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Albany Law Review

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Teaching can be rewarding, but it can also be frustrating when some students fail to grasp the material. Professor Robin A. Boyle of St. John’s University School of Law has been teaching Legal Research and Writing in small sections of approximately twenty to thirty students for four years. She, like many of her similarly exasperated colleagues, has repeated the same course content by using either lecture or collaborative learning, and has observed some students doing well, whereas others continued to perform poorly. Then, Dr. Rita Dunn was introduced to the law school faculty and suggested that law professors incorporate learning-styles theory into their lesson plans to accommodate students with diverse learning styles. Suddenly, there was light in the tunnel.



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