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Case Teaching Workshop

Join David Schodt in this workshop to explore teaching models and techniques for case-based courses, emphasizing engagement and analysis. Learn to design, prepare, and evaluate teaching cases. Discover different case types and sources for enriching your curriculum. Enhance your classroom experience through group work and discussion to promote interactive learning. Don't miss this opportunity to refine your teaching skills!

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Case Teaching Workshop

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  1. Case Teaching Workshop Carleton College 10 December 2008 David Schodt, Professor of Economics St. Olaf College David Schodt

  2. Agenda:Wednesday, December 10 • 1:30-2:15Rural Reform in Centropico • 2:15-3:00 Discussion: What are the characteristic elements of cases and how do we teach them? • 3:00-3:15 Break • 3:15-3:45 Group work: Preparing a case • 3:45-4:30 Teaching Thea Grossman • 4:30-5:30 Wine and cheese reception David Schodt

  3. Teaching Models The linear approach… David Schodt

  4. Teaching Models The circular approach… David Schodt

  5. Case Teaching The spiral approach… David Schodt

  6. Case Teaching How to get from here to there- David Schodt

  7. Rural Reform in Centropico David Schodt

  8. Agriculture Sector: High Income David Schodt

  9. Agriculture Sector: Low Income David Schodt

  10. Case Teaching • What is a case? • Where can you find cases? • Designing a case-based course • What is the process of case teaching? • How do you prepare to teach a case? • Guidelines for teaching a case • Evaluating student work on cases? David Schodt

  11. What is a Teaching Case? “A teaching case is a story, describing or based on actual events and circumstances, that is told with a definite teaching purpose in mind and that rewards careful study and analysis” Lawrence E. Lynn Jr., Teaching and Learning with Cases, New York: Chatham House Publishers, 1999. p. 42 David Schodt

  12. Cases tell stories David Schodt

  13. Cases provide data David Schodt

  14. Complexity Cases mimic a complex reality David Schodt

  15. Engagement Cases promote engaged learning David Schodt

  16. Types of Cases • Decision-Forcing Cases • Retrospective Cases (forensic cases) • Real and Fictional Cases? • Multi-part Cases David Schodt

  17. Sources of Teaching Cases • Published cases • “Found” cases and “modified” cases • Writing cases David Schodt

  18. Designing a case-based course • Identify learning objectives for the course • How many cases? • What is the main teaching goal for each case? • Do cases introduce or reinforce content? • What future material or concepts do you want to signpost? • Pre and post case assignments • Introducing theory and data • Covering material David Schodt

  19. Preparing to Teach a Case • Read the case several times • Identify concepts you want students to learn from the case • Prepare a question outline that matches your concept outline • Think about blocks of questions • Each block as part of a whiteboard • Anticipate the responses your students will provide • How does the case signpost future material? • Do you want any role playing? • Know your students David Schodt

  20. Questions: the process of case teaching Discussion Blocks • What is the situation? • What are the possibilities? • What are the consequences of each? • What action should be taken? • What general principles and concepts seem to follow from this analysis? Adapted from Vicki Golich, et. Al. The ABC’s of Case Teaching, Institute for the Study of Diplomacy, Georgetown University, 2000, p. 46 David Schodt

  21. Teaching the Case • Pay attention to the physical setting • Use name tags • Arrange seats so all students can see one another • Make sure you have enough whiteboard space • Board is essential for managing the discussion • Visible record (for class and for you) • Frame the case with a short introduction • Manage the discussion • Listen carefully • Provide concluding remarks but not “the conclusion” David Schodt

  22. Case Teaching Groups David Schodt

  23. Teaching Thea Grossman Question stages: • Group 1: What is the situation? • Group 2: What are the possibilities for action? • Group 3: What are the consequences of each? • Group 4: What action should be taken? Decide which member of the group will lead the discussion. David Schodt

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