This article uses cognitive and developmental theories of learning as a basis for a theoretical framework analogous to building structures for how students learn in law school. It identifies characteristics of the different stages of learning from novice to expert, explains why and where students get stuck, and offers suggestions on how to help students move to the next stage in their development. The article also includes an appendix with a sample exam and examples of how students would answer the exam at different stages. Students also find it very helpful to see these examples.
Construction Sites, Building Types, and Bridging Gaps: A Cognitive Theory of the Learning Progression of Law Students, 33 WILLAMETTE L. REV. 315