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CASE TEACHING NOTE SEDP KATHMADU

CASE TEACHING NOTE SEDP KATHMADU. Dr. David Wangombe MBA, PhD, CPA(K) Dean, Strathmore School of Management and Commerce. Writing Case Teaching Note. David Wangombe Strathmore University. What makes an excellent teaching note.

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CASE TEACHING NOTE SEDP KATHMADU

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  1. CASE TEACHING NOTESEDPKATHMADU Dr. David Wangombe MBA, PhD, CPA(K) Dean, Strathmore School of Management and Commerce

  2. Writing Case Teaching Note David Wangombe Strathmore University

  3. What makes an excellent teaching note • Teaching notes are a useful tool for instructors adopting cases in their classes since they present one or more ideal scenarios as to how class sessions may be structured. • Helps you check the completeness and logic of the case study; and • Provides a guide to other instructors on how to teach the case in the classroom.

  4. 1.     Summary of the case A teaching note should include a brief summary of the case. Make it appealing to sell the case. Be sure to orient instructors to the main issues or problems to be resolved in the case. A few sentences will suffice to provide the context of the case, including elements such as thesector and main players involved and an overview of the issues raised by the case

  5.   2. Teaching objectives and target audience • Teaching objectives should be clearly defined and the target audience specified. • Describe the learning outcome that the case seeks to achieve • Examples: • Develop skills related to decision makingor the analysis of factors specific to a given sector • Provide an opportunity to induce or illustrate theoretical concepts that can be applied to actual situations

  6. Teaching Objective cont’d “This case can be used to illustrate and discuss a number of important issues on xxxxxx. In addition, the case provides a set-up to a meeting where a choice from among clearly-defined alternatives must be made.”

  7. 3. Teaching approach and strategy • A teaching note should include suggestions for instructors as to how exactly the case can be used in the classroom or for homework assignment, exam or case competition alternatives. It may include questions for discussion, suggestions for individual/group work and timings for the session.

  8. Relationship to the objectives of a course or program • In order to better describe the case's teaching context, it may be useful to point out what aspects of the general objectives of a training course or program can be covered by a discussion of the case.

  9. Suitability for use in what types of training programs or courses • This section can describe the suitability of the case for a particular type of training (university programs, executive education etc.) or level of study (college degree, undergraduate, master's, PhD) as well as its intended perspective (general or specific).

  10. 4. Sources and methods of collecting case material In this section of the teaching notes, the case writer can share his approach to developing and preparing a case. He can explain the steps undertaken with company officials (interviews, conference papers, industry visits, observations in the field, etc.), methods of data collection (annual reports, financial statements, print or electronic media reports, press coverage, reference works, etc.).

  11. 5. Questions to prepare students for in-class discussion • At the end of cases, one often finds a list of questions that serve to guide students' preparation for the in-class discussion. • Teaching note should have comprehensive answers. Quantitative and Qualitative

  12. Other Questions • Questions the professor can use to open the discussion e.g. take a detour to take advantageous to take an indirect route to get there. • Reserve questions: it can be reassuring to have a few questions in reserve that he can use to reorient a debate that has strayed from the teaching objectives or to re-launch a discussion that has stalled.

  13. 6. Analysis • A teaching note should provide comprehensive answers to all suggested questions and the analysis should be as thorough as one would expect from advanced students in the class.

  14. 7. Additional readings or references It is also important that a teaching note includes suggestions for readings prior to class to ensure that all students are well prepared to discuss the questions raised in the case. It may also be useful to include in the teaching note additional information which can be accessed online, e.g. company websites or YouTube videos.

  15. 8.    Variations of teaching methods A teaching note may also include some suggestions as to the variations in teaching methods and questions, depending on the course where the case is used and the level of students.

  16. 9. Suggested sequence or timeframe for each point to be covered • While some professors prefer to structure their courses temporally, others prefer a sequential approach, and still others are content to cover all the material, regardless of the order or the timeallocated to each point. • By way of suggestion, the author could establish an order of presentation for the points to be covered, assigning each a percentage or optimal timeframe based on the duration of the course.

  17. Teaching Plan • The teaching plan is an outline on how to allocate time within class. For most business school courses, this is 75-80 minutes. Typical components of a teaching plan are the following: • • Class introduction: Key points to make in the class introduction. • • Major topics: a listing of topics, a suggested order in which to introduce them, key questions within each topic area, and identification of items that are important to get on the board. • • Wrap-up points • • Supplemental teaching components: Some cases come with supplemental material such as video clips, audio, or in-class exercises. • • A board plan

  18. 10. Use of the board to organize the discussion • Some professors make copious use of the blackboard. Here again, the author can suggest ways in which the blackboard can be used effectively in relation to a case and its primary and secondary objectives

  19. 11.Report on preliminary use in the classroom • Report on your experience in teaching the case , indicating what worked well and what didn't work, and suggesting aspects that remain to be exploited. • In a word, this is a good place to point out both traps to be avoided and elements that are rich in pedagogical potential.

  20. 12. Closing the deal • Base the teaching note on the actual teaching of the case in the classroom. • Only then is a teaching note able to present guidance for others in a meaningful way. • It is best to observe someone else teaching your case so you can see where the gaps in information lie, and rewrite the case to fill them, or reorient the questions.

  21. How many times does the letter "F" appear in the following sentence? Finished files are the re-sult of years of scientificstudy combined with theexperience of many years.

  22. Clue • Answer Six Clue:2 in the first line3 in the second linenone in the third line1 in the last line... 

  23. Read this sentence FREEDOMISNOWHERE

  24. FREEDOM IS NO WHERE • FREEDOM IS NOW HERE • Take a positive view!

  25. Recommended reading • James E. Austin: "Teaching Notes: Communicating the Teacher's Wisdom."  Harvard Business School Note 793-105.

  26. Thank you

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