Education Theory Integrated in Business Law

Abstract Education theorists have identified three pedagogical techniques that enhance student learning and retention of knowledge, namely, scaffolding, interleaving, and schema‐building. These techniques help students transfer knowledge from short‐term to long‐term memory, where it is best retained for future use. Scaffolding involves part‐task sequencing and whole‐task sequencing. By interleaving tasks, professors present steps out of order or new material before the prior material is fully understood. Assisting students in developing schemas can help them store their knowledge in long‐term memory. This article explains and explores these techniques as applied in an undergraduate business law course. The appendices provide detailed exercises that integrate these theoretical concepts with lessons.