Teaching and learning styles are, by their very nature, changing and in recent years there has been a noticeable move from lecture-based activities towards more student-centred activities.
Summary - Assess performance identification of symptoms - Define problems and opportunities While preparing for the case discussion, the student can also make notes with respect to the key aspects of the situation and the case analysis.
These could Case study related to communication skills points such as the following: Which industry is referred to? Case Discussions in the Classroom A classroom case discussion is usually guided by the instructor.
Students are expected to participate in the discussion and present their views. In some cases, the instructor may adopt a particular view, and challenge the students to respond.
During the discussion, while a student presents his point of view, others may question or challenge him. Case instructors usually encourage innovative ways of looking at and analyzing problems, and arriving at possible alternatives.
The interaction among students, and between the students and the instructor, must take place in a constructive and positive manner. Such interactions help to improve the analytical, communication, and interpersonal skills of the students.
Students must be careful that the contributions they make to the discussion are relevant, and based on a sound analysis of the information presented in the case.
Students can also refer to the notes they have prepared during the course of their preparation for the case discussion. The instructor may ask questions to the class at random about the case study itself or about the views put forward by an individual student.
If a student has some new insights about the issues at hand, she is usually encouraged to share them with the class.
Students must respond when the instructor asks some pertinent questions. The importance of preparing beforehand cannot be emphasized enough — a student will be able to participate meaningfully in the case discussion only if he is knowledgeable about the facts of the case, and has done a systematic case analysis.
A case discussion may end with the instructor or a student summarizing the key learning points or 'takeaways' of the session. Student performance in case discussions is usually evaluated, and is a significant factor in assessing overall performance in the course.
The extent of participation is never the sole criterion in the evaluation — the quality of the participation is an equally or more important criterion. Working in a Group If a group of students is asked to analyze a case, they must ensure that they meet to discuss and analyze the case, by getting together for a group meeting at a suitable time and location.
The group must ensure that all the group members contribute to the preparation and discussion. It is important that the group is able to work as a cohesive team —problems between team members are likely to have an adverse impact on the group's overall performance. Preparing a Written Case Analysis Quite often, a written analysis of the case may be a part of the internal evaluation process.
When a written analysis of a case is required, the student must ensure that the analysis is properly structured. An instructor may provide specific guidelines about how the analysis is to be structured.
However, when submitting an analysis, the student must ensure that it is neat and free from any factual, language and grammar errors. In fact, this is a requirement for any report that a student may submit — not just a case analysis.
Making a Case Presentation The instructor may ask a group of students to present their analysis and recommendations to the class. Alternatively, an individual student can also be asked to make a presentation. The key to a good presentation is good preparation.
If the case has been studied and analyzed thoroughly, the content of the presentation should present no problems. However, a presentation is more than the content. Some of points that need to be kept in mind when making a case presentation are: Stick to the time limits set by the instructor.
Evaluating Student Performance The evaluation of a student's performance in a case-driven course can be based on some or all of the following factors: Benefits from the Case Method The case benefit has several advantages over traditional teaching methods.Examine listening skills, appropriate and strategic verbal and non-verbal communication skills, and how to assemble a conflict management plan likely to yield positive resolutions.
Upon completing this course, you will be able to: . Teaching Materials Using Case Studies by Claire Davis and Elizabeth Wilcock. A booklet in the 12 Guides to Lecturers series published by the UK Centre for Materials Education.
This guide explores the use of the case-based approach to support engineering education and, more specifically, their role in Materials Science related Higher Education courses. Nurse’s TouCh™: ProfessIoNAL CommuNICATIoN to next video case study.
Communication options provide student the ability to select appropriate verbal and nonverbal responses for the individual Interprofessional communication skills will facilitate interdisciplinary. Case Study On Interpersonal Communication At Workplace.
Interpersonal Skills Program Overview: The way employees communicate dramatically affects morale, teamwork, productivity, employee retention, customer relations and the bottom line for any organization – Profits!
Interpersonal communication is truly an art, but it's also a science. The science of clear communication.
ii Sayers, Richard Principles of awareness-raising: Information literacy, a case study. Bangkok: UNESCO Bangkok, pages 1. Information literacy.
Conflict Resolution, 5 diagnostic, and prescriptive competencies are practiced and honed” (Stolovitch & Keeps, , p. 46). The case study method is essential in the situation of conflict resolution.