Login Sign Up

MLF Rectangle

Use our fun legal curriculum in your existing class, program, or workshop and help your students learn to Think Legal.



NACCE Partner Logo HCC Partner Logo EWV Partner Logo KCPL Partner Logo SRJC Partner Logo

Teaching legal is now...



Our turnkey instructor manual gives you complete confidence teaching Think Legal--even with zero legal knowledge.




Our funny, experiential “Netflix-style” videos in our modules truly “make legal fun.” 

Fail Safely-480p-5a8fc275-1f6b-4e81-9d0c-98d17f70d2c1



Teaching students to “Think Legal” gives them a huge mental advantage in entrepreneurship and the workforce.

See how Hillsborough Community College implemented Legal GPS in both credit and non-credit courses:





I can't begin to tell you how my students enjoy using the curriculum and how it's really helping them to understand and address some of the complex issues that early stage entrepreneurs face. ..... if you're looking to deliver a robust, informative, and fun legal education to your students, I'd highly recommend using Legal GPS.


How it works


Step 1

Watch background video

Each class starts with the students watching a short animated video about an entrepreneur who encounters a business decision.

  • How it Works

    We included a sample "first video" from one of our modules if you wanted to check it out. Just press play :)


    But in terms of how Step 1 works in general -- every entrepreneur encounters business decisions all the time. But how many think about making sure they’re covered legally? Or much more common, even think there could be legal implications?


    This is exactly the scenario many entrepreneurs face. A business decision needs to be made. And especially in the beginning, it’s typically “fast” because there are a lot of other decisions to be made. This isn’t a “should we merge with X company and hire an attorney to help us” kind of thing. It’s “we need a website, we need a logo, we need help marketing on social media, we need testers of our product, we need clients!”  


    And so what happens is the entrepreneur will make the decision but not consider legal implications. We discuss why this is more in Step 2.

  • Why it's Effective

    Simulation-based is best for understanding complex topics.


    Anything requiring understanding complex knowledge and skills, especially those with higher stakes (like legal) requires simulation-based training. Think about pilots and medical students. Even lawyers learn how to practice law using simulations (learning about cases and applying them to different set of facts). Legal is tricky and just learning facts like pros and cons of an LLC without context won’t help the entrepreneur respond to their own situations when they occur.





Untitled-480p-167e02af-cd13-42a0-93e1-2f18d9be5dc4 (1)



Step 2

Discuss business decisions

After the video, students put themselves in the entrepreneur’s shoes and determine what they would do in that situation.

  • How it Works

    After the video, the instructor should initiate a class discussion (either the entire class or in groups). The discussions center on these questions: What business decisions are Templeton making (or unconsciously making or not making)? And, are they the right decisions?

  • Why it's Effective

    Trying to solve a problem before being taught the solution leads to better learning. 


    If you have unsuccessful attempts to solve a problem before getting the solution, your brain gets a deeper processing of the answer when it’s supplied. This is why experiential learning is so effective. So we do this two ways--first by having the student try to figure out the answer on their own, and then by having the class work together to figure out the right answers.


    Learning is more effective when it requires strong effort. 


    Your brain learns more when it has to work at it. We make the discussion difficult -- these students haven’t learned much about legal and might not know exactly how to respond when asked what “legally applies” to the entrepreneur’s situation. But having to think about it forces to embrace the complexity of the issue and gives them a greater understanding for how to “think legal.”


Step 3

Watch outcome

Following the discussion, the students will watch a second video that is effectively the “worst-case scenario” that occurs after Templeton makes his business decisions. 

  • How it Works

    Following the class discussion, a second, 5-minute video is shown to the students. Check out a sample "second video" from one of our classes. The video picks up where the first video left off and effectively shows a “worst-case scenario” that happens to the entrepreneur. 


    The approach is designed to help the entrepreneurs “fail safely” and see all the things they “don’t know they don’t know.”


    It also builds on itself. Students may have thought they learned an issue from the first module only to see that while that issue applied, now another issue applies. For example, in one module, the students learn that the entrepreneur should include a warranty clause in future contracts. But in the following module, the contract includes a warranty clause but Templeton didn’t read it closely enough.

  • Why it's Effective

    Helps the entrepreneurs “know that they don’t know” with an objective gauge

    This ties into the other effective learning points. If a student is shown a solution before a problem (think: student reads legal info in a textbook or hears about it via a PPT presentation), then they don’t know if they actually don’t understand the solution. Instead what happens is they might overestimate their own competence. If you read and reread something, you assume you understand it. But when that issue is applied anywhere else outside that context, you can’t identify or solve that problem or opportunity.

    This is a huge problem for entrepreneurs who might not understand how legal affects all aspects of their business or who might think they understand it enough to ignore it in general except for the parts they understand.

    Our “worst-case scenario” video solves this issue. It helps the entrepreneurs see legal consequences they hadn’t thought of and acts as an “objective gauge” to show them that even though they tried to figure out the solution and might have thought they knew it, they actually didn’t understand it entirely.


    When the modules build on previous modules, it helps the student grasp even further the many layers of legal problems.

    One potential mistake students could make is to learn a solution and think it applies all the time. Because of the many layers of problem solving in general with entrepreneurship, it’s important to understand the nuances and be able to react accordingly.
    Failure to recognize when your solution doesn’t fit hte problem is another form of faulty self-observation. It can trip us up when we fail to recognize a new problem that appears to be a familiar one but is actually something quite different.





Step 4-480p-c3bea26f-ea8f-414f-950a-f58fd4d69755



Step 4

Brainstorm the “right” decisions

After the second video, the class can brainstorm decisions that the entrepreneur could’ve made that would have prevented all the problems.

  • How it Works

    Here, the class is trying to think critically about what should’ve been the right decision or decisions. This helps the students prepare themselves in the future for when they encounter similar decisions. The instructor won’t tell the students the right answers (that’s for the quiz) but it will help for students to hear what each other thinks about the issues.

  • Why it's Effective

    This is effective for the same reasons listed in Step 5 - the quiz. It’s important for the students to be quizzed and to eventually learn the right solution. This completes the full circle of effective learning.


Step 5

Take Quiz

After class, students take a Legal GPS U quiz on their LMS.

  • How it Works

    This is the graded assignment part. Following class, students will login to their LMS (or can use Legal GPS's Moodle site if the instructor prefers) and take a quiz.


    The students will also use their Legal GPS U account and platform to help them find the answers to the quiz questions.


    This is a fantastic way for entrepreneurs to learn a lot of important legal concepts in a simulation-based environment. The quiz takes on average about 20 minutes, and if the student is not sure of the answer, the quiz has guides to help them figure it out if they’re willing to put in the time.

  • Why it's Effective

    First, it’s important to understand why the alternative is ineffective.


    If you don’t have some type of quizzing, the alternative is to simply provide the solution via a PPT lecture or reading a textbook. 


    However, simply reading (and re-reading) the content in textbooks is ineffective. For one, it’s more time-consuming. Also, it doesn’t lead to durable memory. And worst of all, it leads to a self-deception. The student will have a growing familiarity with the text and feel like they’ve mastered the content. (“We know what we know.”). This leads to students not being able to apply facts in a different context, which is a pivotal piece of an entrepreneur’s success.


    Our Simulation-Based Quizzes Equip Entrepreneur Minds for Future Legal Problems


    The most effective quizzes are ones that reflect what you’ll  be doing with the knowledge later. It’s not just what you know, but how you practice what you know that determines how well the learning serves you later. “Practice like you play and you will play like you practice.”


Untitled-480p-167e02af-cd13-42a0-93e1-2f18d9be5dc4 (7)



What legal topics are covered in the curriculum?


Students learn the basics on a variety of business legal topics, including:


Choice of Entity Intellectual Property Overview
Starting a Business Copyright Law
Forming an Entity Trademark Law
Hiring for Project Help Noncompete, Nondisclosure, and Nonsolicitation Contracts
Hiring Employees General Contract Law & Important Clauses
Trade Secrets Taxes

Government Licenses & Permits

And much more....