Abstract
Learning theory in legal education cover methods of transferring knowledge in both doctrinal and clinical courses. The scholarship advocates pedagogical techniques for advanced, adult education, and discusses both effective techniques. Scholarship about legal research instruction covers techniques like flipped classrooms and experiential instruction, and also the substance of what is taught, usually in response to what employers think students and graduates should know. This article focuses on one instructional technique to connect what is taught, i.e. the substance, with how it is taught for improving the transfer of knowledge.