UsingCasesinLarge-EnrollmentClasses.pptVIP

Using Cases in Large-Enrollment Classes Authentic (real-world) problem solving opportunity Active (Discovery) Learning Informs my teaching and the student’s learning Teaching Goals: Engage Mastery as measured by transfer of knowledge: Acquire discipline-specific concepts and facts Develop the ability to interpret data Draw reasonable inferences from observations. Apply this knowledge to new situations and select appropriate course of action to solve problems. I need to be able to measure how successful this has been (assessment) Frustrations: Formal assessment without grading support is limited to multiple-choice tests. Most everything else is debilitating. Formative assessments to gage understanding: questioning, discussion, even show of knowledge through raising hands problematic in huge groups (shyness, low motivation without reward) My Class fulfills general education requirement, so mixed enthusiasm and background. If you can’t make it count, students won’t think it counts. What Makes a Case Good for Large Classes Must Address a Major Learning Goal Introductory Classes: simple, brief, controllable, and gradable (eventually). Allows the students to discover their own initial knowledge, and want to pursue more knowledge in order to solve a problem. Interrupted when they students realize they want to know something, then they get that material. Provides opportunity to practice and put into use what they have learned. Allows instructor to measure learning. Steps (Mazur/Mestre) Groups discuss problem and make predictions and select their answer. Challenging problem so that it requires input (interpretation/analysis) from several people Instructor asks groups explain and defend the merits of their answer. Groups can select to change their answer. Instructor shows the results of the experiment and allows groups to discuss and devise an explanation. Follow-up with more problems. Case Study: Sweet Indigestion Assessments Practice short answer homework on web: ident