The ministry of higher and secondary specialized

Group size: 20 students (maximum)
Course type: In-person
Students form two circles: an inner circle and an outer circle. Each student on the inside is paired with a student on the outside; they face each other. Pose a question to the whole group and have pairs discuss their responses with each other. After three-to-five minutes, have students on the outside circle move one space to the right so they are standing in front of a new person. Pose a new question, and the process is repeated, exposing students to the different perspectives of their peers.

Interactive classroom activities, in short

Making your classes more interactive should help your students want to come to class and take part in it. Giving them a more active role will give them a sense of ownership, and this can lead to students taking more pride in their work and responsibility for their grades.
A more interactive class can also make things easier for you—the more work students do in class, the less you have to do. Even two minutes of not talking can re-energize you for the rest of the class.
Plus, these six methods outlined above don’t require any large-scale changes to your class prep. Set up a couple of activities in advance here and there, to support what you’ve been doing, and plan which portion of your class will feature them.
The reality remains that sometimes, students do have to be taught subject matter that is anything but exciting. That doesn’t mean that we can’t make it more enjoyable to teach or learn. It may not be possible to incorporate classroom activities into every lecture, but finding some room for these approaches can go a long way in facilitating a positive learning environment.
Conclusion
In addition, a written analysis of the case may be a part of the internal assessment process. When a written analysis of a case is required, the student must ensure that the analysis is properly structured. The facilitator may provide specific guidelines about how the analysis is to be structured. However, when submitting an analysis, the student must ensure that it is neat and free from any factual, language and grammar errors. In fact, this is a requirement for any report that a student may submit – not just a case analysis.
Performing case study gives students the following benefits, it:
1) allows students to learn by doing. Case study permits students to step into the shoes of decision-makers in real organizations, and deal with the issues managers face, with no risk to themselves or the organization involved;
2) improves the students ability to ask the right questions, in a given problem situation;
3) exposes students to a wide range of industries, organizations, functions and responsibility levels. This provides students the flexibility and confidence to deal with a variety of tasks and responsibilities in their careers. It also helps students to make more informed decisions about their career choices;
4) strengthens the student’s grasp of management theory, by providing real-life examples of the underlying theoretical concepts. By providing rich, interesting information about real business situations, they breathe life into conceptual discussions;
5) provides students with an exposure to the actual working of business and other organizations in the real world;
6) reflects the reality of managerial decision-making in the real world, in that students must make decisions based on insufficient information. Cases reflect the ambiguity and complexity that accompany most management issues;
7) helps to understand and deal with different viewpoints and perspectives of the other members in their team. Unquestionably, this serves to improve students communication and interpersonal skills;
8) provides an integrated view of management. Managerial decision-making involves integration of theories and concepts learnt in different functional areas such as marketing and finance. The case method exposes students to this reality of management. It should be acknowledged that styles and modes of learning vary from student to student. In other words, case studies may not be suited to everyone. Some students may work more efficiently in a formal and time-constrained setting, such as an examination. Although this may not be the better mode of learning, it is one to which they have become thoroughly accustomed to at school. One possible solution to this problem is combination of case studies and exam assessment. It provides a balance in learning styles. Moreover, it enables students to develop a range of skills and no student should be unfairly disadvantaged compared to another. Case-based approach is a useful method to develop the following skills: - group working; - individual study skills; - information gathering and analysis; - time management; - presentation skills; - practical skills [4, 8, 10, 11, 15, 16, 17]. Further to the practical application and testing of scholarly knowledge, case study method can also help students prepare for real-world problems, situations and crises by providing an approximation of various professional environments (i.e. classroom, board room, courtroom, or hospital). Thus, through the examination of specific cases, students are given the opportunity to work out their own professional issues through the trials, experiences and research findings of others. An obvious advantage of this method is that it allows students the exposure to settings and contexts that they might not otherwise experience. The case study method also incorporates the idea that students can learn from one another by disputing with each other, by asserting something and then having it questioned. On the whole, it should be said that advance preparation by the teacher, suitability of the course syllabus, students’ motivation, authenticity of materials and activities in which the learners are involved, as well as adequacy of the assessment measures and objectives pursued in the case, provide the key to the success of the Case Method.

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