Case Method of Teaching

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

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H-9 Islamabad

Jan, 2009

1

Ministry of EducationFederal College of Education

H-9 Islamabad

MODULE ON


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



There are various methods of teaching. These methods are

given below.

1. Lecture methods

2. Brain storming method


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


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


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


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


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


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.


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


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


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.


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


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


Case Method of Teaching

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