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
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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