used to compliment in-class lecture on case analysis focusing on identifying the problem and troubleshooting (part of a 6 step process of case analysis)

1. EDF 1005
Week 2
Identifying the Problem
Analysis and Trouble Shooting

2. Review: Title Page

3. Case Analysis in Action: The
Process
observation
Problem
Suggestions
Collection
for a solution
of data
for the problem

4. Review: Case Analysis Process
2: 3:
1:
Identi- Under- 4: 5: 6:
Defining Offering
fying the standing Finding Detecting Interpretations
the
facts in the Assumptions Arguments and solutions
problem
the case problem

5. Educational Problems contain
factors that are
Social Philosophical
Political Economic
Psychological
Legal

6. Identifying the Problem
Requires a
solution
No problem is
Question or
solved by
situation that
dealing only
presents
with its
uncertanity
symptoms.
Problem

7. Review: Novice vs Expert
Novice Expert Identify problems
Identify problems in using principles by
terms of surface which you can solve
elements. Ex.: "This is them.
an inclined plane
problem." Ex.: “This is a friction
and gravity problem.”
Move on to the next After solving
problem without problems, review why
considering possible the question was
connections between important, asking why
them or the concepts the professor gave the
that may inform them. assignment.

8. Step 1: Defining the Problem
Tentatively NOT symptom –
defined in this symptoms are
step caused by the
Helps one problem.
highlight the
major element(s)
of the case.

9. You are a teacher in a suburban high school. You feel that the
performance of the students in your class is poor and you give the
majority of the class C, D and F grades in spite of the fact that the
class is considered college preparatory. The father of one of your
students, to whom you gave a D grade for the semester, comes to
discuss his child’s progress and the grades given in your class.
He is very concerned about the low semester grade and does not
believe his child deserved to get such a low grade. He suggests to
you that you should be more flexible in your evaluation of students
and you should change his child’s grade to at least a C, so that his
child's chances of getting into a good college will not be ruined.
He makes a point of stressing the fact that his child is a hard
worker but not a quick learner, a point you openly agree is true. At
the end of the conference, the father mentions that he is an
established, influential member of the community and has friends
on the school board. What will your reaction be?
Taken from: Brukbaker, D.L. & Simon, L.H. (1993). Teacher As Decision-
Maker: Real-Life Cases to Hone Your People Skills. California: Corwin
Press (144)

10. Review Practice Case
• In Groups spend 10 minutes reviewing the
practice case that was passed out at the end of
class.

11. Trouble Shooting
http://www.youtube.com/watch?v=nAgFIbncaE
A

12. Practice Case
• In Groups spend 10 minutes identifying the
problem in the practice case.
• Share problem(s) with
the class.

13. Case II
• Case assigned to each group. It is posted on
Blackboard.
• Spend the next 15 minutes reviewing it in your
groups.
• Identify the problem.

14. Assignment 1: Due September
7th
• Assignment 1 Due September 7 at 11:30PM
Group Assignment: Individual Assignment:
Group Assignment:
Meeting Standards Group Performance
Case Analysis Template
Template Evaluation
• Title Page • Learning Objective #1 • Evaluate Each Member
• Problem Section in your group
• Facts
• Assignments should be submitted on
Blackboard in the Dropbox provided. DO
NOT EMAIL OR SUBMIT HARDCOPY
ASSIGNMENTS.

15. Reminders
• Assignment 1 Due September 7 at 11:30PM
• Visit the Office of Clinical Experience
• Complete Field Hours
• Bring Laptop/Tablet to class to assist with in
class writing exercises.