Teaching methods for case
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The document discusses the case method as a student-centered teaching strategy that enhances critical thinking and communication skills. It outlines key elements of case studies, which often involve real or plausible events with complex information, and emphasizes the importance of student preparation and team dynamics. Tips are provided for effectively implementing the case method in the classroom to facilitate student engagement and discussion.
Teaching methods for case
- 2. Case method is a powerful student-centered teaching strategy that can impart students with critical thinking, communication, and interpersonal skills.
- 3. The term ‘case study’ covers a wide range of problems posed for analysis, but most types include several key elements. Most cases are either based on real events, or are a construction of events which could reasonably take place. They tell a story, one involving issues or conflicts which need to be resolved—though most case studies do not have one obvious or clear solution. The information contained in a case study might be complex (including charts, graphs, and relevant historical background materi- als) or simple—a human story that illustrates a difficult situation requiring a decision.
- 4. Traditional case studies in fields such as economics,public policy, or international affairs can contain detailed historical information, including statistical data, relevantlegal or governmental policy, and the arguments byvarious agencies for actions to be taken. But case studiesare increasingly being written from a more personal perspective, involving real characters in actual situations
- 5. Picking a case “The most powerful and interesting cases are those that allow for several assessments of the same situation, leading to several equally plausible and compelling conclusions, each withdifferent implications for action” (Angelo & Boehrer). “
- 6. Cases are narratives, situations, select data samplings, or statements that present unresolved or provocative issues, situations, or questions...The information included must be rich enough to make the situation credible, but not so complete as to close off discussion or exploration. Cases can be short for brief classroom discussions or long and elaborate for semester-long projects”
- 7. Prepare your students Students may be unfamiliar with the case method or may be predisposed to distrust group work. They need to know exactly what is expected of them in order to be successful in class. To avoid causing frustration, consider the following tips: 1.Start with a simple case first 2.Discuss the purpose and suggested methods for doing a case assignment 3. If cases are done in a team, introduce students to resources for team dynamics4. Allow sufficient class time for students to meet with their teams 5.Establish discussion etiquette guidelines 6.Take sufficient time to introduce the narrative and establish the case fact s 7.Reassure students that “messiness” is normal for this type of assignment 8.Make sure you give students an opportunity to provide their reactions and feedback