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Case Teaching Done Right:  How to Ensure your Case Classes Case Teaching Done Right:  How to Ensure your Case Classes

Case Teaching Done Right: How to Ensure your Case Classes - PowerPoint Presentation

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Case Teaching Done Right: How to Ensure your Case Classes - PPT Presentation

College Case Conference Chandra Hodgson Humber College May 22 2015 Clyde Herreids Taxonomy Case Methods Lecture Method teacher as storyteller Discussion Method classical case instruction ID: 274483

case students good learning students case learning good principle practice time group discussion cases groups method large class small

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Slide1

Case Teaching Done Right: How to Ensure your Case Classes Meet the 7 Principles of Good Practice in Undergraduate Education

College Case Conference

Chandra Hodgson

Humber College

May 22, 2015Slide2

Clyde Herreid’s Taxonomy

Case Methods

Lecture

Method

– teacher as storyteller

Discussion

Method

– classical case instruction

Small-group

Methods

PBL, debates, “structured controversy”

Individual

cases

– students work individually to find a “correct” answer. Deliverables are in written form.

Computer Simulation Cases – interactive,

multimedia

Clicker

Cases

– useful for large introductory

classes Slide3

Margaret Healy and Maeve McCutcheon’s Typology

Instructor Approaches

Controller

Leader in the classroom; uses cases to illustrate isolated concepts

Facilitator

Guide in the classroom; uses cases to focus on course content integrated across modules

Partner

Peer in the classroom; uses cases to spur personal and professional development of studentsSlide4

Diversity of Materials

Personal stories

Aggregate “armchair cases”

Invented scenarios

News stories

Case histories

“live cases”

Cases based on field researchSlide5

The

HOW

is more important than

the

WHATSlide6

The Ivey Method

“Classical case method” (

Herreid

)

“Discussion method” (

Herreid

)

Instructor is somewhere between facilitator and partner (Healy and McCutcheon)Slide7

The Three Stage Learning Process

Stage 1:

Individual Preparation

Involves reading, thinking, writing about the case.

Stage 2:

Small Group Discussion

Involves getting together with other students, inside or outside of class time, to discuss your analysis of the case.

Stage 3:

Large Group Discussion

Involves attending class and participating in a facilitated discussion of the case by either contributing or active listening.Slide8

The 7 Principles for Good Practice in Undergraduate Education

Good practice:

Encourages contact between students and faculty

Develops reciprocity and cooperation among students

Encourages active learning

Gives prompt feedback

Emphasizes time on task

Communicates high expectations

Respects diverse talents and ways of learningSlide9

Principle #1

Good practice encourages contact between

students

and faculty

.

Explanation:

Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.Slide10

Principle #1

Good practice encourages contact between students and faculty.

Integration into the case method:

learn

students’

names

encourage them to take on the role of the protagonist with "bifocal"

vision, bringing their own contexts into the analysis

empower them by recording their responses as accurately as possible on the board

embrace the open-ended nature of most case learningSlide11

Principle #1: Answers from Groups

Class Discussions

Peer Teaching

Presentations

Different Vehicles for Observing and Providing Feedback

Anonymous Cards – Categorize

Positive Feedback

Guiding Discussion

Circulating in Class

Online Groups that Teacher Can See/Comment on

Giving Marks

Clear InstructionSlide12

Principle #2

Good practice develops reciprocity and cooperation among students.

Explanation:

Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s own ideas and responding to others’ reactions sharpens thinking and deepens understanding.Slide13

Principle #2

Good practice develops reciprocity and cooperation among students.

Integration into the case method:

maintain the small group

stage despite time constraints

teach them

how

to teach each other -- active listening techniques, how to agree and add to the conversation, how to disagree respectfully and substantively

scaffold this task by assigning roles for small group

work (the researcher, the devil’s advocate, the summarizer, the presenter)

set up the classroom so they can easily talk to each other instead of the whiteboardSlide14

Principle #2: Answers from Groups

Pair/Share

Rotate Pairs

One writes analysis, passes it to the left until everyone has contributed

Each student presents to small group

Share on Google Docs

BB live chat

Use Robert’s Rules/Create Rules of Engagement

Assign Roles in the Group (scribe, challenger, facilitator)

Teach “Team” Basics

Have a conflict resolution processSlide15

Principle #3

Good practice encourages active learning.

Explanation:

Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.Slide16

Principle #3

Good practice encourages active learning.

Integration into the case method:

require participation in the small and large group

give them incentive to participate by grading these

provide access to resources for them to discover theory required to process the case

create space for them to internalize the process by requiring reflection piecesSlide17

Principle #3: Answers from Groups

Use reflection questions

Use discussion, debate

Create controversy in the large group discussion with pro and con sides

Role play

Teach What’s in it for Me?

Students select materials

Connect to life experience, program, professional goalsSlide18

Principle #4

Good practice gives prompt feedback.

Explanation:

Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.Slide19

Principle #4

Good practice gives prompt feedback.

Integration into the case method:

allow students to provide feedback to each other during the large group discussion by agreeing and disagreeing with each others' contributions

hold

off on

voicing your opinion until

the end of the case class or the following week or a posting online, but

use

one of these methods in order to allow them to assess their own performance

in

a case based class, provide regular feedback individually in coaching sessions

grade

individual preparationSlide20

Principle #4: Answers from Groups

Use online discussion forum

Give feedback on individual preparation

Role play in front of class and debriefSlide21

Principle #5

Good practice emphasizes time on task

.

Explanation:

Time plus energy equals learning. There is no substitute for time on task. Learning to use one’s time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.Slide22

Principle #5

Good practice emphasizes time on task.

Integration into the case method:

tell them how much research time might be

required, how much total time you expect them to spend on it

share

your lesson plan with the students in terms of timing

(“I

think we'll spend about 10 minutes identifying the problem before moving on to .

. .”

)

if they miss class, give

them alternative ways of completing the material (in written form, for example), but emphasize that if they miss it, or aren't prepared, there are

consequences

(

help

them prioritize)Slide23

Principle #5: Answers from Groups

Use grades to encourage effective time on task

Instructors plan large group time effectively (time management)Slide24

Principle #6

Good practice communicates high expectations.

Explanation:

Expect more and you will get more. High expectations are important for everyone – for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.Slide25

Principle #6

Good practice communicates high expectations.

Integration into the case method:

be

explicit

about what

you expect of them

at

each stage of individual prep, small group and large group

provide

exemplars

of good student responses wherever

possible

provide rubrics wherever possible

encourage them; motivate

them to work hard by being explicit about the advantages of learning in this

way

use

more than one case per semester so they can rock it the second time

hold

them accountable for lapses in preparation

invite

industry experts in to hear case presentations or have them write a class wiki that goes publicSlide26

Principle #6: Answers from Groups

Provide specific instructions at stage 1 to encourage analysis

Communicate clear expectations to groups for small group workSlide27

Principle #7

Good practice respects diverse talents and ways of learning.

Explanation:

There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.Slide28

Principle #7

Good practice respects diverse talents and ways of learning.

Integration into the case method:

assess

all aspects of the case process so all students have a chance to shine

use

different ways of selecting who speaks in a large group discussion (debates, cold calling, warm calling, volunteers)

conduct

cases in different formats -- online discussion groups work well for diverse learning styles (more processing time, etc

.)

seek

out

different

types of exhibits and supplemental resources such as videos, websites, etc.Slide29

Principle #7: Answers from Groups

Allow students to respond to case from individual perspective (video, writing,

mindmap

, notes)

Peer instruction in small groups, each brings own technique

Large group allows introverts to “sponge” and learn, and extroverts to share.

Present cases creatively, video, websites, textSlide30

References

Chickering

, A.W., &

Gamson

, Z.F. (1987). Seven principles for good practice in undergraduate education. 

AAHE Bulletin, 39

(7): 3-7.

Healy, M., & McCutcheon, M. (2010, December). Teaching with case studies: An empirical investigation of accounting lecturers’ experiences.

Accounting Education: An International Journal, 19

(6), 555–567.

Herreid

, C. F. (2011, Winter). Case study teaching.

New Directions for Teaching and

Learning

Special Issue: Evidence-Based Teaching

2011

(128), 31-40.

 

Mauffette

-

Leenders

, L.,

Leenders

, M. & Erskine, J. (2007).

Learning with cases 4

th

ed.

London, Ontario:

Senton

Printing.

 

---. (2003).

Teaching with cases 3

rd

ed.

London, Ontario:

Senton

Printing.

The Seven Principles Resource Center Winona State University. (2014). Enhancing student learning: Seven principles for good practice. Retrieved from: http://www.crlt.umich.edu/gsis/p4_6