This document discusses case-based learning and education. It defines a case as a detailed instructional incident or narrative problem for which students seek solutions. The case-based method is used in teacher education to help students learn and apply principles flexibly in different situations. Students analyze cases in small groups to build knowledge and examine problems collaboratively. Effective case development draws readers in, builds tension, and ends on a dilemma. Assessment in case-based learning can be done fairly through standards like intellectual development, generative activities, and analytical activities. Case studies are also used in other fields like law, medicine, and business.
Case based format encourages active learning and demonstrates how to apply theoretical concepts to surgical practice. I am going to create and upload series of videos based on case scenarios apart from my usual didactic teaching videos.
Tutorial: Case-based learning: Dr. Cary EnglebergOpen.Michigan
PDF and PPT available at http://open.umich.edu/education/med/oernetwork/guides/designing-case-based-e-learning/2013/materials. CC BY Dr. Cary Engleberg.
Case based format encourages active learning and demonstrates how to apply theoretical concepts to surgical practice. I am going to create and upload series of videos based on case scenarios apart from my usual didactic teaching videos.
Tutorial: Case-based learning: Dr. Cary EnglebergOpen.Michigan
PDF and PPT available at http://open.umich.edu/education/med/oernetwork/guides/designing-case-based-e-learning/2013/materials. CC BY Dr. Cary Engleberg.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
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Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Presentation delivered by Dr Sameen Saddiqi, Director, Health System Development at the 62nd Session of the WHO Regional Committee for the Eastern Mediterranean
Integrated teaching for effective learning in health professionsK Raman Sethuraman
Health professions education, being complex is ideally suited for integrated teaching-learning. This is a slide-set that will help you to conduct a 100-minute session set in a workshop mode. Suitable for Educators of Medicine, Dentistry, Nursing and allied health professions.
Join the Food Health Education Pub and SUBSCRIBE! My videos includes creative artwork, educational, health videos and much more.
SUBSCRIBE HERE:
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Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Presentation delivered by Dr Sameen Saddiqi, Director, Health System Development at the 62nd Session of the WHO Regional Committee for the Eastern Mediterranean
Integrated teaching for effective learning in health professionsK Raman Sethuraman
Health professions education, being complex is ideally suited for integrated teaching-learning. This is a slide-set that will help you to conduct a 100-minute session set in a workshop mode. Suitable for Educators of Medicine, Dentistry, Nursing and allied health professions.
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
VARIOUS METHODS ARE USED IN TEACHING LECTURE METHOD,LECTURE CUM DEMONSTRATION ,HEURISTIC ,PROJECT, ETC.
LESSON PLANNING AND UNIT PLANNING ARE ALSO EXPLAINED IN THIS PPT.
The term ‘case study’ covers a wide range of problems posed for analysis, but most types include several key
elements. Most cases are either based on real events, or are a construction of events which could reasonably take place. They tell a story, one involving issues or conflicts
which need to be resolved—though most case studies do
not have one obvious or clear solution. The information
contained in a case study might be complex (including
charts, graphs, and relevant historical background materi-
als) or simple—a human story that illustrates a difficult
situation requiring a decision.
KWL teaching learning strategy in use
KWL teaching learning strategy in use
KWL teaching learning strategy in use
KWL teaching learning strategy in use
KWL teaching learning strategy in use
Exam guidelines - مواصفات اختبارات Full Blast and Traveller
الضوابط العامة لاختبارات اللغة الإنجليزية بمدارس المملكة العربية السعودية
للمرحلتين المتوسطة والثانوية
2020
Exam guidelines - مواصفات اختبارات Full Blast and Traveller
مواصفات اختبارات Full Blast and Traveller
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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.
-