Implemen'ng

Case-based Instruc'on
Maria Roberts
Maria

Summary of Steps
Facilitator or Instructor
Item 1

Item 2

Prepare/locate appropriate cases for the subject ma9er and the learners in your class/workshop Prepare an opening exercise or icebreaker that will open up the par@cipants to the work ahead Groups/teams are either chosen by facilitator/instructor or self- selected by class members Learners are given @me to explore and inves@gate

Item 3

Item 4

Mauffette-Leenders, Erskine and Leenders (2001)

Conclusion
AJer Case Reec@on

Cri@cal Thinking Reec@on regarding the process

This cri@cal reec@on forms the basis for con@nuous self-improvement in your personal process. Too oJen, students charge out of class at the rst opportunity without this quick reec@on and lose the data necessary for con@nuous self- improvement (Maue9e-Leenders, Erskine, and Leenders, 2001, p. 28).

Mauffette-Leenders, Erskine and Leenders (2001)

Expecta'ons for Learners in Case-based Learning

1.

Take an ac@ve role in your own learning 1. Ac@vely par@cipa@ng 2. Taking risks 3. Collabora@ng 4. Remaining open to others and their ideas 5. Sharing with others what you know or have experienced

2.

Follow professional code of conduct in all interac@ons 1. Respect others 2. Support others 3. Honour diversity 4. Respect conden@ality

Mauffette-Leenders, Erskine and Leenders (2001)

Four Stage Process of Learning with Cases

Individual Prepara@on

Small Group Discussion

Large Group Discussion

Reec@on
Mauffette-Leenders, Erskine and Leenders (2001)

Components Necessary in Cases for Learning

Story Must be compelling enough to evoke a response

Discussion Must be wri9en so that it inspires discussion, debate, cri@cal thinking

Provoking Par@cipants will need to support and/or explain their ideas as they relate to the case

Mauffette-Leenders, Erskine and Leenders (2001)

rning a the Le Does n? Where Happe

Much of the learning comes from the study group and class interaction among the participants. Learning from each others as well as their own experiences is one of the most valuable opportunities interaction affords. It also exposes students to others analytic and problem-solving approaches, and this exposure encourages them to recognize and reflect on their own. The incorporation of man points of view into the case discussion fosters the fundamental strength of generating alternative responses to problems. The mere fact of the interaction enhances such skills as listening, articulating, and participating effectively in a group enterprise.

Mauffette-Leenders, Erskine and Leenders (2001)