THE OFFICE OF ACADEMIC SUCCESS PROGRAMS
WEEKLY STUDY TIPS FOR THE WEEK OF OCTOBER 3RD
Traditionally, law students use study buddies or study groups for some or all of
their courses. “Study buddy” and “study group” are really misnomers. Very
rarely, do students literally study together on a daily basis. Instead, study
buddies or groups are most often used for review and application purposes for
part or all of a semester.
Conflicts with study buddies or in study groups are not uncommon. Students
often become disillusioned and go it alone as a result of a bad experience.
However, many study buddy/group problems can be avoided if certain
suggestions are followed. Before you give up on studying with others, consider
the following tips.
1. Study partnerships work best if the members have agreed upon
purposes for the partnership. There is no one answer as to how a
study partnership should study together. Through honest and
diplomatic discussion, common (or negotiated) expectations about the
functions of the group will emerge. Consider combining or modifying
several of the following purposes for your study partnership:
a. To discuss cases, topics, or subtopics for deeper understanding.
b. To synthesize the law for a series of cases or a subtopic or topic.
c. To discuss variations on a rule: common law; minority and
majority; modern trend; Restatement; uniform code; etc.
d. To pool knowledge from outside readings – each person
contributing what s/he read in a supplement or study aid.
e. To swap class notes to fill in gaps, gain different perspectives,
etc.
f. To meet together with the professor to ask questions.
g. To compare self-generated outlines to gain better understanding
and different perspectives.
h. To compare self-generated visuals to gain better understanding:
flow charts; tables; mind maps; legal diagrams; etc.
i. To discuss short practice questions to test knowledge, issue
spotting, and ability to apply facts to law.
j. To discuss answers to longer old exam questions to test
knowledge, issue spotting, and ability to apply facts to law.
k. To brainstorm what the professor may emphasize on the exam.
l. To share different study aids that members have bought.
m. To trade study techniques so that all may become more effective
and efficient at studying.
n. To support one another in succeeding in law school:
encouragement; listening to concerns; teaching one another.
o. To socialize together with a dinner before or after study
meetings, etc.
p. To add unique purposes that match your course and partnership
2. Study partnerships work best if the members have agreed upon
rules of etiquette. Each study partnership may have different rules.
However, by agreeing on the rules after honest and diplomatic
discussion, hurt feelings and misunderstandings can be avoided later.
Consider combining or modifying several of the following etiquette rules
for your study partnership:
a. New members will only be added if a certain number (or all)
members agree.
b. New members will not be added after a certain number of weeks.
c. A member may (or may not) belong to more than one study
group for the same course.
d. A member may (or may not) share partnership-generated
materials with students outside the group.
e. All members will show respect for other members and their
opinions.
f. All members will come prepared to review any topics/practice
questions assigned for a particular meeting.
g. A member will not be ostracized or “fired” unless certain
discussions/warnings/votes occur.
h. A member who voluntarily decides to leave the group will tell the
others that s/he intends to do so.
i. The study partnership will determine in advance when and where
meetings will be held so that all members can participate.
j. The study partnership will have a rotating (or permanent)
convener each week who will keep the meeting on track and
moderate.
k. The study partnership will determine confidentiality standards for
any personal information divulged to the partners.
l. Members will agree to discuss concerns that arise and negotiate
new rules throughout the semester.
m. Members will agree to unique rules that match your course and
partnership.
3. Study partnerships work best if the members understand their own
learning preferences and respect the learning preferences of other
members. Differences in learning preferences often cause friction in
partnerships because the members are unaware of each other’s
preferences and do not realize how they can complement each other
rather than conflicting with one another. If you or other members do not
know about learning preferences, Dr. Jarmon can provide two short
surveys to members and discuss the results with them. A few examples
of how learning preferences affect study partnerships are given below.
a. Reflective learners need to know what will be discussed at the
next session so that they have time to think about the material
b.
c.
d.
e.
f.
before participating. Active learners are more comfortable with a
non-structured “does anyone have questions” approach because
they think through doing. Most active learners do not object to an
announced “agenda” of topics and practice questions for the next
session while reflective learners find it critical to learning.
Oral as well as active learners need to talk through and explain
material in order to understand it. They may throw out ideas that
they ultimately discard, but are able to discard them through
talking about it. They may throw out “half-baked” ideas because
the talking about it clarifies their thinking. Aural (listening) as well
as reflective learners may listen to discussion and not
participate. They may summarize the discussion or put out a
“fully wrapped” idea without explaining how they got there.
Global intuitive learners easily see the big picture and how topics
and sub-topics interrelate. These learners may skip steps in
analysis and overlook details because they do not see them as
important or do not realize they have not “said” what they were
thinking. Sequential sensing learners see cases and topics as
separate units and focus on facts and details. These learners
are methodical and worry if details are missed. Global intuitive
learners can help sequential sensing learners become more
aware of the interrelationships and the big picture of a course
rather than getting “stuck” on details and separate cases.
Sequential sensing learners can help global intuitive learners
become more aware of explaining all steps in an analysis and not
excluding details and facts that matter to the analysis.
Kinesthetic-tactile learners need more breaks than some of their
colleagues. It will be difficult for these studiers to sit still and stay
focused during marathon study sessions. Short breaks every
hour and longer breaks every several hours will be critical if these
learners are going to be able to gain from study partnerships.
Allowing them to read out loud the practice question or explain a
topic to others will help them be engaged.
Kinesthetic-tactile learners need to apply material rather than just
talk or read about it. Practice questions will be very important for
these learners. Changing up the facts of a case or hypothetical
will help them understand the nuances of the rule or principle
being discussed.
Visual learners benefit most from visual representations of
material. Different graphic organizers work with different types of
visual learners: flow charts or tables or mind maps or using color
or different type fonts or bullet points or lists. If they are having
difficulty with a concept, another member who can draw them a
picture of the concept will be more helpful than one who gives
them something to read or talks it through.
g. Verbal learners need to write as well as read to learn. These
study group members may want “notes” from a session; write
down everything that is said; need more time to read a fact
pattern. If anything has to be read for discussion, verbal learners
will benefit most if they have the material several days ahead for
a careful read.
h. All members of a study partnership may benefit from the same
activity but for different reasons. Kinesthetic-tactile learners will
benefit from a practice question discussion because they are
applying the material to a problem. Active learners will benefit
because they are doing something to help them think through the
material. Oral learners will benefit because they are talking
through or explaining the material and solution. Aural learners
will benefit from the discussion by listening to others’ ideas and
solutions. Verbal learners will benefit if they are given enough
time in the session to read the practice question slowly and write
down thoughts before discussion. Reflective learners will benefit
if they have had the practice question beforehand to think
through the material and solution.
4. Additional tips for study partnerships:
a. The optimal number for membership in groups is 3-5 students.
b. The same group or buddy does not need to be used for all
classes.
c. Choose study partnerships where the other students have similar
levels of seriousness and diligence as you do.
d. One can choose to be the “inviter” or the “invitee” when it comes
to study partnerships.
e. Members of a study partnership do not have to be social friends.
f. The size of the partnership may differ with the difficulty of the
courses, type of purposes decided by the group, and type of
assignments and tests given by the professor.