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In thinking about education, teachers may spend more time considering what to teach than how to teach. Unfortunately, traditional teaching techniques have limited effectiveness in their ability to help students retain and apply the knowledge either in later classes or in their professional work. What, then, is the value of our teaching efforts if students are unable to transfer the ideas and skills they have learned to later situations? Teaching for transfer is important to the authors of this article, four clinical professors and one psychologist.

The purpose of this article is to provide an introduction to some of the techniques that can improve the transfer of teaching's lessons. While this article focuses on applications in the law clinic, the procedures can be profitably used in doctrinal classes as well.


Law | Legal Education


AALS is the copyright holder of the edition of the Journal in which the article first appeared.