews and nieces had to do their time. Anyway, I didn’t stick with it, and as a result I now can’t play much more than Chopsticks. But the experience did allow me to appreciate things like 2 Pianos, 4 Hands, as well as this opening to a recent blog entry by Steve Friedland at Best Practices for Legal Education:
Imagine taking a piano lesson with a teacher who asks questions, but gives little on-the-spot feedback. Imagine the teacher returning week after week, stating after each lesson, “I will give you feedback after our big, end of the session recital.” Imagine the recital occurring and the teacher taking notes and walking away. One month later, in the mail, you receive your feedback, a single letter grade, B. That is the way we traditionally do feedback in legal education, including only a single summative final examination as the sole evaluation and feedback mechanism.
It’s remarkable that so many law school courses are still graded on a 100% final exam and nothing else, reducing an entire semester’s worth of readings, lectures and notes to a single three-hour writing exercise. I remember those exams vividly: cram for several days beforehand, unload everything you can remember in a hand-cramping frenzy, and forget most of it immediately afterwards as you crammed for the next one.
You can call that a lot of things — a rite of passage, a hoop to jump through, a waste of time — but you’d be hard-pressed to call it a good way to learn and retain knowledge. With law faculties following the lead of other disciplines and emphasizing skills other than teaching (e.g., research and publication), the quality of the pedagogical experience doesn’t figure to become any more of a top priority.
Now, that said, does it really matter? Continue Reading