Road testing your cases

collection_000000983930Cases submitted to The Case Centre’s collection must have been taught at least twice in the classroom, and we suggest that the sessions be reviewed by a peer. I’m sometimes asked why this is necessary.

Refine and improve

The reason is that this gives every author an opportunity to refine and improve the case in light of how it performs in the classroom, using his or her own experience in teaching it, combined with feedback through peer observation. We ask authors to share with us their feedback and how it has impacted on improving the case.

Using feedback

In relation to this, I’ve been following with great interest a discussion among educational developers on how peer and student observation can be used by teachers. I thought I’d share some of their conclusions as the techniques could be used to review a newly-written case as well as by anyone wishing to improve their case teaching.handup_IMG_1910-3 (1)

Students as consultants

Professor Mick Healey of the University of Gloucestershire, UK, highlights that more attention is being given to teachers using students as ‘consultants’ (observers/commentators). Professor Healey suggests inviting a student that you do not teach, preferably from a different department (personally, I would suggest a different business discipline), to come into a teaching/learning session and ask them to notice how the students are performing.

Revealing

The advice is to then talk to them afterwards in a relaxed setting, such as a coffee bar. This approach often reveals things that students on your course would not tell you directly.

engagement_through_partnershipI think this is an excellent idea that would work well in combination with the peer classroom observation we recommend to case authors, as well as for case teaching.

If you’d like to read more about this approach, Professor Healey has written a case study based on the work of Alison Cook-Sather at Bryn Mawr College.

 

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