Facilitation Guides

CLA-specific in-class activities and facilitation techniques, assuming you're an experienced law teacher new to this course.

Remote Adaptations

Most activities below have remote versions. Look for the remote tag and section for how to adapt synchronous activities to Zoom or other video platforms.

Think-Pair-Share in CLA

You know think-pair-share well. In CLA, use it primarily for low-stakes legal analysis: gut-reaction liability judgments, quick rule identification, element recognition. The structure is familiar; this section notes CLA-specific applications and adaptations.

CLA-Specific Use

  • Use before rule synthesis workshops to activate prior knowledge
  • Use to scaffold CREAC drafting: "Pair: What's the main issue? What rule applies?"
  • Use to build peer accountability: pairs then teach class their thinking
  • Avoid heavy lifting here—save complex analysis for whole-group guided work

Remote Adaptation remote

Think: Shared Google Doc (real-time visibility)

Pair: Breakout rooms, 8-10 minutes, assign strategically

Share: Whole group harvest using Socratic questioning

Rule Synthesis Workshops

Rule synthesis requires active practice. CLA-specific approach: assign students to specific cases, then regroup to synthesize. Time: 20-30 minutes.

CLA Structure

  1. Setup: Distribute three pre-marked cases. Task: "Extract the rule from your assigned case."
  2. Individual (5 min): Each student extracts one rule from their case. Confirm accuracy circulating.
  3. Group (10-12 min): Regroup so each group has one expert per case. Task: "Synthesize into one rule incorporating all elements." Use prompt: "The rule requires ___."
  4. Harvest (5-10 min): 2-3 groups share synthesized rules. Compare versions. Teaching point: wording varies; what matters is capturing all elements from all cases.

Guided CREAC Drafting (Live)

Live drafting models the move and reduces blank-page anxiety. Shows thinking process and demonstrates CREAC structure. Time estimate: 15-20 minutes.

Setup

  1. Project document (Google Doc, screen share, or document camera)
  2. Provide scenario (facts and rule)
  3. Explain: "I'm going to write a CREAC paragraph. Watch how I structure it. Listen to my thinking."

Live Drafting Sequence

Type: "[The plaintiff can establish liability.]"

Narrate: "I start with my conclusion. Direct. One sentence. The reader knows my answer immediately."

Ask: "What should a conclusion do?" (Students respond)

Type: "The rule requires four essential elements..."

Narrate: "Now I state the rule. I'm being complete: all elements. I'm being precise: I'm using the rule, not just naming the concept."

Type slowly; let them see and read

Ask: "Should I include all elements? Why?"

Type: "Courts require these elements because..."

Narrate: "I'm showing I understand the rule. Why does it matter? What's the policy? Explanation is important but not the longest section."

Type: "Here, the first element is satisfied. Like the precedent case, where..."

Narrate: "This is the work section. I'm matching facts to rule. I'm using case law. I'm being specific. This is where legal thinking happens."

Type one complete element application (including fact matching, analogy, connection to standard). Don't complete the whole application; stop mid-way.

Say: "And I'd continue this for all elements. Each element gets its own explanation like this."

Type: "Therefore, the plaintiff can establish liability."

Narrate: "I'm closing by restating my answer. It matches my opening."

After Drafting (2-3 min)

  • Read entire paragraph aloud
  • Ask: "What did you notice? What's the structure?"
  • Point out: "Conclusion. Rule. Explanation. Application. Conclusion. That's CREAC."
  • Ask: "What was hardest part? What would you change?"

Key Principles for Live Drafting

Type slowly: Students need to read what you're typing

Narrate constantly: Tell them what you're doing and why

Don't worry about perfection: You're showing structure and thinking

Involve students: Ask questions; don't just lecture

Keep it brief: 15-20 minutes max; they lose focus after that

Timed Writing Practice

Time: 30-90 minutes depending on scope. Distribute scenario, set visible timer, give CREAC task, remain available (no substantive questions during write). Call time crisply.

Debrief (5-10 min)

Don't critique content. Ask: "How did that feel? Did you finish? Where did you get stuck?" Normalize struggle. Optional: Google Form reflection.

Self-Assessment Using Rubric

Self-assessment builds metacognitive awareness and calibration. Students learn grading criteria, assess their own work honestly, and develop self-awareness. Time estimate: 10-15 minutes.

Setup (2-3 min)

  1. Distribute rubric (same one you use to grade)
  2. Explain: "You're going to use this rubric to assess your own work. Be honest. This isn't graded; it's for you."
  3. Model one criterion together: "Look at 'Rule Statement.' Does your rule include all elements? Is it accurate? Is it synthesized? If yes to all three → Excellent..."

Individual Assessment (10-15 min)

  • Students work alone, assessing their own work
  • You: Circulate and observe (don't interrupt)
    • If they ask: "Which box does your work fit?"
    • Just observe where they mark themselves

Whole Group Reflection (5-10 min)

  • Ask: "How many assessed yourselves lower than you actually performed?" (Most hands—students are insecure)
  • Ask: "How many assessed exactly where you thought?" (Calibration)
  • Affirm: "One student assessed themselves as 'beginning' on application. But they used concrete facts and matched them to the rule. That's proficient. Sometimes we're harder on ourselves."

Virtual Self-Assessment remote

Use Google Form or Padlet for rubric. You can see responses in real-time. Share trends: "I see most of you marked yourselves 'developing' on counterargument analysis. Let's work on that."

Peer Feedback Activities

Peer feedback builds community and teaches students to see their own work critically.

Students exchange briefs (case they didn't read). Partner reads and assesses: "Is this brief clear? Does it have all parts?" Discussion: "Did anything confuse you?"

Purpose: Teaches clarity and student perspective

Students exchange CREAC drafts. Peer uses CREAC checklist:

  • ☐ Clear conclusion?
  • ☐ Complete rule?
  • ☐ Concrete application?
  • ☐ Facts matched to elements?
  • ☐ Counterargument addressed?

Peer marks checklist and comments: "What's strong? What could improve?"

Purpose: Students see strengths and areas to improve through peer lens

Post student work on wall (or virtually on Padlet/Google Slide). Students circulate. Leave sticky notes: "One strength I see: ___" and "One question I'd ask: ___"

Authors read feedback. Discussion: "What did people notice about your work?"

Purpose: Community feedback, students see work through multiple eyes

Remote Breakout Rooms for CLA remote

Assign strategically (mix strong/struggling). Write task clearly (paste in chat and/or breakout room). Circulate, ask Socratic questions, don't help unless stuck. Harvest 1-2 rooms, affirm and teach.

CLA-Specific Tasks in Breakout Rooms

  • Identify issues and state the rule (pre-application)
  • Synthesis work: Given three rules, write one synthesized rule
  • Application practice: Given facts and rule, draft one element's application
  • Peer feedback: Exchange CREAC drafts, use checklist