17. • When?
• Weather emergencies
• Student illness
• How?
• Set up the day before (give students a heads up / warning)
• Set up in minutes
• Lessons Learned
• Ask questions – force engagement
• Pause every few slides to ask a question or inquire if they have
questions
• Relying on the chat window for cues
• Ask students to type questions/answers in the chat window (or ‘raise a
hand’)
Overview
24. What’s an essential skill your students
need to possess that’s difficult to teach
by telling?
Choose a skill that cannot be easily
assessed with a traditional assessment of
knowledge.
• Can students get traction on a novel
problem?
• Can they make evidence-based
decisions?
• Do they recognize what they don’t
know?
26. We are hard-wired to learn
from experience
• Acquiring and using new knowledge is easier when it’s
contextualized (Dewey, 1938)
– Authentic problems or cases
– Offers information that requires manipulation, representation
and interpretation
– Provocative
• Repeated immersion in authentic tasks builds thinking ‘muscle’ (How
People Learn, Nat’l Academies Press)
– Noticing and ignoring
– Pattern recognition
– Fluency
27. Traditional Case-Based
Role of
problem Backdrop Center stage
Instructor
role
Expert, Deliver
knowledge
Facilitator, Cognitive
model
Student role
Listening,
questioning Decider, defender
Tools Lecture Discovery, Reflection
Feedback Little to none Frequent, essential
Advantages Efficient coverage
Knowledge &
dispositions
28. Asynchronous Case-Based Inquiry
Model
Activate and elicit
prior knowledge,
dispositions and
practices
Foster
metacognition
and Knowledge
reconstruction
Incite the cognitive
‘heat’ or confusion and
emotional arousal that
drives deep learning
30. How can I tell if my students are learning?
How do I grade their work?
• Individual:
– Formative:
• Quality and quantity of student participation during the case
• Ability to use information in future assignments or discussion
– Summative: Application of case to exams, essays
• Team or group
– Assign the same or different cases to teams
– Students then pose the case to peers
Differences between original and revised responses = learning.
32. Reflections
• “After reading the information provided by the
experts, I would revise my plan and do a number of key
things differently….”
• “Before I did this exercise, I thought I had good prior
knowledge but I definitely learned a lot more and what
kinds of questions to ask.”
• “I thought that my general idea was pretty solid….
Seeing these different approaches really helped me.”
33. How To
1. Select learning target(s):
– What do you want students to know/be able to do? Why?
– When done well, what does this look, sound and feel like?
2. Develop or identify a case / scenario that requires the targeted skill(s).
3. Create Generate Ideas prompts:
– How would you approach this situation?
– What questions do you have about the situation?
4. Curate Multiple Perspectives resources
– Controversy, disagreement, pros/cons
– Multimedia
5. Prompt Reflection & Revision
– Look back at your original approach, what would you change / retain?
Why?
– What questions do you have now?
34. Cases as Scholarship
• Boyer’s (1990) model
redefining scholarship
• Scholarship of Teaching and
Learning
• Teaching journals directory
35. Transfer?
1. Can case users apply what they know
to similar, subsequent cases?
1. Does learning to think like a
professional → acting like a
professional?
36. Online Resources
• Harvard Business School
– http://hbsp.harvard.edu/product/casemethodtea
ching
• National Center for Case Study Teaching in
Science
– http://sciencecases.lib.buffalo.edu/cs/
37. What are the properties of a good case?
(Robyn, 1986)
• Purpose: Learning objective, curricular ‘home’
• Decision-making: Open-ended, allows for active reasoning
• Provocative: Can people disagree about it?
• Generality: Is it a prevalent problem? Generalizable?
• Information: Is there data to weigh and analyze?
• Brevity: Focus on Big Ideas not too many specifics
• Sensitive: inclusive of students from varied backgrounds