Case method of teaching
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The document discusses the case method of teaching used in business education. It describes a case as a real business problem that needs analysis and a decision. The case method develops skills like problem-solving, analyzing facts, and implementing solutions. It allows students to take an active role by simulating a business environment. Through group discussion of cases, students learn skills like exchanging ideas, cooperation, and accepting shared responsibilities.
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Case method of learning
The case method is widely used in business courses to develop problem-solving skills. It involves discussing cases studies of real or fictional business situations. The teacher's role is to facilitate discussion and challenge students' thinking. Students analyze cases by separating relevant and irrelevant details to arrive at practical conclusions. Preparing for cases by discussing them with others and relating the lessons to their own experiences can help students overcome difficulties with the case method.
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Case method learning
Case studies are written accounts of real or simulated managerial problems used to give students experience applying theories to practical situations. There are two main types of case studies - theoretical cases focus on clarifying concepts while factual cases describe an organization's experience overcoming problems. Properly analyzing a case requires multiple readings to identify issues, consider solutions, and justify the best approach. The document provides guidance on effectively preparing, presenting, and discussing case studies.
Case method & learning
The document discusses the case method approach to teaching and learning. It makes three key points:
1) The case method is well-suited for teaching complex, uncertain real-world topics where there are no definitive answers. It emphasizes developing skills like critical thinking, decision-making, and understanding different perspectives.
2) For the case method to be effective, teachers must guide discussion with insightful questions while involving all students. They should facilitate learning rather than lecture.
3) Thorough preparation is important for teaching with cases. Teachers should master the case facts, identify the key issues, and plan how to structure the discussion and use the classroom space. They must also understand how to effectively lead discussion and get all
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The document discusses the case method of learning. It begins by explaining that the case method was developed at Harvard Business School in the 1920s. It shifts students from a passive role of listening to an active role of applying concepts to real-world situations. The document then discusses what constitutes a good case study, the different types of case studies, and how to properly analyze a case study. It provides steps for reading a case, identifying problems, developing alternatives, and evaluating solutions. Finally, it offers tips on preparing and presenting a case study.
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Case method of learning
The case method is widely used in business courses to develop problem-solving skills. It involves discussing cases studies of real or fictional business situations. The teacher's role is to facilitate discussion and challenge students' thinking. Students analyze cases by separating relevant and irrelevant details to arrive at practical conclusions. Preparing for cases by discussing them with others and relating the lessons to their own experiences can help students overcome difficulties with the case method.
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Case method learning
Case studies are written accounts of real or simulated managerial problems used to give students experience applying theories to practical situations. There are two main types of case studies - theoretical cases focus on clarifying concepts while factual cases describe an organization's experience overcoming problems. Properly analyzing a case requires multiple readings to identify issues, consider solutions, and justify the best approach. The document provides guidance on effectively preparing, presenting, and discussing case studies.
Case method & learning
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1) The case method is well-suited for teaching complex, uncertain real-world topics where there are no definitive answers. It emphasizes developing skills like critical thinking, decision-making, and understanding different perspectives.
2) For the case method to be effective, teachers must guide discussion with insightful questions while involving all students. They should facilitate learning rather than lecture.
3) Thorough preparation is important for teaching with cases. Teachers should master the case facts, identify the key issues, and plan how to structure the discussion and use the classroom space. They must also understand how to effectively lead discussion and get all
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The document discusses the case method of learning. It begins by explaining that the case method was developed at Harvard Business School in the 1920s. It shifts students from a passive role of listening to an active role of applying concepts to real-world situations. The document then discusses what constitutes a good case study, the different types of case studies, and how to properly analyze a case study. It provides steps for reading a case, identifying problems, developing alternatives, and evaluating solutions. Finally, it offers tips on preparing and presenting a case study.
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DO’S OF CASE PRESENTATION
DON’T S OF CASE PRESENTATION
DISCUSSING AND PRESENTING A CASE
DECISION CASE
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Discussion Strategy
Discussion is an instructional strategy that uses student-teacher and student-student interactions to achieve higher-level learning goals. When used effectively, discussion can stimulate thinking, challenge attitudes and beliefs, and develop interpersonal skills. Planning an effective discussion involves considering goals, group size, student background and experience, and allotted time. Implementing discussion requires using a lesson plan and guiding questions to provide structure.
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This document discusses teaching strategies and effective teaching. It provides information on concepts like coverage versus uncoverage, with uncoverage focusing on designing experiences to interact with insights and knowledge. Some strategies that uncover knowledge are advance organizers, building vocabulary, graphic organizers, and chunking information. The document also references Robert Marzano's research on effective teaching strategies, including advance organizers, building vocabulary, graphic organizers, chunking information, summarizing and note taking, and identifying similarities and differences. Specific examples are given around building vocabulary, summarizing and note taking, and distinguishing characteristics of understandings from Understanding by Design.
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The document discusses various aspects of preparing training sessions, including:
1) The overall structure and components of a training program, including needs assessment, course curriculum, delivery, and evaluation.
2) Models of learning, from unconscious incompetence to unconscious competence.
3) Factors to consider when planning training sessions, such as learning objectives, topics, prerequisites.
4) Different training methods like lectures, demonstrations, group activities, case studies, and role plays and when each is best used.
Small group and large group
The document discusses strategies for effective teaching in small group and large lecture settings. For small group teaching, it emphasizes the teacher's role as a facilitator rather than direct instructor. It also recommends establishing ground rules, introducing group members, and exploring student expectations. For large lectures, it suggests incorporating active learning techniques like individual/pair work, group discussions, and brief reflection activities to maintain student engagement. Overall, the key aspects of effective teaching highlighted are preparation, strong communication skills, active learning, and creating an inclusive environment.
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Case method of teaching
- 1. What and Why of “Case Method” of Teaching
- 2. A “Case” is a description of a real life business problem that a businessman has faced at some point of time and as such needed his attention, analysis and decision. “Discussion” means resource-pooling of thinking minds, intellectual insights and experience of various group members to arrive at better solutions through cooperative and creative thinking.
- 3. Why case method of teaching It is treated as a “real management education” It develops the skills to Tackle a problem Break it down Sort out the facts See what must be done And then get it done.
- 4. ……………. Case study method equips the student not just with bookish learning but also with power to deal with “new and unfamiliar situations” It ensures students acquire managerial skills by rigorous personal effort, by questioning and debating all possible situations and finding workable solutions.
- 5. ………… Allows students take an active rather than passive one. It places the student in a simulated business environment and substitutes in the place of manager. Case method of teaching, thus, shifts much of the responsibility to the student and a great deal of time is required on the part of the student.
- 6. Group dynamics under Case method The Valuable art of exchanging ideas. Despite growing competition for academic standing, students start acquiring the art of mutual giving and taking of assistance. (Group Behavior and leadership skills) They accept the common cause and thereby learning the pleasure of group-pooling of intellectual efforts.
- 7. The 4 P's of Case Study Analysis 1) Presence – (Physical n Mental) 2) Preparation 3) Participation 4) Presentation