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LESSON 5. Keeping a diary; case study; notes; questionnaire

Module: Topic: Time: Aim: Materials: Aids:

Classroom research Keeping a diary; case study; notes; questionnaire 80 minutes To analyse case study, taking notes, questionnaire 1. Wainryb, R. (1992) Classroom Observation Tasks 2. James, P. (2001). Teachers in Action. Charts, laptop with speakers, audio recordings, handouts, video clips, white board

Handout 1. Case study
Cases are narratives, situations, select data samplings, or statements that present unresolved and provocative issues, situations, or questions (Indiana University Teaching Handbook, 2005). The case method is a participatory, discussion-based way of learning where students gain skills in critical thinking, communication, and group dynamics. It is a type of problem-based learning. Often seen in the professional schools of medicine, law, and business, the case method is now used successfully in disciplines such as engineering, chemistry, education, and journalism. Students can work through a case during class as a whole or in small groups.

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  A case study is a research methodology that has commonly used in social sciences.
  
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  A case study is a research strategy and an empirical inquiry that investigates a phenomenon within its real-life context.
  
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  Case studies are based on an in-depth investigation of a single individual, group or event to explore the causes of underlying principles.
  
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  A case study is a descriptive and exploratory analysis of a person, group or event.
  
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  A case study reserach can be single or multiple case studies, includes quantitative evidence, relies on multiple sources of evidence and benefits from the prior development of theoritical propositions.
  
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  Case studies are analysis of persons, groups, events, decisions, periods, policies, institutions or other systems that are studied holistically by one or more methods.
  

In addition to the definition above, the case method of teaching (or learning):

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  Is a partnership between students and teacher as well as among students.
  
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  Promotes more effective contextual learning and long-term retention.
  
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  Involves trust that students will find the answers.
  
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  Answers questions not only of “how” but “why.”
  
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  Provides students the opportunity to “walk around the problem” and to see varied perspectives.
  

(Bruner, 2002, and Christensen, Garvin, and Sweet, 1991)