Possessing legal knowledge does not by itself enable a student to decide a case. Actual casework calls for several further judgments. Students must choose the applicable norm, explain the meaning of its key terms, place the provision within the wider legal framework, and connect the facts with each requirement. Courses built mainly around institutions and established doctrines often leave this work in the background. The article brings it into the classroom through a teaching model for doctrinal legal analysis. Students verify legal sources, consult statutory commentaries when a text is unclear, compare connected provisions, and work through the record element by element. The same operations shape assessment. Teachers consider whether the chosen norm is valid and applicable, whether the interpretation rests on adequate reasons, whether related provisions are handled consistently, and whether the facts support the result. The model exposes the reasoning behind an answer. It also gives students a usable method for dealing with new cases and defending their conclusions.