The fall semester has been in session now for two to three weeks. New law students have immersed themselves in class, with 40-50 hours of class logged at this point. It’s the perfect time for new law students to evaluate and adjust their own listening and note-taking during class. Enough time has gone by and enough notes taken that this evaluation will be meaningful, but there is still tons of time left, so any adjustments could make a real positive difference moving forward.

Figuring out how to evaluate your own listening is an abstract and difficult task especially in an unfamiliar academic environment with large classes and assessments few and far between. Actually on that note, law schools have been ordered by the ABA to do more “formative assessment,” meaning assessment before the final exam so that students can monitor their progress, understand how they are doing, and make adjustments. Formative assessments such as a midterm or paper won’t explicitly mention or measure listening, but they can be an important indirect clue about listening skillfulness. Students should be proactive in preparing for formative assessments and should actively seek feedback on their results.

Even before any formative assessment such as a midterm, a new law student can reflect on the classroom experience and make adjustments. One way to give some shape to these reflections is by considering what veterans and experts say. That is why, earlier this summer, I reached out to lawyers and law professors, asking for suggestions on effective listening in class. Suggestions by lawyers on what worked for them can be found in an earlier post here. This post focuses on advice from law professors themselves. What do law profs say students should listen for, in the law-school classroom?

Note, as usual, I tried to delete the “parent tweet” of me prompting the question and as usual my efforts failed. Focus on the responses, not the irritating repetition of my prompt.

Hey this is me preparing a talk on listening and note-taking. Law profs: **What do you want your students to listen for in class?** Thx for responses here or at @ListenLikeaLwyr (may compile into a post) https://t.co/XZggRkCJ6U

— Jennifer Romig (@JenniferMRomig) July 31, 2018

i often use class to contextualize cases–is it a core demonstration of the relevant doctrine or on the outer edges of it? is it representative of most jurisdictions or is there a split? what were litigants’ goals/perspectives? so listen for what’s not in the casebook.

— alexandra j. roberts (@lexlanham) August 1, 2018

also, listen to class discussions/questions, & listen to yourself during exercises & hypos. these are key for self-assessment & helping you identify what you don’t have a good handle on.

— alexandra j. roberts (@lexlanham) August 1, 2018

Interesting question! Try to recognize the core idea as distinct from the examples and elaborations. The same skill is useful for reading cases, writing memos/briefs, sitting through meandering meetings, life generally….

— Sarah Ware (@ss_ware) August 1, 2018

Agreed! Listening during lecture can be a good opportunity to step back and say “What is this really about?”

— David Ziff (@djsziff) August 1, 2018

This is such a tough question! I have started and stopped three responses. Substantive info from the reading they might have missed. Points of emphasis. Note tensions in how the rule would apply in future cases. Note discussions of parts of doctrine that might not make sense.

— David Ziff (@djsziff) August 1, 2018

Good points. I was also thinking – (1) consistencies/inconsistencies in rules analyzed in class and (2) lessons about structure, who decides and controls the legal substance (court, legislature).

— Jennifer Romig (@JenniferMRomig) August 1, 2018

I often think that one of the unintended (but useful) lessons of law school is learning to listen to different types of law professors. Partners, judges, opposing counsel, associates… Everyone speaks differently. You need to adapt and learn what to listen for on the fly!

— David Ziff (@djsziff) August 1, 2018

Yes. Yes. This is why it’s so hard! There are so many levels or angles of legal understanding. Student will read with one or two levels of insight. In class, listen for any level or angle that the student didn’t already pick up on their own!

— David Ziff (@djsziff) August 1, 2018

I think students are often listening for *the answer* because they believe there is one, rather than hearing what I’m trying to say about making choices, exercising judgment, and understanding the effect of those choices.

— Ellie Margolis (@EllieMargolis) August 1, 2018

Tough question. I think process/method over substance. I want them to understand that I am teaching methodology and not a right answer.

— Ellie Margolis (@EllieMargolis) August 1, 2018

 

Please note that another good way to evaluate your own listening is to talk with a academic-support expert. Here’s an earlier post, “Listening 101 for Law Students,” featuring that and more general advice on listening in the law-school classroom.

See also my guest post on The Girl’s Guide to Law School about a unique note-taking method that worked for me personally. I call it the #professorsays method.