Post on 22-Jan-2023
GOVERNMENT OF PAKISTANMinistry of Education
PLANNING AND POLICY WING(Project Management Unit)
MODULE-28
Case Method of Teaching
Under the CIDA supported projectCapacity Building of the Teacher Training Institutions of MoE and
Training of Elementary School Teachers in ICT
Federal College of Education
Ministry of EducationFederal College of Education
H-9 Islamabad
MODULE ON
Case Method of Teaching
Prepared by: Wasiullah
Sajid Khan Simki Rani
Under the guidance of:
Prof. Talat Khurshed
Director FCE
Under the CIDA supported projectCapacity Building of the Teacher Training Institutions of
MoE and Training of Elementary School Teachers in ICT
Jan 2009
ii
CONTENTS OF MODULE
Sr. # Topics Page Number
1. Objectives of module 02
2. What is Communication? 03
3. Basic Forms of Communication 04
4. The Communication Flow in the
Organization
06
5. Ways of Communication 10
6. Characteristics of Effective
Communication
11
7. Barriers to Effective Communication 13
8. Communication Skills 15
9. Benefits of good communication skills 18
10. Improve your communication skills. 19
11. Effective Written Communication 22
12. Effective Oral Communication 23
13. Effective oral communication skills
to help students
24
14. Bibliography 25
MODULE ON Case Method of Teaching 3
Objectives of the Module
Objectives
After going through this module the reader should
be able to:
Understand the Case Method of Teaching
Follow the case method of teaching in practical
life situation
Develop cases relevant to teaching learning
process
MODULE ON Case Method of Teaching 4
Case Method of Teaching
There are various methods of teaching. These methods are
given below.
1. Lecture methods
2. Brain storming method
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3. Play way method
4. Simulation method
5. Project method
6. Communicative method
7. Case method
What is case?
A case is happening, an event or a story which has a
main theme or an issue at stake. The length of the case
varies. There can be one paragraph case and there can be
several pages case. A case may have one issue at stake or
it may have several issues in it. Each issue may have one
solution or more than one solution. It is for the Case
Analyst to identify issue or issues in the case. It
depends on the analytical skills and capabilities of the
case analyst. How quickly he can analyze the case,
identify the issue and find solutions.
There can be three types of cases. An actual event or
case can be taken from the actual life situation for
analysis. A pre fabricated/fake case can be developed
MODULE ON Case Method of Teaching 6
which can look like real life case. Students can be given
an idea or a theme and asked to develop a case on the
idea/theme. Case developed is to be presented and after
approval, the same can be analyzed.
Case Analysis Framework
Case can be analyzed in several ways, but the following
is the most systematic way to analyze the case.
Summary of the case
After reading the case again and again a brief summary
or précis of the case can be prepared. The summary should
neither be so lengthy that unnecessary details are given,
nor so short to leave key facts and information unattended.
Moreover the case should not be reproduced as it is. A best
summary can be prepared after the case is fully understood
and comprehended.
Issue at Stake:
After preparing the summary, the main theme or focal
idea has to be identified in the case. Each case has a focal
MODULE ON Case Method of Teaching 7
idea/issue or issues which are to be identified. A case may
have one issue or several issues at stake. A person with
good analytical abilities and problem solving skills will
quickly identify the issue in the case.
Tools and techniques Applied:
Varies tools and techniques can be applied for the
analysis of the case. The simple techniques are common
sense. More complicated and complex tools/techniques can be
applied depending on the complexity of the case. Various
mathematical, statistical and research tools and techniques
are available which can be applied.
Analysis of the case
A case may be split into pieces and analyzed in detail,
so that problem is understood and solution could be
formulated.
Alternate Solution
After the problem is understood, alternate solutions
may be formulated. Solution should be technically and
economically feasible, financially viable, socially
MODULE ON Case Method of Teaching 8
acceptable, and logically sound and should not be against
the acceptable values, norms and ethos.
Best Solution
The best solution recommended should be supported by
reasons and logic. It is better to give more than one
solutions and recommend best solution. This will give a
choice to the superior to accept any one solution. The
superior in most of the cases will accept the best solution
recommended, provided it is supported by valid reasons.
Recommendations
Various recommendations are to be formulated for the
superior and each recommendation should start with problem
and recommend solution to redress the problem identified.
Implications
The recommended solution will have financial, technical
or administrative implications which are to be given at the
end of case analysis. There may be minor/ little
MODULE ON Case Method of Teaching 9
implications in the short term but the long term
implications may be enormous. So the superior has to he made
aware of all the short term, mid term and long term
implications of the recommendations.
Case I
NOTICE OF MEETING
The Headmaster was very much concerned about the
teachers’ absenteeism. In spite of verbal and written
instructions the problem still existed. He decided to call a
MODULE ON Case Method of Teaching 10
staff meeting. A short notice was prepared and quickly put
on the notice board. A call for next day meeting was
conveyed to all the teachers through the notice board.
Mr. Nadeem English Teacher was in hurry and without
looking at the Notice Board he passed through and went to
class 10th for teaching English. After teaching, he was
tired and went home. Being ignorant of the meeting, he
remained absent in the meeting which annoyed the Headmaster.
Next day Mr. Nadeem’s services were terminated as he was
working on contract basis.
MODULE ON Case Method of Teaching 11
Case II
Problem or Symptom
Mr. Ashraf, a student of 8th was not doing homework. He
was also not paying attention to the studies in the
class. The class Teacher advised him again & again but it
could not work. Ultimately the Class teacher decided to
struck off his name from the register and asked him not
to come to class next day.
Next day Mr. Ashraf again came to the class and started
weeping .He was taken to the office of the Head Teacher.
An enquiry officer was appointed to conduct enquiry into
the case. The enquiry officer completed the enquiry and
came up with the conclusion that Mr. Ashraf had some
psychological problem. He was always under stress and
tension and it was difficult for him to continue his
MODULE ON Case Method of Teaching 12
studies. Thus he should not be allowed to sit in the
class as his presence in the class can adversely affect
the studies of other children.
CASE III
What is difference?
The two schools in Haripur, are competing with each
other, they both try to achieve excellence in quality. Both
MODULE ON Case Method of Teaching 13
have the same quality teachers, the same curriculum, and the
same physical facilities.
School “A” is annually visited by supervisor who is
more critical. He would always pin point the mistakes, the
short comings. He would draw the attention of the Head
master to the short comings. He would criticize the
methodology, the educational activities.
School “B” has also a supervisor who is more informal
and would develop personal relationship with the teachers
and Head master. He would not only draw the attention to the
short comings but would suggest solutions. Useful guidance
is provided to teachers.
In spite of similar facilities, there is difference in
the quality of the education of both the schools. The Head
master of School is worried about the low quality of
education.
MODULE ON Case Method of Teaching 14
Case IV
Making Student Laugh
A foreign consultant went to school to observe the
teaching behavior of the teacher in the class. There was
complete silence in the class while the teacher was
teaching. The consultant asked the teacher to put life in
the class and make the students laugh.
The teacher tried his best to make the students laugh
through telling even jokes. The Consultant was asked to
go out of the class so that the children may feel
relaxed. All efforts of the teacher went in vain. When
MODULE ON Case Method of Teaching 15
the teacher said “Children you can now go home and
tomorrow the school will be closed and you may not come
to school” This made the children happy smiling and
jumping with joy. This was the only way to make the
students laugh.
Bibliography
B.S. Bloom, “Taxonomy of Educational Objectives, the Classification of Educational Goals”1956
K.C. Sekhar “Primary School Teacher Education Programme” 2001
R.H. Dave, “Developing and Writing Educational Objectives”, 1971
R.J. Marzano, “Designing A New Taxonomy of Educational Objectives”2001
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