Developing Effective Study Groups
Working Collaboratively
Studying for Memory & Application
Many quick repetitions strengthen recall Tying current material back to material or
analysis from past classes may reveal important patterns – (Another type of repetition)
Give context What is like this that I know? Try to find current examples of the principles
being studied. Discuss purpose of principles
Are there public policy issues to explore
Learning Cycle Supported by Study Groups
Learning involves: Input: gathering information Processing: contexting, organizing, and storing
information for future use Output: applying information to new contexts and
situations Unfortunately, what goes in may not come out
clearly or accurately. Study groups increase effective learning by: Identifying and clarifying gaps or misunderstanding Helping students learn to apply information to new
contexts, reinforcing learning
The Purposes of a Study Group Are:
To clarify information To apply legal knowledge and reasoning
to factual situations To test understanding through
discussion and debate within the group. To practice writing exam questions. Study on your own before and after
session Review what you learned in study group as part
of good study practices
How to Form a Study Group
Seek 2 or 3 others Check assumptions with potential members about
what a study group does. Clarify the time commitment each wants to make?
Choose members on the basis of common goals and commitment to those goals.
Do NOT form study groups primarily on the basis of friendship, similarity of thinking, or political conviction.
Diversity is a plus in study groups.
Guidelines for Forming Study Groups:
Optimal size: 3-4 persons Rotate leadership Role of leader is to involve all participants in
discussion Set purpose and goals for the group.
At the end of each meeting set an agenda for the next meeting to help members focus and prepare
Establish set meeting and ending times. Stick to the set time schedule.
Hint: Talking about school is a diversion. It often happens when students feel anxiety about material. Some people establish a “fund” to which people who divert the focus must contribute. This provides resources for a party after exams!
Agenda Choices
Focus in meeting One subject or more than one each meeting Stick to set subject or jump to course that provides
current confusion Type of Focus
Oral discussion Writing problems
Remember that you get good at skills you practice and the exam is a written exercise!
Try having group write answers to a hypo and trade answers. Then construct a group answer.
Creating hypos is an excellent exercise for groups and for individuals to bring to the group.
Taking turns explaining and questioning
Organizing Organizing is important to learning and to writing
exams. In a study group, note some of these important elements: Patterns Legal tests Steps of analysis
Answers to exam questions must be organized Be sure to have a planning step when approaching exam
questions and hypos in a study group Brainstorm issues and facts that support your legal theories, and
then organize them to be most responsive to question Use your outline/organizing tool to help plan
Tasks Change With Time in Semester
In the beginning groups commonly clarify class notes, but quickly they need to move to applying what they are learning to test their understanding.
Don’t put off planning and writing practice problems Easier to understand material by using concrete examples Try to create hypos in your group – then vary the facts and see if
or how that changes your analysis Organize materials individually, but:
Test your organizing by using your system in study group with writing answers to hypos
Trade answers, read, critique, discuss, and improve Before exams groups often meet frequently to do
practice questions.
Work Together: Teaching and Learning
Commit to the success of each member of your group!
Your Questions
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