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Although legal subjects have long been closed to innovative teaching practices, some law teachers intend to rethink the lecture by seeking to put the learner back at the center of his or her studies. The lecture can also be a privileged moment where the student is not just a scribe, by favoring a pedagogy more centered on the interactions between the teacher and the students. Several exercises are possible in this sense to modify the classic learning situation referred to as “lecture-centric.” It should be noted that the multiplication of different exercises can allow students to consolidate the skills and knowledge acquired in other ways.