Law schools need to radically transform legal education. They must base this transformation on research of education scholars both within and without legal education. They must reject everything from the past that does not grow effective lawyers.

This book shows how law schools and law professors can use the new scholarship to become better teachers and how they can help their students become better learners. In brief, legal education should involve active learning, teaching students metacognition, and formative assessment. This book contains exercises, particularly reflection exercises, at the end of each subsection to help the reader better absorb the new approaches to teaching and learning.