Legal Research Pedagogy

Lecturing has a bad name in today's world of experiential learning, but it's an often necessary component to legal research classes as students have to have some bibliographic information before we jump into the databases. As I conclude one semester and begin prepping for the next, I've been doing a lot of reading on how I can make my lectures more effective and engaging learning experiences for my students. As Todd Zakrajsek notes in his 2017 Teaching in Higher Ed podcast on Dynamic Lecturing , "You can't just take bad examples of something and claim that the whole concept is bad." Instead, we should focus on what makes a lecture compelling for our students in our course planning and evaluate our lectures after our classes for their efficacy, reflecting on what worked well and what didn't. So how can we make the most of our lectures?  Here's a few ideas I've come across: Make your objectives clear to your students . Don't hide the ball--