Case Method of Teaching

IBS CRC – 2013

 Objectives
Prerequisites
for case
teaching

Course
design and
Evaluation
case
selection

Case analysis
in class
Session: 1
Part: 1

Case Method and Other Teaching

Methods
Teaching Methods Case Method
Session: 1
Part: 1

Teaching
Methods

Critical Problem
Lecture Action
Role play incident based
method research
analysis learning
 Teaching
Methods

Critical Problem
Lecture Action
Role play incident based
method research
analysis learning

Lecture Method

Falls short to
Probably the
bridge the
oldest
gap between
a class room
and field

Widely
followed
One way
delivery Suitable for
delivering
theory
 Teaching
Methods

Critical Problem
Lecture Action
Role play incident based
method research
analysis learning

Role play
• An innovation from lecture method
• Active participation of students
• Prepares for various roles
• No discussion
• No scope for analysis
• Doesn’t challenge students in decision
making
 Teaching
Methods

Critical Problem
Lecture Action
Role play incident based
method research
analysis learning

Action Research

Action Research
CONCRETE
EXPERIENCE
Individual learning

Learning through experience

ACTIVE REFLECTIVE Scope for reflection and correction

EXPERIMENTA
TION OBSERVATION
No group participation

Limited usage for a classroom setting

ABSTRACT Majorly learning through trail and error

CONCEPTUALI
SATION

Experiential Learning Cycle

(Kolb, 1984)
 • Improves multi-user systems
• Identifies even rare events Critical
• Flexible and easy to implement incident
• Majorly historical analysis
•
analysis
Limited scope of generalization
• Vulnerable for bias
learning analysis
research method
based incident Role play
Action Lecture
Problem Critical
Methods
Teaching
 Teaching
Methods

Critical Problem
Lecture Action
Role play incident based
method research
analysis learning

Guiding
Load on
towards self-
students
learning

Problem as a Cumbersome
vehicle problem
development
process

Student
Problem
Implementation
centered
learning
based is complicated
learning
 Convey
knowledge, facts,
information to
Improve Students students
Apply theory to a
self esteem
situation

Deal with opinion

differences Enhance students’
decision making
skills

Listen to others Improve students’

technical or
behavioural skills
in analysing data

Case
Method
Prepare to handle
limited Stimulate
information students’ interest
in a subject

Differentiate
assumptions from
inferences Augments critical
thinking

Present a realistic
Appreciate
picture of the
compulsions in
complexities in a
decision making
Judge between situation
different courses
of action
Prerequisites for Case Teaching
Case teaching
aligned with the
overall objectives
of the curriculum

Case facilitator
orientation

Case mapping
for courses

Grading system
aligned with case
teaching

Infrastructure
required
 Prerequisites of Case Teaching
Case teaching
aligned with the
overall
objectives of the
curriculum

Case facilitator
orientation

Case mapping
for courses

Grading system
aligned with
case teaching

Infrastructure
required

Case teaching What is the 100% case method Which courses

Course wise
aligned with the curriculum or 50% case to be covered
case study
overall objectives of intended to method or 30% through case
methodology
the curriculum accomplish? case method? teaching?
 Prerequisites of Case Teaching
Case teaching
aligned with the
overall
objectives of the
curriculum

Case facilitator
orientation

Case mapping
for courses

Grading system
aligned with
case teaching

Infrastructure
required

A
Efforts to balanced Preparing
Willingness Efforts to
Case prepare mix of for each
to break identify
facilitator students cases and session
from lecture right
orientation for case concepts independ
method cases
method for every etly
course
 Interesting, right?
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