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Case Studies as an Instructional Strategy

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Viviana Chiorean

on 3 March 2015

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Transcript of Case Studies as an Instructional Strategy

Pros and Cons
Role of Educator
Facilitator
Role of Learner
Self Directed

Case Studies
What are Case Studies?
References
Barkley, Elizabeth F. (2010).
Student Engagement Techniques – A Handbook for College Faculty
. San Francisco, CA: Jossey-Bass.
By: Viviana Chiorean
PIDP 3250: Instructional Strategies
Pros:
Engaging, Challenging, Relevant, Flexible, Context-Specific,Promotes Critical Thinking, Self-Directed Learning, Active Learning, Problem-Solving, Cross-case comparisons, Integrative approaches, Collaboration via Team-work, Student attitude
Illustrative
Science Case Study
Investigate: A 25 year old female arrives in the ER with her husband with symptoms of: nausea, vomiting, fatigue,weight loss and hemorrhaging from ears, nose and eyes. Does she need immediate quarantine? Why?
Prompt Questions
Thought provoking questions such as:
Modes & Data Collection
Reflexive mode: Thoughts and Feelings
Extensive mode: Conveying a message
1. Documents
2. Archival records
3. Interviews
4. Direct Observation
5. Participant Observation

Case studies involve an in-depth analysis of a scenario delineating a
Problem
requiring an interactive response.

Heitzmann, R. (2008). CASE STUDY INSTRUCTION IN TEACHER EDUCATION: OPPORTUNITY TO DEVELOP STUDENTS' CRITICAL THINKING, SCHOOL SMARTS AND DECISION MAKING. Education, 128(4), 523-542.
Best Practices
Encourage student responsibility

Bronwyn Becker, Patrick Dawson, Karen Devine, Carla Hannum, Steve Hill, Jon Leydens, Debbie Matuskevich, Carol Traver, and Mike Palmquist.. (1994 - 2012). Case Studies. Writing@CSU. Colorado State University. Available at http://writing.colostate.edu/guides/guide.cfm?guideid=60.
Case Solution: Ebola
1. Ebola Virus
2.Diagnostic Tests:
- (ELISA)
- RT-PCR
- Viral isolation
- IgM and IgG antibodies
3. Quarantine is essential
4. IV and Balancing electrolytes
5. Difficult early diagnosis, symptoms are similar to the common flu

Janeway, C.A, Travers, P., Walport, M. & Shlomchik, M.J. (2005). Immunobiology: The Immune System in Health and Disease.(6th ed.). New York, NY: Garland Science Taylor & Francis Group.
Otorunnisota, A. A., Ramasubramanian, S., Russilt, C., & Dumas, J. (2003). CASE STUDY EFFECTIVENESS IN A TEAM-TEACHING AND GENERAL EDUCATION ENVIRONMENT.
JGE: The Journal Of General Education,
52(3), 176-199.
McTighe, J. & Wiggins, G. (2013). Essential Questions. Opening Doors to Student Understanding. Alexandria, VA: ASCD.
The mind is not a vessel to be filled but a fire to be kindled.
They can be fact or fiction.
They can be done individually or in small groups.
They can be interdisciplinary.
Create a positive, respectful atmosphere
Provide prompts and feedback
Illustrate authenticity via real-world
applications
Facilitate a class case discussion
Engaged in:
- Critical Thinking
-Meaning Construction
-Problem Solving
-Decision Making
-Active Learning
Provides Methodological design strategies
Provides justifications for solutions
Works collaboratively
Foster Self-Directed Learning
Foster Critical Thinking
Blend affective and Cognitive learning
Foster active learning
Enforce collaboration
Foster authenticity
Foster self-reflection
Activate prior knowledge
What
could be the cause of these symptoms?

How
do you gather supportive evidence?

What
impact does the evidence have on the quarantine decision?
How
do you justify the treatment plan?
What
other variables could impact diagnosis?
Cons:
Time consuming, Collaboration Issues, Qualitative vs. Quantitative, Too Complex, Confusing or Unfamiliar, subjective to personal interpretation, Ethical considerations, Student attitude
Viviana Chiorean

PIDP 3250

Case Studies as an Instructional Strategy
What they are
The Role of the Educator
The Role of the Learner
Best Practices
Pros and Cons
Tell me and I forget, teach me and I remember, involve me and I learn!
Full transcript