Title: 4-Step Model to Approach Case-Base Learning in the Classroom
Abstract: IntroductionUsing case-based learning (CBL) in classrooms is becoming increasing popular on college campuses across the country. Even professional schools such as Harvard Medical School are changing large portions of their curriculum to casebased learning in order to emphasize learning to learn, rather than rote memorizations (Shaw, 2015). Using case studies as a means to solve novel problems allows students to apply their knowledge of the subject in a way that forces thinking beyond what they are able to memorize from notes and textbook. In addition to giving students more experience with the subject matter, case studies bridge the gap between theory and practice and between the academy and the workplace (Barkley, Cross, and Major, 2005). One of the benefits of case based learning from a pedagogical perspective is that solving case studies pushes students into almost every level of Bloom's taxonomy. In addition, this method is learner-centered and involves intense interaction between the participants. CBL focuses on the building of knowledge and process of solving problems, and the group works together to examine the case. The instructor's role is that of a facilitator, and the students collaboratively address problems from a perspective that requires analysis (Queen's University, 2011). Teaching students an approach to solving novel problems will not only help them retain subject-matter information more effectively, but it will also give students an approach by which to solve novel problems in other academic venues as well as real-life scenarios. Novel problems are sometimes so complex that a student's usual approach of simply using recall is not effective.However, as educators we know that there are many learning tools that are implemented with varied success depending on the strength of the facilitator. Case-based learning is no different. In order for case studies to be effective in the classroom, the facilitator must carefully select and prepare cases that lead students to ask themselves more questions and to think critically in a sequence of 4 steps:1. Define the unknown2. What is the timeline?3. What systems are involved?4. What is unique?This 4-step approach was derived in an Anatomy classroom at the university level, but has been tested and proven successful with high school students, undergraduates, and graduate students.What makes a great case study?Effective case studies generally have the following elements:* Main character who has a problem that needs to be solved* A description of the problem in context* Supporting data that will lead students to the relevant questions they need to ask in order to solve the problem (this depends on the context you are giving the students but can range from character testimonials to scientific data)* Includes superfluous information that students learn to recognize as not having relevance or importance.Case studies should be simple enough so that students can successfully solve the problem in the allotted time period, yet complex enough to cover the intended learning objectives. According the Herreid, Schiller, Herreid, and Wright from the National Center for Case Study Teaching in Sciences, (2015), a good case study (a) tells a story, (b) focuses on an interest-arousing issue, (c) is set in the past 5 years, (d) creates empathy with the central characters, (e) includes quotations and dialogue, (f) is relevant to the reader, (g) must have pedagogical utility (i.e., it must serve a teaching function), (h) is conflict provoking, (i) is decision forcing, (j) has generality, and (k) is short. There are many resources available in print as well as online with pre-written case studies across multiple disciplines. However, if an appropriate case study does not already exist, following the above criteria will help you craft a case study to fit your specific discipline.How to Implement Case Studies in a ClassroomOne of the common downfalls of teaching case studies is the teacher's desire to point the students to the answer by asking a set of leading questions. …
Publication Year: 2016
Publication Date: 2016-07-01
Language: en
Type: article
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Cited By Count: 3
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