By Sandra Simpson, Gonzaga University School of Law
With the weather warming up and the sun making its return to the Pacific Northwest, students are wanting to be outside and wanting the semester to end. It is at this point in the spring semester when I am searching for something to keep my students learning and engaged. A teaching method I have employed with much success is called “four corners.” This method works best in doctrinal classes when you are planning to discuss a preeminent case. This is how it works.
Preparation: Read and understand the arguments put forth to the court by both sides of the case, including amicus briefs. Decide which four “arguments” or “points” you will use for your “four corners.”
Class: I hang signs with the four “points” or “arguments” on them in the four corners of the room before the students come in. Once the students are in the room, I have them go to the corner of the room with the “point” or “argument” with which they most closely align. Once the students move, I have a list of questions for the group to discuss. The professor can choose any question for discussion. I typically ask the groups these types of questions: Why do you align with this point? What support from the case (or article or brief) can you use to bolster your opinion? What are the policy concerns/benefits of this point? Would any change in law or fact cause you to change your opinion? If so, what? I then have the groups report their answers.
Debrief: After the students return to their seats, I lead a discussion about the many sides that exist in most cases. We discuss ways to see the other sides and why it might be important for a lawyer to see all of the policy concerns and the factual concerns.
This method can be used for many different purposes such as ethical issues, legal writing problem deconstruction, and seminar topics. It is a way to get the students out of a seated position, get them to talk to each other, and get them to look deeper into cases and issues.