Cynthia M. Ho, Loyola University, Chicago Learning Law Through “Show and Tell”: Abstract of Proposed Presentation I would like to “show and tell” how I have modified the “show and tell” from elementary school to create an interesting method of teaching or reinforcing legal principles. I think that this is a very useful tool that can be added to any class with minimal instructor preparation; in addition, this exercise does not need to take much class time (although it can also easily be expanded by utilizing multiple students, or broadening the depth of discussion). Accordingly, I would like to share my experience by providing an experiential example of how I conduct a “show and tell” in a law school class. My proposed presentation would begin with a brief description of the “show and tell” technique I have utilized in my own classes. Essentially, students bring “real-life” examples of substantive material covered in class to “show and tell” the class; the information can be in the form of a case that is not included within the case book, a recently reported news item that could potentially become a case, or simply an ad or other tangible object from which the student can apply the substantive law. During the presentation, I ask the students questions to help focus the discussion on areas tied to the substance of the course. Accordingly, by effectively leading the student, the teacher can utilize this tool to re-cap material covered, preview future material, or as the main vehicle through which to discuss the assigned materials of the day (in which case the planned assignment would be discarded, or at least modified to fit the new material). The proposed simulation would immediately follow the brief introduction and utilize the conference audience as my “class.” Although this technique can work for students of all levels, I intend my simulation to be based on the assumption that I am teaching a survey course on Intellectual Property Law because I believe this will provide a broad range of possible topics that audience members will have had at least some passing encounter through the general media. I plan on using an audience volunteer (preferably with little experience in the area to better simulate a typical class) to present some current information that they believe to be relevant to the topic of the day, and continue the simulation as if it were a real class, complete with dialogue between myself and the “student.” To enhance the simulation, I plan on providing a mock syllabus that indicates the topic to be covered, as well as a summary of relevant substantive material that should have been mastered by this point. After this “show and tell” simulation, I will continue to proceed in class simulation mode, but in the context of providing an assignment: “Show and Tell - Part II.” In particular, I intend to explain that this “assignment” builds upon the previous exercise because it requires students to find their own examples and provide a written discourse of issues pertinent to the substantive areas covered in the class. To further explain and illustrate the assignment, examples will be provided in the accompanying handout to give direction and guidance. Finally, I will wrap-up the discussion with some concluding remarks concerning variations of the above techniques I have used in my own classes of 1Ls and 2Ls. Of course, I will also invite any questions and/or comments during this time.