Using Case Study Methods in Teaching

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Using Case Study Methods in Teaching

• David Koppenhaver
• Gary Moorman
• Julie Horton

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Classic Case Study

• Harvard Business School Format
• Barnes, Christensen, Hansen (1994)
• Christensen, Garvin, Sweet (1991)
• Shapiro (1975)

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Case method

• Widely used in training programs of many
  professions including
• Business
• Law
• Medicine
• Political science
• Public policy
• Teacher education

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Key Issues in Case Method

• Discussion
• Developing tools of reflective practice
• Test theories and beliefs against real people and
  problems
• Professional competence
• Does not develop solely through cognitive
  learning experiences prior to practice.
• Habits and beliefs that most influence practice
  develop during initial years of practice.

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Case Stories

• Blends aspects of case-study with storytelling
• Requires students to develop case stories
• Use personal experiences to create authentic
  scenarios
• Helps students share personal practices and
  dilemmas
• Promotes understanding by encouraging reflection
  on practice
• Contributes to authenticity in classroom
• Contributes to greater student involvement in
  classroom
• Bridges gap between theory and practice

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Case Story Model

• The free write
• Writing case story
• Telling and listening to case stories
• Small group reflection on case story process
• Whole group reflection on case story process
• Conclusion

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Key Differences

• Case Studies
• Captures multiple points of view
• More objective
• Author gathers background information
• More detail, evidence

• Case Stories
• Captures storytellers point of view
• More subjective
• Story is written from within

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Advantages

• Students appreciate authenticity of experience.
• real people in real life situations
• learn from the field
• increased awareness of complexities and
  challenges of the field
• complements the text
• Apply real readings and experiences in real life
  situation
• Contextualize learning
• Bridge theory and practice

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Advantages

• Active Learning
• Students appreciate engaged learning
• Students think critically about problems of
  practice
• Students appreciate challenge of confronting
  genuine challenge without knowing how ithad been
  resolved

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Advantages

• Cases bridge theory and practice
• Must attempt to reconcile best practice and real
  events.
• Illuminates diverse perspectives
• Case discussions enable students to see multiple
  perspectives in a situation.

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A Decision-Making Process

• Identify the problem.
• Analyze contributing factors.
• Identify available options.
• Consider the potential outcomes of each option.
• Decide on a course of action to follow.

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Identify the Problem

• Consider situation that concerns you from
  different perspectives of people involved.
• Is there really a problem? Whose problem?
• Write a description of the problem and what must
  be changed or resolved to improve it.
• Be specific.

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Analyze Contributing Factors

• Consider what contributed to present situation.
• What actions in past or present caused problem or
  are maintaining less desirable situation?
• Consider also actors cultural backgrounds,
  personal values, emotional needs.
• Consider alternative explanations (to guard
  against bias).

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Identify Contributing Factors

• Tendency to arrive at solution quickly and take
  action.
• Especially if confident in our knowledge and
  skills relative to problem.
• Consider alternative solutions.
• Think broadly and do not dismiss any option.
• Consider Plan A, B, C, etc.

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Consider Potential Outcomes of Each Solution

• Review alternative solutions
• What are potential advantages and disadvantages?
• Both short- and long-term.
• Costs in finances, emotion, time, energy.
• Is outcomes worth the costs?

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Decide of Course of Action

• Select most promising alternative.
• Flesh out details.
• Put into action.
• Be mindful that course of action may not have
  anticipated effects.
• Repat the process as needed.

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Two Decision-Making Processes

• Identify the problem.
• Analyze contributing factors.
• Identify available options.
• Consider the potential outcomes of each option.
• Decide on a course of action to follow.
• (McWilliams Bailey, 1993)

• Observe
• Interpret
• Hypothesize
• Make a curricular decision
• (Stephens et al., 1996)

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Readings

• Ackerman et al.
• Stephens et al. (1996). Language Arts, 73,
  105-112.