1. Stories in Pieces: Using Continuous Case Studies to Assess Student Learning
Dr. Matt Grimes
Radford University,
School of Teacher Education and Leadership

2. Why Case Studies?
Problem-Based Learning (PBL; Barrows & Tamblyn, 1980)
Case studies (Stanford Center for Teaching and Learning, 1994)
Case-based Learning (Hmelo-Silver, 2004)
Learning through continuous case studies (Nilson, 2010; 2013)

3. The Continuous Case Study
Instead of this… As a new teacher, you are placed in a 3rd grade classroom that is designated for reading recovery, gifted grouping, and as an inclusion classroom. Shay often finishes her work quickly and gets bored. Ty has been identified as having bi-polar disorder. James is reading at a 1st grade level. Shay’s boredom leads to her distracting other students. Ty has challenging emotional swings on a daily basis. James does not have anyone outside of school to help him advance his reading skills. How will you plan for your class? What specific challenges do you anticipate? How will you address each of these challenges?

4. The Continuous Case Study (cont’d)
Try this… Part 1: Meeting the needs of Students identified as gifted As a new teacher, you are placed in a 3rd grade classroom that is designated for reading recovery, gifted grouping, and as an inclusion classroom. One of your gifted students, Shay, often finishes her work quickly and gets bored. Shay’s boredom leads to her distracting other students. Her previous teachers note that she has a vivid imagination, and enjoys drawing and writing stories. What have you learned about working with students who are identified as gifted? Provide specific examples from the course content. How will you prepare to work with Shay?

5. The Continuous Case Study (cont’d)1
Try this… Part 1: Meeting the needs of students identified as gifted As a new teacher, you are placed in a 3rd grade classroom that is designated for reading recovery, gifted grouping, and as an inclusion classroom. One of your gifted students, Shay, often finishes her work quickly and gets bored. Shay’s boredom leads to her distracting other students. Her previous teachers note that she has a vivid imagination, and enjoys drawing and writing stories. What have you learned about working with students who are identified as gifted? Provide specific examples from the course content. How will you prepare to work with Shay? 2 3

6. Benefits of the Continuous Case
Specific course content, addressed over time
Ongoing, realistic application
“Cliffhanger” storyline
More than one “correct” response!
Deeper Learning!
(Atkinson, 2008; Hmelo-Silver, 2004; Nilson, 2010; Nilson, 2013; etc.!)

7. Creating a Continuous Case
STEP 1: Select course content STEP 2: Develop a story STEP 3: Segment the story STEP 4: Formulate the problem(s) STEP 5: Continuous revision!

8. STEP 1: Select course content
Specific
Relevant
Segmentability!
Practice: What is specific, relevant, segmentable content in a course that you teach?

9. STEP 2: Develop a Story Relevant ~Realistic Compelling
Critical components (Atkinson, 2008)
Setting + characters
Plot
Practice: Outline a story you could tell that could be realistic and compelling to students in your course.

10. STEP 3: Segment the Story
# of segments = # of pieces* of course content
*or “combined pieces”
Critical components (Atkinson, 2008)
Introduction (overall storyline)
Segments (be reasonable!)
Conclusion (for closure)
Practice: Create segments by outlining your story with specific course content (pick one piece).

11. STEP 4: Formulate the Problem(s)
Option 1: Ongoing conflict
Option 2: Multiple conflicts
Option 3: Both!
Decide prior to unveiling the case to students!
Practice: Select an option that matches your plot. Make note of which option you selected and why.

12. STEP 5: Continuous Revision!
Adapt to students’ needs
Formative v. summative impact
Add relevant content?
Knowledgecognitiondeeper learning!
In groups of 2-3
Practice: Concisely explain your plan. Share…
Content-in-Story
Plot & conflict(s)

13. Creating a Continuous Case
STEP 1: Select course content STEP 2: Develop a story STEP 3: Segment the story STEP 4: Formulate the problem(s) STEP 5: Continuous revision!

14. Fin.
Questions???

15. References
Atkinson, T. (2008). Using creative writing techniques to enhance the case study method in research integrity and ethics courses. Journal of Academic Ethics, 6(1),
Barrows, H. S., & Tamblyn, R. (1980). Problem-based learning: an approach to medical education. Springer, New York.
Global Travel and Tourism Partnership, The (GTTP), (2015). How to write a case study. Retrieved, July, 18, 2015 from:
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3),
(cover image) Linsdell, J. Book Packaging. Retrieved from
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco, CA: Jossey-Bass.
Nilson, L. B. (2013). Creating self-regulated learners: Strategies to strengthen students' self-awareness and learning skills. Sterling, VA: Stylus Publishing, LLC.
Stanford Center for Teaching and Learning, (1994). Speaking of teaching. Stanford University Newsletter on Teaching, (5)2, 1-4.