This document provides an overview of case analysis for a teacher education course. It explains that case analysis is designed to help pre-service teachers think like problem-solvers so they can address unpredictable classroom situations. The document outlines the typical steps of case analysis, which include identifying standards and needs, brainstorming options, selecting technologies, and justifying choices through reflection. It emphasizes analyzing problems from multiple angles rather than just describing cases.

1. We have just done a role play. What is case analysis in your own words?
CASE ANALYSIS: Why & What
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2. Case Analysis: Why & What
• You are going to be a teacher.
• Classroom situations are always messy, and
problems are everywhere!
• This means you need to be ready for whatever that
may happen in class, whether you planned or not.
• However, teacher education program cannot tell
you exactly what to do, when, and how.
• There are too many variables, and they are
unpredictable!
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3. Case Analysis: Why & What
• To be a competent teacher, you need to be a quick
problem-solver and a wise decision-maker.
• “Case analysis” is designed to help you be a flexible
thinker, so that you can perform even in the most
problematic and messy real-world situations.
• Of course, in W200 the ‘case’ means a real or a
close-to-real classroom case. It is a learning tool for
you, pre-service teachers. Through this project, you
will learn to think like a teacher, a problem-solver.
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4. So, How does a problem-solver think?
SHERLOCK HOLMES
“When you eliminate the GREGORY HOUSE
impossible, what remains is Brainstorms possibilities,
(or might be) true, however eliminates the impossible,
unlikely.” tests out possibilities until he
reaches conclusion.
Video: Apollo 13 clip on
NANCY DREW brainstorming a case
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5. DISCUSS: What are possible steps you would take to
solve a problem?
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6. Common Thinking Steps for a Problem-Solver
(Especially, the steps we will use in W200)
o Identifying the problem and needs
• E.g., Learner characteristics, teacher concerns,
curricular requirements (i.e., standards), and
environmental availability
o Looking for the many, many appropriate options you
could use to solve the problem or meet the requirements
o Making decisions among various options (e.g.,
technology offerings based on the 3Es that best meet the
needs and characteristics you discovered)
o Justifying your decisions
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7. Rules and expectations specific to W200 Case Analysis projects
INTRO TO CASE ANALYSIS PROJECT #1
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8. FOR W200 CASE ANALYSIS PROJECTS
• You will analyze two hypothetical classroom cases.
• Each case will be a text description of a content and
grade specific classroom situations, including
teacher concerns, curricular requirements (e.g.,
academic standards), learner needs, and
environmental availability and constraints, etc.
• Analyzing the case description will be key to
identifying the core problems and needs to be
addressed in the case analysis process.
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9. FOR W200 CASE ANALYSIS PROJECTS
• The goal is to improve the classroom situation in
the case. And for the purpose of W200, we will
assume that all of the solutions/options comes from
(high-)tech resources and tools only.
• Sound difficult? Don’t worry!
Through Week 6 to Week 10 of W200, you will learn
various types of options.
Also, you are expected to follow a thinking process
framed in the case analysis template.
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10. CASE ANALYSIS
THE CASE ANALYSIS PROCESS
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11. CASE ANALYSIS PROCESS
STEP 1: IDENTIFY STANDARD & NEEDS
• IDENTIFY STANDARD(S)
 What standard(s) do you need to address?
 What is the learning goal(s)? For K-12 students. Narrow
down from the academic standard to be manageable in 1
class period
• NEEDS OF THE CASE
 Who are your learners? Their physical ability…
 What is the teaching/learning environment?
 The teacher beliefs or knowledge?
 What is the problem(s)?
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12. CASE ANALYSIS PROCESS
STEP 2: BRAINSTORM & SEARCH OPTIONS
• OPTIONS
 Look for as many options as possible
 Look for options (tools, technologies, approaches) that could be
useful in your case
– For instance, for concept maps tools available are
Inspiration, Gliffy, Text2Mind Map, Mind Meister, Bubbl.us,
MS Word, MS Excel
– Options should be relevant and unique (not repeats)
 Remember…
– One tool does not meet all the needs of your classroom
– But a set of tools will address all the needs of your
classroom
– Just because you find one you like does not mean that you
stop looking – look for as many possible options
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13. CASE ANALYSIS PROCESS
STEP 3: WHAT TECHNOLOGY
• WHAT HAVE YOU CHOSEN?
 Step 1: List what options you have chosen, and be explicit
about how it will be used. Just because you list it does
not mean the reader will understand how you intend for
the option to be used in the classroom.
 Step 2: Review whether you have options for each need
expressed in your case. You will have to defend it!
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14. CASE ANALYSIS PROCESS
STEP 4: WHY AND REFLECTION
• WHY
 Why are your choices appropriate?
 Why are you choices better than the alternatives? Than
all of the other options?
 How do your choices solve the problem?
 How do your choices help meet the standards being
taught?
 Use the 3Es to support your reasoning
Example: Why would you choose Inspiration over Visio, MS
Word and MS Excel? And discuss why?
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15. CASE ANALYSIS PROCESS
STEP 4: WHY AND REFLECTION
• REFLECTION
 Are you addressing the needs of your case? Prove it.
 Do you decisions meet the needs of your case? Really?
– If not, revisit your options and recommendation(s)
– If they do, make the connections for the reader. Show it
(more of a proof, less of a justification)
• So, how am I going to apply case analysis process in this
class?
o Case Analysis Project #1
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16. CASE ANALYSIS: TIPS & RESOURCES
• Know the details of your case
• Approach the problem from many
different angles
• Analyze, do not describe it - that
requires a bit more effort
• Do not assume anything – or at least be
explicit about your assumptions
• W200 Cases
• Case analysis template (copy and paste the link:
https://drive.google.com/previewtemplate?
id=1LMyacDOwef2B1D8ejAVsnTrXhQ_UEWmz31sH6cyFWyE&mode=p
ublic
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17. CASE ANALYSIS EXAMPLE
• Going over an
Example:
• Example
• How can I create a
document like this?
o Google Docs…
wordle.net
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