Teaching at UK
Vol. 1, No. 4 (Winter 1994)
by Traci Bliss and Joan Mazur,
Department of Curriculum & Instruction, University of Kentucky
Why Cases?
Over the last several decades, the case method of teaching has become a
deeply-rooted
tradition in a number of professions, including medicine, business,
architecture, and public
policy. Begun at the Harvard Business School in the 1920's, case teaching
derives from the
philosophy of John Dewey that education should be directly linked to future
life experiences. As
such, the case method enables new and experienced professionals to develop
and refine their
problem-solving abilities through in depth analysis of complex issues. Within
the last few years,
the case approach has begun to flourish in teacher education because of the
focused attention on
school change and teacher professionalism. Cases provide novices with "the
kind of problematic
situations characteristic of teaching." (Kleinfeld in Shulman, 1992, p.20)
In Kentucky, teacher educators have a unique challenge: new teachers
are entering a
profession in the throes of major transformation as a result of the Kentucky
Education Reform
Act of 1990. Where are the shared models to which new teachers can aspire
or about which they
can disagree? What images capture the kinds of dilemmas and
accomplishments characteristic of
teachers in the midst of reform? For example, how does a teacher effectively
communicate the
results of new types of assessment to both students and parents? A case we
currently use in the
University of Kentucky Masters with Initial Certification (MIC) program,
"Staying the Course,"
depicts this situation but does not offer a single, best solution. Instead, it
presents rich
opportunities to problem-solve and carefully analyze important instructional
issues before they
are actually encountered in the classroom. The case is novel in two respects.
First, it focuses on
teaching issues in the context of policy-driven reform(1) and second, it will
soon be available in
an interactive compact disc format.
"Staying the Course" is but one of several cases being developed in a
collaborative effort
between the University of Kentucky/University of Louisville Joint Center for
the Study of
Educational Policy(2) and Kentucky Educational Television. Supported by
the BellSouth and
Gheens Foundations, the Project, Common Thread Cases: Teachers in the
Midst of
Re-form was begun in July of 1994 to support new and experienced
teachers confronted
with changing expectations for performance. The project title derives from
"The Thread That
Runs So True," a line from the chant of a mountain folk game and the title of
Jesse Stuart's
widely acclaimed narrative about teaching in Appalachian Kentucky (Stuart,
1949). Each case
developed in the project will be available in both a multimedia and hard copy
format and must
meet the following criteria:
- Consist of a true story capturing the types of dilemmas and
accomplishments teachers
experience in policy-driven reform.
- Relate to one or more of the state adopted teacher performance standards
consistent
with national standards: not as a formula, but as an illustration of rich and
detailed depictions of
classroom practice.
- Provide views of the possible, what we refer to as images of
aspiration.
Teaching With Cases
Although the case method has been most closely associated with professional
schools, it
can be used in any discipline when the objective is to develop analytical
thinking about complex
issues. The following suggestions for effective case teaching are based on our
experiences
integrating cases into UK courses for both new and experienced teachers and
our observations of
case teaching in several professional schools at various universities.
- There is no formula for case use in a course except need for a
purposeful and carefully
crafted fit with key topics and issues. The case must be a vehicle for
introducing new topics in
the course, or extending the learning that is already occurring. This is
essential to avoid contrived
connections and the use of cases as mere adjuncts to existing curriculum. The
importance of the
well-conceived, planned fit between the case and the course cannot be
overemphasized: whether
in hardcopy or CD-ROM format, there is limited value in a stand alone case.
- The use of a skillfully designed teaching note or guide accompanying the
case enables
the case facilitator to stay focused on significant issues within a basic
framework for discussion.
The basic framework we use typically consists of the follow
A) What factors help explain the main character's chosen course of
action?
B) What are alternative courses of action?
C) What are the possible consequences of each course of action?
When using cases that depict the dilemmas and achievements of
accomplished teachers in
the context of educational reform, we involve students in a considerable
amount of inquiry about
the pedagogy depicted in the case: In what ways does this teaching relate to
philosophies of
reform, to Kentucky's teacher performance standards, to national standards?
What issues emerge
about transforming practice? Has practice changed? Such specific discussion
questions within
the basic framework are what make a case work well and can be adjusted
according to the
facilitator's desired emphasis.
- Students need to know what is expected of them in case discussions and
the reward
system must be commensurate with the expectations. Students should come
to class fully
prepared to discuss the assigned case which often includes a prior written
assignment. Each
student will be called upon during discussion and is expected to support a
position with case
facts and/or other material from the course. (With classes under thirty, each
student is called
upon; for larger classes all students should be aware that they may be called
upon.) We strongly
emphasize using various readings to examine issues in the case, underscoring
that a case is part
of the overall progression of the class; often cases will be revisited at later
points during the
course. Class participation is 35% of the grade but certainly not limited to
case discussions. The
case method is one component of an instructional mix that includes
lecture/discussions,
cooperative learning, group presentations, and in class performance events.
In offering these suggestions we are well aware there is no one right way to
teach a case:
each time we teach a case, the approach is refined(3). As we expand our use
of the case method,
to multimedia cases, the possibilities for creative teaching applications are
limited only by the
boundaries of one's imagination.
Technology and Case Method
We envision CD-ROM cases, to become available in mid-1995, meeting a
wide array of
professional needs. First, the CD cases should enhance teacher preparation.
For example, class
discussions may be augmented by students' prior viewing of a case. Recently,
masters level
students suggested that they use the CD-ROM to prepare for class to gain a
far richer
understanding of the issues prior to the case discussion. After class, students
working alone or in
groups can continue to explore the case and its resources. Throughout the
process, the on-line
notebook tools that document the students' questions and reflections may
provide creative
opportunities for innovative assessments of students' progress.
Curriculum for distance learning is avenue for using CD-ROM case
materials. The
instructor can conduct the case discussion via interactive video, simulating
the immediacy of a
classroom. CD materials might also be shared electronically via multi user
shared environments
(MUSE), networked computers that would enable case viewers at physically
separate locations to
share screens and work simultaneously on the same case. Again, proximity is
created through the
CD even though the participants may be at considerable distance from one
another.
The compact discs can be used as part of ongoing professional
development for
experienced teachers. The program's e-mail and internet video conferencing
tools will link
experienced teachers at diverse geographic locations. They can discuss issues
raised in the case
that are pertinent to their implementation of reform. Beginning teachers can
also interact with
experienced teachers throughout the state or nationally. Mentoring activities
are now possible on
a immediate basis. These collaborative activities underscore how even a
self-contained CD ROM
can preserve the key feature of the case method: Intense participation in the
discussion of
professional dilemmas and pedagogical issues.
Multimedia Cases on CD-ROM
When using a Common Thread Case in a compact disc (CD-R) format,
teachers will have
multiple ways of studying real images of good practice and simultaneous
access to tools that
intensify full participation in the case story. The text of each case is rendered
as an "animated
narrative" through the use of video clips, high quality graphics, photography,
and audio
narration.
The interactive multimedia portrayals of the case allow the user to read
the complete
narrative, hear commentary by the case subject, or listen to remarks by other
teachers concerning
the case. The program also contains tools and resources that supplement the
study of the case.
Teaching notes, case exhibits such as lesson plans, bibliographic references,
and teacher
performance standards are referenced to specific portions of the case.
Communication tools such
as an on-line personal notebook or electronic mail enable the user to annotate
the case or discuss
its dilemmas with other teachers in diverse geographic locations.
The multiple representations of the case story work in concert to
familiarize the user with
teaching practice that is related to state performance standards. As Eisner
(1993) notes, visual
images are immediate and give information all at once. One's comprehension,
storage, and
retrieval of visual information occurs instantly. In contrast, the narrative
images develop over
time as the written story unfolds. For example, we read portions of the text
sequentially, each
building a portion of the over all picture, creating a context for the final,
holistic image.
The interactive computing program employs a thematic metaphor of
weaving, consistent
with the case title Common Thread Cases. In this way, the conceptual task is
visually framed for
the user: to weave the standards-based practice depicted in the case into his
or her thinking about
classroom experience. Using a variety of on-line tools and resources, the user
can move back and
forth between the multimedia case and the resources to explore the issues and
problems posed in
the case (re: insert on The Common Thread Case Series).
Student Responses to the Case Method
Since we are still in the final design stages of the multimedia cases, our
research to date
has been focused only on students' involvement with hardcopy cases.
Hardcopy cases have been
integrated into the core curriculum of the UK Masters with Initial
Certification (MIC) Program.
Currently, the program consists of 27 students preparing for careers as
secondary teachers in
English, math, social studies, science, and foreign language. Over half the
students are
non-traditional, entering teaching from other careers such as engineering,
university
administration, and environmental science. During the fall semester (1994),
we incorporated 5
cases related to reform into a team taught core curriculum. Three of the cases
were about
controversial issues concerning teacher ethics and curriculum selection. Two
were of
accomplished teachers whose pedagogy is illustrative of selected state
performance standards.
These two cases were from the Common Thread Project.
Twenty-three out of a possible 27 MIC students responded to a
questionnaire about the
case method. Students were asked several questions, including:
- Compare the case method of instruction with other
methods such as lecture,
cooperative
learning and discussion. Ten students reported that they liked it
better or much better
than other methods, 3 students said they found cases useful and the approach
should be used in
conjunction with other methods, 10 described it as quite valuable without
stating any preference
compared with other methods. The three descriptors that appeared most often
were realistic (7),
engaging (5), and relevant (5). Two students who used the term realistic went
on to describe how
cases "grounded" them. Another comment typified a prevalent sentiment,
"because they are true
rather than hypothetical and represent what we will face, I really put myself
in the situation."
- What do you consider to be the benefits and limitations of this
approach when used
with masters level students such as yourself? Seven responses
conveyed the idea that
cases promoted confidence and clarity by providing an opportunity to
formulate beliefs and /or
anticipate actions; four responses focused on cases as vehicles for learning to
think critically.
Several students paraphrased the answers given in the first question and two
elaborated on the
effectiveness of cases for developing judgment. One student pointed out what
to him was a
limitation: "I'm not sure whether my stated course of action will have any
effect on what I might
really do in a similar situation."
In addition to these general responses about case methodology, students also
showed
unusual recall about key issues depicted in the cases. For example, four
months after a case was
discussed the majority of students described the essential components of a
teacher's high
expectations for her students. We anticipate that CD-ROM cases, because of
the multimedia
presentation, will substantially enhance this result.
We are eager to learn how faculty in other disciplines use the case
method. If you are
interested in becoming involved in conversations about cases, please contact
us. Traci Bliss at
606-257-4127 and Joan Mazur at 606-257-4896.
Endnotes
- Policy-driven reform is used to differentiate the type of reform
underway in Kentucky,
from reforms that teachers elect to participate in such as the Coalition of
Essential University.
- Ric Hovda, professor of Early and Middle Childhood Education at the
University of
Louisville is, a co-director of the Common Threads Cases project. He is also
the Associate
Director of the Center for Collaborative Research at the University of
Louisville.
- For additional hints on effective case teaching, see William M. Welty,
"Discussion Method
Teaching." Change, July-August, 1989.
- The Council for Better Education filed its suit in 1986 alleging that
Kentucky's entire system
of common schools was inequitable and therefore unconstitutional. Argued
before the Kentucky
Supreme Court in 1989-90 by Bert T. Combs, former Governor of Kentucky,
the court found for
the plaintiffs in Council for Better Education vs. Rose (l 989).
References
Eisner, E. W. (1993). Forms of
understanding and the future of educational research.
Educational
Researcher, 22(7), 5-11.
Shulman, J. (1992). Case methods in
teaching education. New York: Teacher's College
Press.
Stuart, J. (1949). The thread that runs so
true. New York: Charles Scribner's Sons.
Welty, W. (1489). Discussion method
teaching. Change, 21(4), 40-49.
For a more in depth discussion of issues raised in this article please see
Bliss and Mazur in
Colbert, J., Desberg, P., & Trimble, K. (In press) The case for education:
Contemporary
strategies for using case methods. Boston: Allyn Bacon.
From the initial screen, shown in Figure 1, selecting The
KERA Context Button launches a presentation of historical and descriptive information about the
Kentucky Education Reform Act. Through a series of screens, the user hears the story of the
successful lawsuit, initiated by 66 property-poor school districts, that inaugurated education
reform in Kentucky. The story is enhanced with images of schools, teachers, and students. One
also hears about form Kentucky Governor Bert Combs, the reformer who argued the case and
who was unrelenting in his efforts to change the common school system.
Figure 1: Through a series of
screens the
users heads and views historical and descriptive information about the Kentucky Reform
Act.
The Case Content Map, one of the many features in this
program, displays the wealth of pedagogical information available to the case user. This
arrangement of case topics enables the user to strategically navigate throughout the case for
specific content. The Content Map also serves as a locator in the web of case content and
shading indicates a user's previous visits to the content item. These features are essential during
subsequent uses of the case when a user may be examining one program or approach in a focused
study.
Figure 2: The Case Content
Map allows the
user to strategically navigate to specific topics.
Figure 3 shows the various on-line features that can be used to supplement study
and discussion
of the case.
Figure 4: The
Common Thread Case
interface is designed to function in two significant ways. It is an on-line storyteller that sets a
context and presents a narrative embellished with multimedia representations to provide
recognizable images of good teaching. The interface is also a communication tool that will
support teacher discourse about common issues in transforming practice.
The Teaching and Learning Center
maintains a library of books, journals,
newsletters, videos and computer software programs regarding various
aspects of teaching and
learning. The attached selections and more are available at the Teaching and
Learning Center, 7
Gillis Building.
The TLC has computers available for faculty use. These computers are
loaded with
software which can produce color overheads, graphics, and other printed
media. A color scanner
is also available for transferring images from hard copy to computer disk.
Software packages
such as Aldus Persuasion, Powerpoint, Wordperfect, Lotus 123, Photo
Finisher, and others are
available for use on these computers.
Student Development & Learning
Interactive Learning Events: A Guide for
Facilitators
by Ken Jones
This text is designed to assist facilitators
in the educational
context and reflects the growing interest in the use of interactive learning
methods such as
simulations, role-play, exercises, games and discussions which encourage
more active learner
participation.
Improving Higher Education
Improving College Teaching: Strategies for Developing Instructional
Effectiveness
by Maryellen Weimer
This book describes how colleges and
universities can
provide faculty with resources,
support and incentives that will promote teaching improvement.
Teaching Diverse Groups of Students
Gender and University Teaching: A Negotiated Difference
by Anne Statham, Laurel Richardson and Judith A. Cook
A study examining university teaching
from several perspectives: what male and female professors do in the
classroom, their perceptions and feelings about teaching, and how students
respond. It also integrates several social psychological approaches to gender
with recent feminist
formulations.
Teaching College Freshman
by Betty LaSere Erickson and Diane Weltner Strommer
This book offers practical guidance to
new and veteran faculty on how to most
effectively teach and create academic support systems for college students in
their first, most
critical year. It identifies common freshman anxieties, assumptions and habits
that can impede
learning progress and what faculty can do to overcome and eliminate these
obstacles.
The Aims of College Teaching
by Kenneth E. Eble
This book clarifies the aims of teaching,
explains how instructors have strayed, and
shows what must be done to return college teaching to its true purpose.
Faculty Advancement
The Teaching Portfolio: A Practical Guide to Improved Performance and
Promotion/Tenure Decisions
by Peter
Seldin
A valuable resource for both the
individual faculty members and for college and
university administrators who desire increased recognition of good
teaching.
For more information on the Teaching and Learning Center Library, see
Teaching at UK,Volume 2,
Number 2.
Posted July 1, 1997
http://www.uky.edu/UndergraduateStudies/tlc/news/newsltr1-1.html
Back to Main Menu
TLC Newsletters
UK Reports