Instead, the case method is based on the principle that real education consists of the cumulative and unending acquisition, combination and reordering of learning experiences.
This process may help in identifying more options for study at a later date.
Case Selection Step 1: Define Criteria The first step was to develop a request for case study nomiÂ nations.
Velenchik (1995) highlights four pedagogical issues addressed by the case method: .
This educational taxonomy was originally proposed by Bloom (1956) and, even if not uncontested, it provides a transparent and structured approach to the development of students’ skills.
Case Study Selection and Compilation 8study team decided to provide a 1Âyear grace period and accept projects completed between 19.
Six of the case study nominations fell outside of that period and, thus, were deleted from further consideration for this study.
First, the best-learned lessons are the ones that students teach themselves, through their own struggles.
Second, many of the most useful kinds of understanding and judgement cannot be taught but must be learned through practical experience.
When instructors assign problems or papers in a course, they are motivated by a similar concern: by working through the problem set on their own or writing the paper, students reach a deeper understanding of the concepts and ideas than they would have if they only read the text or listened passively to lectures.
Case method teaching extends this principle to make preparing for class and the class session itself an active learning experience for students.