Case study teaching is more than merely using a teaching method. Group interaction through a case study helps learners dialogue the countless what-ifs that almost any situational analysis can create. Group interaction is one of the essentials of sound teaching practice because case studies are experiential, drawing from a learner's past, present and future.
Through case studies, learners draw from past learning and past experiences that may be similar to the issue being studied. Learners are participating experientially in the setting and elements of the study - a present experience. Finally, they are laying a foundation by building life skills useful when facing similar circumstances - planning for the future. The case study is one of several teaching approaches that address how some adults prefer to connect with new material.
Case studies from the real world are intended to be realistic - if not genuinely real based on news accounts and so forth - that place learners in a reflective and thought-provoking learning setting. Without some level of authenticity, the learning potential is diminished greatly.
The burden, as always, is on the teacher. More preparation is required than merely reviewing the content of the assignments. Teachers must become fully familiar with the setting and circumstances and be able to provide necessary explanation of these to learners.
Case studies can call for learners to interact in several ways. The most common is to discuss the topic and identify specific issues from the circumstance or experience. Yet not all learners are entirely comfortable discussing solutions, especially if the case study happens to hit close to home. A technique called free writing can be used, allowing learners to write thoughts and reactions to the case. This allows learners to reflect, think and write without comments from others interrupting their train of thought. Others prefer writing to speaking in general.
Teachers who want to use case studies must plan each part of the teaching approach carefully.
Set up the room before learners arrive - Organize the room for small groups. The smaller the group, the more likely you will receive different responses or solutions from the class as a whole.
Assign group leaders in advance - Enlist leaders as they arrive to sit in specific locations and be group coordinators or provide the case in advance to specific learners, asking them to research the case and come prepared to guide the conversation in a specific direction.
Set the ground rules - Establish time and discussion rules and limits.
Avoid influencing the group - Walk around the room once or twice to make sure groups are on task and have no questions.
Allow time for reports - Every group should have an adequate and equal amount of time for presenting its findings.
Discourage efforts to critique or argue - In most instances, groups will come to valid and useful conclusions if the case study is clear enough.
Consider the take-away value
Scholars and educational specialists have lived by a simple standard for decades. We recall about 10 percent of what we hear, but recall for longer periods more than 90 percent of what we do. Case studies fall into the do category. If your goal is to help learners take away from class something that will have long-term impact on their lives, include case study activities in your teaching portfolio.