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- Roy Killen
Case Study
Case study is a method of teaching using a case, or story, with a hidden message, which students explore to make a decision or solve a problem, developing specific skills and knowledge through inquiry (Good & Brophy, 2008; Killen, 2009). Case study is a pedagogically constructivist method of teaching, with emphasis on student engagement for the challenging and (re) construction of their understandings (Volpe, 2002).
Critique of the Strategy
Using case study as a teaching strategy enables students to reason critically about situations and propose appropriate courses of action. Case studies uncover values, perspectives and ideas of classmates resulting in students examining their own understandings, leading to deeper analysis of concepts, ideas and solutions (Killen, 2009; Good & Brophy, 2008). Whilst a valuable social and ethical tool, complex planning may result from the individual learning needs of the students. The planning process must also consider the cases to be used, and whether they are detailed and inclusive enough to nurture a valuable skill set which is transferrable across the curricula (Lundeberg, Levin & Harrington, 1999).
Case studies assist students’ development of analytical skills, establishing an understanding of where and when to apply particular skills and strategies to solve specific issues, or define certain outcomes (Lundeberg, Levin & Harrington, 1999; Killen, 2009). Students engaging in learning through case studies become more capable of identifying issues or problems as they arise, determining perspectives and importance of information then effectively using and justifying actions taken toward any resolutions or discoveries.
However, student differentiation often requires extensive planning to ensure that not only are the cases used appropriate, students are equipped with the skills to work effectively in an ‘open-ended question’ setting (Sarsani, 2006), which sometimes requires detailed analysis and generalised thinking. Developing these skills can be time consuming and frustrating, for both teacher and students if information is deceptive or curtailed. Lundeberg, Levin & Harrington (1999) also discussed the likelihood of knowledge transfer to future applications, whether skills acquired using this method of teaching are indeed, useful.
With effective planning and preparation, using case study as a teaching strategy is a valuable method for developing students’ ability to think critically and analytically to identify areas requiring attention or resolution, both in the classroom and in real world scenarios (Good & Brophy, 2008). Time restrictions and pre-preparation concerns may suggest this strategy to be most effective in established classrooms, which the students have adequate time throughout the term/year to develop necessary skills to effectively engage in the use of case studies.
Case studies assist students’ development of analytical skills, establishing an understanding of where and when to apply particular skills and strategies to solve specific issues, or define certain outcomes (Lundeberg, Levin & Harrington, 1999; Killen, 2009). Students engaging in learning through case studies become more capable of identifying issues or problems as they arise, determining perspectives and importance of information then effectively using and justifying actions taken toward any resolutions or discoveries.
However, student differentiation often requires extensive planning to ensure that not only are the cases used appropriate, students are equipped with the skills to work effectively in an ‘open-ended question’ setting (Sarsani, 2006), which sometimes requires detailed analysis and generalised thinking. Developing these skills can be time consuming and frustrating, for both teacher and students if information is deceptive or curtailed. Lundeberg, Levin & Harrington (1999) also discussed the likelihood of knowledge transfer to future applications, whether skills acquired using this method of teaching are indeed, useful.
With effective planning and preparation, using case study as a teaching strategy is a valuable method for developing students’ ability to think critically and analytically to identify areas requiring attention or resolution, both in the classroom and in real world scenarios (Good & Brophy, 2008). Time restrictions and pre-preparation concerns may suggest this strategy to be most effective in established classrooms, which the students have adequate time throughout the term/year to develop necessary skills to effectively engage in the use of case studies.
Reflection and Evaluation
Implementing case studies as a teaching method is effective when considering more social applications, such as historical studies. Using a case study would be effective when exploring perspectives, in particular Indigenous perspectives in History (ACARA, 2011).
Curriculum requirements (ACARA, 2011) support the use of case studies when analysing sources of information, determining perspectives, interpretations and explanations relating to real events of the past and present (History-ACARA, 2011)). Information gained from these new understandings is valuable to inform future events and situations.
Using case study as a teaching strategy also incorporates the use of discussions, group work, cooperative learning and student research, and offers students the opportunity to evaluate issues and puzzles, connecting concepts and ideas to real world situations in a guided environment (Killen, 2009)
In order for this method to be effective, students in middle to upper primary years are more likely to benefit from this exercise, as they have developed a variety of skills across a range of disciplines (Daniels, 2005).
Using case study as a teaching strategy reflects Universal Design for Learning (2012) principle 3: Provide multiple means of engagement by providing relevant and interesting tools and resources to maximise value and authenticity of the task. Also by providing options for sustaining students' efforts by varying the demand of challenges and emphasising the importance of the objectives. Case studies foster positve community collaboration.
Images copyright R. Brown, 2011.