Case study

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Ministry of Education and Science of the Republic of Kazakhstan Kazakh Ablai khan University of International Relations and World Languages Teacher Training Faculty of Foreign Languages PROJECT WORK Theme: “Case study in Foreign language teaching process and its requirements.” Speciality: “5B011900-Foreign Languages: two foreign languages” Executed by: L.Perdaliyeva. Almaty, 2018

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Plan What is a case study? Effectiveness of case study Different types of case study Requirements of case study Conclusion

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What is a case study? Replication of a real experience with problems to generate discussion General structure of teaching a case study: Instructor provides background information and data relevant to the case study (e.g., lecture notes, reading material or other resources) Provide a series of questions Students utilize resources to answer questions and prepare for in-class discussion. During discussion, students explain their answers and instructors can reemphasize subject material.

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Student learning from a case study Learning by doing Development of analytical and decision- making skills Promotes learning beyond rote memorization Internalization of learning Development of oral communication skills

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Advantages to the use of case studies in class A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles by abstracting from the examples. This develops their skills in: Problem solving Analytical tools, quantitative and/or qualitative, depending on the case Decision making in complex situations Coping with ambiguities

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Disadvantages of the case study Limits information coverage Instructors need to develop techniques to manage discussion Requires more preparation time from the instructors Time to adjust to case study learning by students

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Case study as an effective teaching method Cliff and Wright (1996) reported that students in an anatomy and physiology course said the use of cases made it easier to learn the subject (74%) and deepened their understanding (70%). Attendance in a general biology course based on team learning and case study was 95- 100% compared to 67-85% in a biology course based on lectures (Herreid, unpublished).

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Case study as an effective teaching method Small groups demonstrated greater academic achievement and more favorable attitudes toward learning in SMET courses (Springer et al, 1999). Dinan and Frydrychowski (1995) reported that using team learning in an organic chemistry class covered more material and their students received higher scores in a national exam compared to the lecture method.

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Types of Case Study Directed cases Review of course content in a setting of a story Questions have closed-ended answers. Analysis (issues) cases Students will analyze the situation or the proposed scenario. What are the facts? What happened? What were the events? How might the events have unfolded differently? Dilemma (decision) cases A decision has to be made by the student regarding the proposed scenario. Students will decide on an action with knowledge of the consequences and the risks/benefits.

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Directed case method The direct case study enhances student’s understanding of essential concepts of a course and encourages critical thinking. Structure of the directed case method: Set predetermined learning objectives Create a scenario of a real circumstance using various resources (e.g., newspaper articles, textbooks, actual or fictional events) that requires application of course knowledge Provide a list of questions Can be distributed at the beginning of a lecture series or at the end Students complete the analysis outside of class independently or in groups Submit case study answers prior to in-class review of the case Cliff and Curtin, JCST, 2000

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Analysis case study The analysis case study focuses on the development of analytical skills and understanding of a particular problem. One structure of analysis case study: Use journal articles as the basis of a case Provide the introduction and table/figure sections (and series of questions if more guidance is needed) to the students Students analyze the tables and figures Group or class discussion of student analysis

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Dilemma case study The dilemma case study promotes the development of higher-order reasoning skills, understanding of a particular problem and sense of urgency or importance of the problem. Structure of a dilemma case study: Good for controversial subjects Provide a story that introduces a problem and a central character who has to grapple with the problem. Lay the foundation for a possible solution to the problem. Students decide an action with consideration of the consequences. Instructor or students summarize the lessons learned.

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In conclusion Case studies can be created based off of newspaper articles, journal articles, real or fictitious events that relate to course content. Case studies may be an effective tool to engage students who learn best by application and association. More importantly, case studies may promote students to be better learners.

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