Case Studies กิตติศักดิ์ อัจฉริยะขจร (DVM, MS, PhD) ภาควิชาอายุรศาตร์ คณะสัตว แพทยศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย

Case studies Narrative of actual event that bring students and teachers in an attempt to examine, discuss, and advance solutions to realistic problem situation

Structure of Active Learning Elements Elements Talking and listening Writing Reading Reflecting Learning strategies Small groups, Cooperative work, Case studies, Simulations, Discussions Problem solving, Journal writing Teaching Resources Readings, Homework assignments, Outside speakers, Teaching technology, Commercial and Educational Televisions Meyers & Jones, 1993

Case studies : Active Learning Basic Element Learning Strategies Teaching Resources

Elements Building block activities of active learning – Talking and listening – Writing – Reading – Reflecting

Talking and listening Listening from our insight as teachers can valuable prelude to active learning Problem: Teachers talk too much (sometimes) Talking: student need to speak in order to clarify what they have heard, read, observed or experienced. Talking clarifies thinking!!!!

Writing: heart of active learning Clarify thinking Communication to readers Help student explore their own thinking about concepts and issue expanding their mental structure Write crates order, sense, meaning,….. Hand/Eye/Brain

Reading Understand what others think Critical reading involves: – Scanning – Identifying – Sorting – Prioritizing information – etc… Reading assignments

Reflecting Silence in the classroom: necessary for idea to mature Student journals: what they think and feel about issue, concept, and events.

Primary Assumptions 1. Learning is by its very nature an active process and 2. Different people learn in different ways

Process of Education Self-development Learning is truly meaningful only when learners have taken knowledge and made it their own.

Purpose of case studies Realistic world brought to the class Pulling them to discussion and problem solving with their class mate Students are the driving force. They must collaborate and supply energy to make it success.

Selecting or writing a good case study Cases tell story Case put students into shoes of main characters (stop talking about ‘the case’ but become immersed in the situation) Length of time and complexity of case must be matched to the level of student.

Teaching The Case Study: Step Teacher’s role Know the case study backward and forward Structure the classroom environment for the best possible interaction Review the basic of raising questions and monitoring

Case Studies Successful case study involves – Student – teacher interaction – Collaboration – Problem solving – Reflection – Extensive discussion

Students Group-interaction skills Response to ideas Contributions of classmates Apply career and life experience

Students Involving in discussions – Call for high level Reasoning Analyzing situation Forming judgment Evaluation solution

Teachers Training ground: to guide student learning and interactions

Case studies Basic level – A case study set up a problem to be solved or a question to be answered

What happens in a case study? Student Receive information Participate in group discussion Reflect

Raising questions and monitoring Teacher Discussion starters Probing and challenge questions Connecting questions Predictive and hypothetical questions Analytical and evaluative questions Summary questions

In the Classroom Teacher Helping: actively participate and learn Listening: good question depends on hearing correctly Monitoring: creating a relaxed environment in which all ideas are encouraged and giving an equal opportunity to contribute

Case Study Grades: An example Evaluation based on – 4.0 (A) Contributed frequently and appropriately; apply relevant data and theory to the problem... – 3.0 (B) Contributed regularly, offer solution without explanation……. – 2.0 (C) Contributed a few times, offer some new information,….. – 1.0 (D) Was absent, but contributed minimally to case study – 0.0 (F) Absent from class without excuse

Example: Faculty of Veterinary Science Course: Bovine health management 6 th year Veterinary student Case: Dairy farm production and herd health management Real farm situations Diversity of problems to be examined

Farm Data Production Herd size/ housing Number of cattle Feed and Feed management Herd problems: observe, identify, prioritize, suggestion

Dairy herd health management

Assignments: Data and info gathering Reading Assignments: Theory and Scientific research journals Farm data self investigation Analysis of farm performance

Practices Hand on Examine the situation: Mastitis and milk quality Sample collection

Presentation and Class Discussion 5-6 farm cases: Seminar Questions and comments Student 40: teacher 4-5 Evaluation

Questions: Example What is the most important issue related to farm production? What is your suggestion for herd health improvement? Any consequence on your suggestions?

Writing farm evaluation report including suggestions Report of herd production and health management Suggestion: realistic and appropriate

Further Readings Meyers & Jones, Promoting Active Learning: Strategies for the college classroom. Clyde Freeman Herreid, Case Studies in Science: A Novel Method of Science Education. ng/novel.html ng/novel.html