|Title:||Teaching with Cases|
|Format:||lit txt rtf mobi|
|ePUB size:||1672 kb|
|FB2 size:||1970 kb|
|DJVU size:||1133 kb|
Teaching with Cases focuses on practical advice for instructors that can be easily implemented. It covers how to plan a course, how to teach it, and how to evaluate it. The book is organized by the three elements required for a great case-based course: advance planning by the instructor, including implementation of a student contract. how to make leading a vibrant case discussion easier and more systematic; and. planning for student evaluation after the course is complete. Teaching with Cases is ideal for anyone interested in case teaching, whether basing an entire course on cases, using cases as a supplement, or simply using discussion facilitation techniques.
He advises that both the content and the way the case is written are important: the case "should not only address the issues you wish to explore but also capture a student’s interest in its first few lines. These provide a 'safe' learning environment to practice with peers, under the expert guidance of a recognised practitioner. Ultimately, practice and developing confidence are vital ingredients for the success of a case teacher.
Teaching with Cases" focuses on practical advice for instructors that can be easily implemented. The book is organized by the three elements required for a great case-based course: 1) advance planning by the instructor, including implementation of a student contract; 2) how to make leading a vibrant case discussion easier and more systematic; and 3) planning for student evaluation after the course is complete
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Pages of this book are crisp and clean. Purchase of this item will benefit the Friends of the Mill Valley Public Library. Condition: Used: Very Good. These gentlemen write not only about teaching with cases as the title reveals, but about teaching period. This is great for the new college lecturer or the seasoned pro. I am the former and it has helped me tons. It feels as if I have these really intelligent and experienced, warm and thoughtful mentors writing to me specifically about various methods and perspectives when it comes to my classrooms. I would ask these two gentlemen to write a book specifically for the new lecturer and all that she should expect when stepping up to that lectern for the first time.
SPEAKING OF STANFORD UNIVERSITY NEWSLETTER ON TEACHING TEACHING WINTER 1994, Vol. 5, No. 2 Teaching with Case Studies In lecturing, success meant that students paid attention, laughed at my jokes, and applauded me. I told them what to learn, and they learned i. .When I teach now I worry about such questions as whether everyone in the group has participated.
baruch college 22-sept-2009. will millhiser assistant professor of management zicklin school of business william. Operations Management MGT 4500: Cases in Operations Management (28 class meetings, 25+ case studies). Integrative experience. MGT 9700: 4-6 cases per semester. Is the case method effective? The answer to this question given by the above book is the following quote: No question is as difcult to answer as that to which the answer is obvious. especially for case writers).
Teaching cases provide information, but neither analysis nor conclusions. The analytical work of explaining the relationships among events in the case, identifying options, evaluating choices and predicting the effects of actions is the work done by students during the classroom discussion. What are Cases? Cases are narratives that contain information and invite analysis.
Teaching cases typically develop a focused narrative around a problem or an issue. The content of the case is based on actual events, and it is written to engage students in critical thinking and analysis. They are high on experiential knowledge and context. They place writers, teachers and students "in the moment" and encourage inductive reasoning. We think Clyde Herreid's recent book, Start with A Story, is one of the best introductions to the various ways cases can be taught (Herreid, 2006). Case teaching can be done using a lecture-oriented instructional approach but we think they are especially interesting when more active forms of learning are used.