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Case-Based Education


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Case-Based Education

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Case-Based Education

  1. 1. CASE-BASED EDUCATION English Instructor
  2. 2. A CASE IN EDUCATION - A Case in Education can be defined as a particular detailed instructional incident or narrative that involves a richly described and a well documented problem for which students seek reasonable solution(s) utilizing their BAK (Background Knowledge).
  3. 3. CASE-BASED METHOD IN TEACHER EDUCATION - The case-based method in teacher education is the method that has a clear intent to help the prospective teacher learn and apply basic theoretical principles in systematic ways. - Emphasis is placed on crating special simulations that will enable novice teachers to learn how to identify issues and problems in context as to follow theoretical principles in determining solutions.
  4. 4. CASE-BASED METHOD IN TEACHER EDUCATION - Case-based method means embracing a belief that knowing theoretical principles without an understanding of their flexible application in different situation, is of little use. - Case-based Method affects students’ critical thinking, reasoning ability, flexibility, attitudes towards the case-method, and attitudes towards ESLEFL in general.
  5. 5. CASE-BASED METHOD - By Critical thinking we refer to that type of thinking which requires the learner to pay special attention to the validity of evidence and that helps himher to achieve careful application of logic solving different problems in different situations with multiple solution.
  6. 6. CASE-BASED METHOD - Degree of flexibility; It is the extent that a student identifies, knows, and suggests acceptable multiple solutions to any problem based situations relatedsimilar to the target problem. - Reasoning ability; It is the ability of student teachers to convince by supporting hisher views with logic, evidence, and appropriate theories. -
  7. 7. IMPORTANCE OF CASE-BASED EDUCATION The case-method should prepare you to;- Identify the major understanding in your discipline. - Directly involve you in decision making. - Enhance your ability to think critically. - Solve the educational problems. - Tie together theory and practice. - Frame and construct the educational problems.
  8. 8. CASE-BASED LEARNING Using a case-based approach engages students in discussion of specific scenarios that resemble or typically are real-world examples. - - This method is learner-centered with intense interaction between participants as they build their knowledge and work together as a group to examine the case. - The instructor's role is that of a facilitator while the students collaboratively analyze and address problems and resolve questions that have no single right answer. -
  9. 9. ELEVEN BASIC RULES FOR CASE-BASED LEARNING 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Tells a story. Focuses on an interest-arousing issue. Set in the past five years Creates empathy with the central characters. Includes quotations. Relevant to the reader. Must have pedagogic utility. Conflict provoking. Decision forcing. Has generality. Is short.
  10. 10. CBL PROCESS: 1. Small group is created; 2. The initial problem/narrative is established to develop further inquiry and discussion; 3. The problem is then analyzed, with a study path being formulated; 4. Self-discovery of information, data, literature and clinical implications; 5. Supporting evidence, data, lab results and patient information is provided as required by teachers; 6. Hypothesize potential answers; and 7. Collect and disseminate new information.
  11. 11. CBL 1. Case is established 7. Identify areas for Improvement & Integrated into educational practice 6. Group shares results 5. Dissemination of new findings 2. Case is analyzed by groups CBL 3. Brainstorming 4. Formulate learning objectives
  12. 12. CASE DEVELOPMENT Writing a good case for teaching is neither simple nor quick, but sometimes is preferable to using one of the thousands that are now available. Wasserman (1994) offers some helpful guidance about writing a good case. After first being clear in your own mind about the “big idea” of the story, use the following guidelines:
  13. 13. CASE DEVELOPMENT • Draw the reader into the story during the opening. • Build the case around an event of consequence. • Elevate the tension between conflicting points of view • Write the story so that readers grow to care. • Be sure the case is believable. • End the case on the “horns of the dilemma.”
  14. 14. DESIGNING LEARNING ACTIVITIES - Just writing the story is not finishing the job. Developing discussion and study questions is also important. They help to keep the discussion on track and the focus on the pertinent issues. Again, Wasserman (1994) offers some helpful guidance: Sequence questions to provoke developmental analysis 1. Begin with an examination of the events, issues and characters 2. Move to an analysis of what lies behind the surface of events 3. Pull the students deeper into the case with generative questions that call for evaluations and judgments, applications and proposed solutions.
  15. 15. STUDENT ASSESSMENT IN CASE-BASED LEARNING Initially, assessment and performance evaluation in case-based learning may seem daunting. It can be more subjective than some other methods and some teachers may be uncomfortable with that. However, with careful lesson planning and preparation, assessment in case-based learning can be done efficiently, effectively and fairly.
  16. 16. STANDARDS & CRITERIA FOR STUDENT ASSESSMENT IN CBL Impact Standard Student Behavior Intellectual Development Skills Attitudes Generative Activities Projects Written & Oral Presentations Field Study Criteria Quality of thinking Communication, research and interpersonal skills Personal perspectives, beliefs and values, self-evaluation Evidence of research; analysis of information; organization & layout; creativity and originality Organization; fresh perspective; use of examples; development of ideas; use of facts to substantiate arguments; quality of thought and analysis Hypothesis; systematic data collection; relevance of conclusions; identification of relationships
  17. 17. Impact Standard Criteria Making Comparisons Ability to zero in on significant factors; extensive comparison Applying Principals Evaluating and Judging Analytical Activities Recognize principles or rules that apply; logical connection of principles and situations Specific, reasonable, sound and appropriate criteria; clear relationship Interpreting Summarizing Classifying Decision-Making Creating and Inventing Designing Investigations Comprehension of big ideas; analyses focused on important meaning; articulation of importance; discernment of implicit content and making inferences; speculation presented with caution Reflection of key ideas; succinct, accurate representation of key issues; articulate and intelligible summaries Connected attributes; larger purpose; enable new meaning; beyond the obvious Articulated values behind choices; humanly sound values; informed choice using best available data; carefully thought out Cognitive risks; truly new, fresh and imaginative; appropriate to demands of the task Frame problem for thoughtful investigation; logical, thoughtful investigation plans; data will yield information about the problem; viability; built-in evaluation; clear relationship between plan and problem
  18. 18. A CASE STUDY IN SOCIAL STUDIES A case study in social studies is the in-depth investigation of a unit, e.g. Individual, program, or document.
  19. 19. A CASE-METHOD IN OTHER FIELDS THAN EDUCATION - In Law, the case method is intended to train lawyers to reason dispassionately from existing precedents that are themselves knit together by deductive logic. - In Medicine, the case methods have mostly taken the form of studying patients’ simulations where medical students are required to analyze conditions and prescribe the course of action. - In Business, cases are real events or problems confronting business executives and managers intended to encourage discussion and analysis. -
  20. 20. THANKS  English Instructor