Case study method testing theory. Case method in the educational process: description, stages, effectiveness. What are the cases
Material overview
Case technology. Case study method (“analysis of specific situations”).Selevko G.K. Modern educational technologies:Tutorial. - M.: National education, 1998. - 256 p.
History of the Case Study Method
The “homeland” of this method is the United States of America, and more precisely, the Harvard Business School.” It was first used in 1924. “The culturological basis for the emergence and development of the case method was the principle of “precedent” or “case”. “The Case Study method is most widely used in teaching economics and business sciences abroad. … At an early stage of its origin, this method was widely used in MBA graduate courses … This method of studying economics was proposed at Harvard University in America and has recently found wide distribution in the study of medicine, law, mathematics and other sciences. “In Russia, they began to use the case method in teaching in the 80s, first at Moscow State University, and then at academic and industry institutes, later at special training and retraining courses” [Smolyaninova O.G. Educational site on the case method of teaching and methods of its use in the educational process of KSU].
Case Study method educational resource
“The case method allows demonstrating academic theory from the point of view of real events... It “allows students to be interested in studying the subject, promotes the active assimilation of knowledge and skills in collecting, processing and analyzing information characterizing various situations” [Smolyaninova O.G. Educational site on the case method of teaching and methods of its use in the educational process of KSU]:
“A good “case”, as a rule, teaches us to look for non-trivial approaches, since it does not have the only correct solution. “I especially appreciate the independence of thinking in the method of working with “cases,” says Peter Ekman. “In real business, there are five or six ways to solve a problem. And although there is a classic solution for every situation, this does not mean that it will be optimal "You can make a good decision, and its results will lead to bad consequences. You can make a decision that everyone around you considers bad, but it will lead you to the desired results." [Davidenko V. How does a "case" differ from a suitcase?]
The CASE STUDY method promotes the development of various practical skills. “They can be described in one phrase - creative problem solving and the formation of the ability to analyze the situation and make decisions” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
The CASE STUDY method develops the following skills:
1. “Analytical skills.
These include: the ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present and extract it, find gaps in information and be able to restore them. Think clearly and logically. This is especially important when the information is not of high quality.
2. Practical skills.
The level of complexity of the problem presented in the case, reduced in comparison with the real situation, contributes to the formation in practice of the skills to use economic theory, methods and principles.
3. Creative skills.
One logic, as a rule, CASE does not solve the situation. Creative skills are very important in generating alternative solutions that cannot be found in a logical way.
4. Communication skills.
Among them are the following: the ability to lead a discussion, to convince others. Use visuals and other media, cooperate in groups, defend one's own point of view, convince opponents, write a concise, persuasive report.
5. Social skills.
During the discussion of CASE, certain social skills are developed: assessing people's behavior, the ability to listen, support in a discussion or argue an opposing opinion, control oneself, etc.
6. Introspection.
Disagreement in the discussion contributes to the awareness and analysis of the opinions of others and one's own. Emerging moral and ethical problems require the formation of social skills to solve them” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
CASE STUDY construction technology
The following main stages of creating CASEs are distinguished: defining goals, criteria-based selection of the situation, selection of the necessary sources of information, preparation of primary material in CASE, examination, preparation of methodological materials for its use [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
“1st stage. Determine the purpose of creating CASE, for example, training in effective communications within the enterprise. To do this, you can develop a CASE for a specific well-known enterprise, describing its communications used by managers to organize work with personnel within the company. Develop questions and tasks that will allow students to master various types of communications (meetings of different levels, annual report, in-house newspaper, announcements, briefings, etc.).
2nd stage. Identify a specific real situation or firm (sector of the economy) corresponding to the goal.
3rd stage. Carry out preliminary work on finding sources of information for CASE. You can use keyword search on the Internet, analysis of catalogs of printed publications, magazine articles, newspaper publications, statistical reports.
4th stage. Gather information and data for CASE using a variety of sources, including contact with the firm.
5th stage. Prepare a primary version of the presentation of the material in CASE. This stage includes layout, material layout, presentation form definition (video, print, etc.)
6th stage. Obtain permission to publish CASE, if the information contains data on a specific company.
7th stage. Discuss CASE with as wide an audience as possible and get peer review before trying it out. As a result of such an assessment, the necessary changes and improvement of CASE can be made.
8th stage. Prepare guidelines for the use of CASE. Develop tasks for students and possible questions for the discussion and presentation of CASE, describe the expected actions of students and the teacher at the time of the discussion of CASE.
The whole process of preparing a Case is based on the skills and abilities of working with information technology, which allows you to update existing knowledge, activates research activities. So, for example, at the stage of collecting information, various sources based on modern communications are used: television, video, computer dictionaries, encyclopedias or databases accessible through communication systems. Often these sources provide more extensive and more up-to-date information. The next stage of working with information is its processing, i.e. classification and analysis of the set of available facts to present a general picture of the phenomenon or event under study. For the convenience of working with numerical information, it is necessary to present it in the form of tables, graphs and diagrams. In this case, spreadsheets are the most effective tool. Next, students face the question of the presentation form Case, depending on which, you can use either the means of creating electronic multimedia presentations or desktop publishing systems” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]
A distinctive feature of this CASE STUDY method is the creation of a problem situation based on real life facts.
“The CASE STUDY method illustrates real life... In order for the learning process based on CASE to be effective, two points are important: a good CASE and a certain methodology for using it in the learning process... CASE is not just a true description of events, but a single information complex that allows you to understand the situation. In addition, it should include a set of questions that push to solve the problem. A good CASE should meet the following requirements:
– meet a clearly defined goal of creation
– have an appropriate level of difficulty
– illustrate several aspects of economic life
- do not become obsolete too quickly
- have a national color
- be up-to-date
- illustrate typical business situations
- develop analytical thinking
- provoke discussion
- have multiple solutions
Some scientists believe that cases are "dead" and "alive". “Dead” cases include cases that contain all the information necessary for analysis. To "revive" the case, it is necessary to build it in such a way as to provoke students to search for additional information for analysis. This allows the case to develop and remain relevant for a long time” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
There are several ways to get a "case" suitable for use in the educational process. First, you can buy a ready-made "case". It is inexpensive (Margvelashvili E., online article).
“It's not expensive, for example, one copy of the "case" developed at Harvard or Darden costs only $10. In the West, buying and selling "cases" prepared in business schools is a whole industry. Harvard alone produces about 700 "cases" a year. The full list of "cases" that can be purchased for use in the educational process from the same HBS includes more than 7,500 items. There are even special organizations like the European Case Clearing House that distribute "cases". In particular, ECCH brings together about 340 different participants, including business schools INSEAD, IESE, London Business School.”
"Information for the" case "can be obtained in two ways: conduct a special study (field research), which involves the collection of financial and other information directly in the company, or work with open sources."
“The first method is widely used by Western business schools, and the second (since no money is allocated for collecting information for writing case studies) has become widespread in Russia.
According to some estimates, the cost of field research ranges from 500 to several thousand dollars. As a rule, every major Western university or business school allocates a separate item in the budget for this, and a significant part of it is formed from the income that the university receives from the sale of its textbooks and student aids. But the budgets of Russian business schools, you understand, do not provide for such expenses.
The main problem faced by the authors implementing this method in Russia is the closeness of our business. “Representatives of companies,” notes Eleonora Vergiles, “sometimes interpret the concept of “trade secret” too broadly. Often, the authors have to change specific data, qualitative indicators, figures taken from the financial documents of the company that provided information about itself in the “case”. However, the general trend persists, demonstrating the positive or negative dynamics of the development of an enterprise or company.
In turn, the "cabinet method" is also imperfect. "Case studies" written using it, as a rule, suffer from a lack of technological, strategic information, the absence of specific figures that can only be taken from the company's financial and accounting documentation - and in Russia it does not fall into open sources. Actually, we have no one to write "cases". Russian business schools are mostly taught by theorists - people who have excellent academic background, but who are completely unaware of the real business environment. In addition, you also need to be able to write "cases", this is not a free-form essay for you. There are only a few specialists in Russia who have undergone appropriate training.” [Margvelashvili E. About the place of the "case" in the Russian business school // "Education abroad" No. 10, 2000].
“The cases themselves are usually written by experienced teachers or groups of students (graduate students) under their strict guidance. Compiling such training material requires painstaking work to collect facts and figures. The fate of each case study project largely depends on whether the company wants to disclose real information about its activities.
Many case authors describe the real problems of the company's management, and then agree with its management to change the numbers in the appropriate proportion. Often the names have to be changed. However, it also happens the other way around, when the company's management provides all kinds of assistance.
Most of the cases used in the world's business schools are written in American educational institutions. In particular, such well-known schools as Harvard and Wharton specialize in their preparation. Russian schools have not yet proven themselves in this field. This is understandable: firstly, such work is expensive. Secondly, companies are not interested in providing reliable information about themselves. “Those who prepare cases are even refused to be given the balance sheet of the enterprise, which the company sends to the tax office, although ideally it should be published in the press at all,” Igor Lipsits testifies. “Therefore, it is still very difficult to find a good case on the material of Russian reality.”
However, something has already been written and even published. At the II Moscow case competition, one of the organizers of which was Mr. Lipsitz, the participants were offered cases from Russian business practice for analysis. And the National Training Foundation has even begun a large-scale project to create a database of Russian cases. Work with "cases" is also dealt with in the framework of the MBA Advising courses offered by a number of Russian companies. So examples can already be found, and if you want to successfully study at a Western business school, our advice to you is to train, and the more the better.” [Davidenko V. How does a "case" differ from a suitcase?]
“In Russia, the market of “cases” is still only at the stage of formation. According to Konstantin Kontor, the main difficulty lies in the unwillingness or inability of business schools to pay a lot of money for "cases". Therefore, everyone strives to "pull" the material for free - for example, to borrow a collection of practical tasks and business games from a friend who has visited some Western business school, make the required number of photocopies from it and use them in their teaching practice. Unfortunately, this method is very common. And as long as the situation remains like this, the market will not form in a normal civilized form” [Margvelashvili E. About the place of the “case” in the Russian business school // Education abroad, No. 10, 2000].
“Initially, cases contained only real information, but in Russian practice, due to limited access to information and the high cost of practical research, fictitious situations are often used.” [What is the case study method and why is it needed?]
Technology of working with a case in the educational process
The technology of working with a case in the educational process includes the following stages: 1) individual independent work of students with case materials (problem identification, formulation of key alternatives, proposal of a solution or recommended action); 2) work in small groups to agree on the vision of the key problem and its solutions; 3) presentation and examination of the results of small groups at the general discussion (within the study group).
In case-based learning, “at least 6 discussion formats can be used:
1. “Student teacher: Cross-examination.
A discussion between the teacher and you. Your statement, position or recommendation will be considered through a series of questions. The logic of your statements will be carefully examined, so be extremely careful.
2. Student teacher: The devil's advocate.
This is usually a discussion between the teacher and you, but sometimes other students may also be involved. The teacher assumes a completely undefensible role and asks you (and possibly others) to take the position of a lawyer. You must actively think and reason, arrange facts, conceptual or theoretical information, your personal experience in a certain order.
3. Teacher-student: Hypothetical format.
Similar to the previous one, but with one difference: the teacher will present a hypothetical situation that goes beyond your position or recommendation. You will be asked to evaluate this hypothetical situation. During the discussion, you should be open to the possible need to modify your position.
4. Student-student: Confrontation and/or cooperation.
In this format, the discussion is conducted between students. There is both cooperation and confrontation. For example, a classmate may challenge your position by providing new information. You or another student will be trying to "repel the challenge". The spirit of cooperation and positive confrontation will allow you to learn more (as opposed to individual efforts).
5. Student-student: "Play a role."
The teacher may ask you to take on a role and interact with other classmates in it.
6. Teacher-class: “Silent” format.
The teacher can raise a question that is initially directed to an individual, and then to the whole class (since no one can answer). [How case-based learning is structured].
Things to keep in mind when preparing a CASE oral presentation: “information about the required equipment and presentation time; presentation structure; level of detail; visual aids; rehearsal; performance planning; freedom of speech” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]
“The oral presentation of CASE, giving certain knowledge, has the property of a short-term impact on the trainees, and therefore is difficult to perceive and remember. Therefore, phrases should be simple, clear and as precise as possible ... It provides only partial memorization. It is forgotten because it is impossible for most people to remember a large speech word for word. Only key points are remembered. In addition, these key points are very individual from individual to individual. And they may not be key at all for the presenter of the material.
“Shortness of oral speech creates 5 problems that you need to remember and try to avoid when you are preparing a presentation.
A) First of all problems, read the message. A written speech may be revised and rewritten by the author before it is given to the audience. But it is not easy to present it to the same extent in a speech. Who can relive the same feelings that are already over? The act of speaking requires planning. It is very difficult to do this and evaluate what has just been said.
B) If reading oral speech is difficult, listening to it is no less easy. Students can reread the written sentence and remember what they did not understand the first time. But such a wonderful opportunity is not available in oral speech. During normal listening, the listener mentally repeats the sentence that is stored in short-term memory. This means that at the moment he skips the next 2-3 sentences that the speaker says. The thread of reasoning is lost. The listener unconsciously tosses between what to "grab" and what to "miss". It is not uncommon for it to give up and turn on only at such entry points in a speech like "And now my third statement."
C) Understanding is the purpose of the short speech. But what about long topics and long speeches? Without a save mechanism, most of what you said will be forgotten very quickly. Most people have brains with very limited memory capacity. If what is being said now refers to something that was said earlier, then there is a very shaky foundation in the memory of the listener for realizing this. The audience must be given the foundation of some permanent forms, which can always be referred to and leaned on. Listeners need structure.
E) The next problem is related to capable students. They are usually much smaller than you might think. It's easy to overestimate them. The person presenting the CASE is familiar or must be absolutely familiar with the material. However, it's hard to believe how many times students present material they see for the first time. In their strong desire to communicate, students overwhelm the audience.
E) The reverse side of this problem is students' underestimation of the time required for a presentation. Being under the pressure of time, the speaker begins to rush and tries to turn a quarter into an hour. The result is instructive - a very average presentation.
There are many problems in CASE oral presentation, but there are also advantages. Among them, two main ones can be distinguished.
A) An oral presentation is more motivating, much more motivating than a written one. A live presentation, especially if the speaker is speaking with interest and enthusiasm, is hard to ignore. The attitude and emotions of the speaker make a significant contribution to the message.
B) Oral presentation still has potential, which is used less often than it could - it is flexible. The speaker can respond to changes in the environment: human, physical or temporal. He can also adapt his style and even material according to the mood of the audience. However, only one who has a daily practice of communication can be such a speaker. In addition, such a speaker needs organizational survival skills. Below are alternative structures for oral presentation.
Alternative 1
Alternative 2
Alternative 3
Why are these
Why don't those
Evidence confirmation
Attention Plan
background
Problem Statement
Alternatives and analysis
Implementation plan
Reformulation of the problem/solution
What should be done / What benefits will it bring
Questions
Plan
Conclusions
Problems
Alternatives
[Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]
Possibilities of using CASE in teaching
Any CASE enables the teacher to use it at various stages of the educational process: at the stage of learning, at the stage of checking learning outcomes.
“Recently, the use of CASEs has become more and more popular not only at the stage of student learning, but also when checking the results of learning in exams. Students receive CASEs before the exam, they must analyze it and bring the examiner a report with answers to the questions posed in it. Of course, it is possible to offer CASE students directly at the exam, but then it should be short and simple enough to meet the limited time frame.
The use of CASEs in the learning process is usually based on two methods. The first of these is called the traditional Harvard method - open discussion. An alternative method is the method associated with an individual or group survey, during which students make a formal oral assessment of the situation and offer an analysis of the presented CASE, their decisions and recommendations. This method makes it easier for the teacher to exercise control, though, and allows some students to minimize their learning efforts (each student is quizzed once or twice per class). The method develops students' communication skills, teaches them to clearly express their thoughts. However, this method is less dynamic than the Harvard method. In an open discussion, the organization and control of participants is more difficult.
In a free discussion, the teacher usually asks at the beginning the question: “What do you think is the main problem here?” He then leads the discussion by listening to arguments, pros and cons and explanations for them, and supervises the process of the discussion, but not its content, waiting at the end for a written CASE analysis from the individual participant or groups. This report is submitted either at the end of the discussion or after some time, which allows students to more carefully analyze all the information received during the discussion” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
Case have a number of similarities with tasks or exercises, but they also have a number of fundamental distinguishing features: they help students acquire a range of practical skills, teach them to solve complex unstructured problems.
“At first glance, the task looks like a CASE, which describes some fictional situation, but the purposes of using tasks and CASEs in teaching are different. The tasks provide material to enable students to explore and apply particular theories, methods, and principles. Learning with CASEs helps students acquire a wide variety of skills. Problems have one solution and one path leading to this solution. CASEs have many solutions and many alternative paths leading to it. The main function of the CASE method is to teach students to solve complex unstructured problems that cannot be solved analytically” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
“Don't assume that 'cases' can replace lectures. "You can't spend all your time just looking at specific examples, because this forms a stereotypical, biased approach to solving similar problems, and the student will not be able to rise to a higher level of generalization," notes Peter the American Institute of Business and Economics (AIBEc) Ekman - "Case studies" show how economic theories are applied in practice. For me, the value of such exercises, if they do not have a theoretical "stuffing", is small" [Davidenko V. How does a "case" differ from a briefcase?]
“Harvard Business School still creates most of the cases used in modern business schools. In Western business schools, 30-40% of study time is given to case studies.” [What is the case study method and why is it needed? ]
“On average, 35-40% of study time is devoted to the analysis of typical situations. At the University of Chicago School of Business, case studies account for 25% of the time, at Columbia University Business School, 30%, and at the famous Wharton, 40%. The leader in terms of the number of hours devoted to classes according to this method, its "pioneer" - Harvard. An ordinary HBS student analyzes up to 700 “cases” during his studies” [Margvelashvili E. About the place of a “case” in a Russian business school // “Education abroad” No. 10, 2000]
The limits of using the "case": this teaching method requires a lot of time, it cannot be used in a large audience (Krasnova T.I., analyst at the Central Educational and Educational Center of the Belarusian State University, based on work with the literature on the case method).
Structure and types of CASE
CASE - a single information complex “As a rule, a case consists of three parts: auxiliary information necessary for case analysis; description of a specific situation; case assignments. [What is the case study method and why is it needed?]
CASEs can be presented in a variety of forms, from a few sentences on one page to multiple pages. Types of presentation CASE: printed, multimedia, video.
“CASE presentation forms are diverse, it can be presented as several sentences on one page, or it can, for example, be presented as a description of the history of the development of many organizations over many years (framework of economic education), or as a description of one event in one organization, and can be presented in large volume text. CASE “may or may not include well-known academic models.”
“However, it should be remembered that large cases cause some difficulties for students compared to small ones, especially when working for the first time.”
“There is no defined standard for presenting CASE. CASEs are usually presented in printed form, but the inclusion of photographs, diagrams, tables in the text makes it more visual for students. Recently, multimedia presentations have become more and more popular. However, film, video and audio presentations can create some problems. Printed information is easier to work with and analyze than information presented, for example, in a film. Limited interactive multiple viewing capabilities can lead to misrepresentation and errors. The multimedia presentation of CASEs avoids the above difficulties and combines the advantages of textual information and interactive video.» [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students.]
Cases can be typified according to the method of preparation: “library”, “public”, classical and “cabinet”.
Specific situations may differ in the way they are prepared. If, from the point of view of the place of writing, cases can be prepared in the “field” (i.e. at an object - a firm or company) or at the teacher’s desktop, and the sources used in the cases are formal (i.e. public) or informal (i.e. i.e. obtained from the original source) character, then in combinations of these two variables four types of cases are formed: “library”, “public”, classical and “cabinet” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
“Depending on the specific goals of teaching management, cases can be very different in content and organization of the material presented in them: cases that teach analysis and evaluation; cases teaching problem solving and decision making; cases illustrating a problem, solution, or concept as a whole. Specific situations of cases teaching analysis and evaluation are divided, in turn, into non-organizational and intra-organizational” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
Types of cases by content: cases teaching analysis and evaluation; cases teaching problem solving and decision making; cases illustrating a problem, solution, or concept as a whole. Specific situations of cases teaching analysis and evaluation are divided into non-organizational and intra-organizational.
“Extra-organizational cases mainly deal with the analysis and understanding of the state of the environment of a business organization, its external environment. Therefore, such cases describe in detail the problems around the organization (ecology, laws, reforms, etc.); they are easy to distinguish from other cases due to the lack of in-depth materials about the organization itself. The sources of the case are "library" materials from newspapers, magazines and reports. In intra-organizational cases, the emphasis is on facts and events within a business organization. Such cases are used in courses on organizational and managerial problems and on "human" relations. Case studies that teach problem solving and decision making are very popular. First of all, such cases provide that the decision must be made on the basis of insufficient or redundant information, facts, data and events described in the cases. Thus, students are brought closest to reality, they learn to build “relationships” between the information at their disposal and the solution being developed. Solution cases are prepared solely on the basis of "field" research or "generalized" experience. In terms of content, the material in such cases should reveal signs of organizational conflict, the multivariance of decision-making methods and the alternativeness of the decisions themselves, subjectivity and role behavior, the dynamics of events and the possibility of implementing the proposed solution” [Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students].
Cases are distinguished by the way the material is organized in it: structured cases, "small sketches", large unstructured "cases", "pioneer cases".
“In general, there are several types of such tasks. One of them is a highly structured "case" in which a minimum amount of additional information is given. When working with it, the student must apply a certain model or formula. It is believed that problems of this type have an optimal solution, and the "flight of fancy" in their analysis may not be entirely appropriate. Another type is "small sketches" (small vignettes) (short vignettes), containing, as a rule, 1-10 pages of text and one or two pages of appendices. They introduce only key concepts, so that when analyzing them, the student must also rely on their own knowledge.
Large unstructured "cases" (Long unstructured cases) up to 50 pages - this is perhaps the most difficult of all types of training tasks of this kind. The information in them is given very detailed, including completely unnecessary. The most necessary information for parsing, on the contrary, may be missing. The student must recognize such tricks in time and deal with them with dignity.
There are also tasks where students and teachers act as researchers. Analyzing such “ground breaking cases”, it is required not only to apply the already acquired theoretical knowledge or practical skills, but also to offer something new” [Davidenko V. How does a “case” differ from a briefcase?]
Study activities in Case Study
Features of case analysis: identifying the key problem, selecting the necessary information (the general rule for working with "cases" is a ban on the use of information that is "outside the scope"), choosing a method of work (applying concepts, mathematical methods, evaluating an alternative course of action, etc.). P.). “First of all, it is necessary to identify the key problems of the “case” and understand which information from the presented information is important for solving them. Sometimes it happens that redundant information is deliberately given, which needs to be identified and cut off. It is necessary to enter the situational context of the "case", to determine who its main characters are, to select the facts and concepts required for analysis, to understand what difficulties may arise in solving the problem.
When starting to analyze the "case", it is necessary to pay attention not only to the text itself, but also to its applications (exhibits). They may include financial balance sheet, organizational chart, profit and loss statements, etc.
Having understood the task, try to choose a method for your work. Often it depends on the subject matter of the "case". For example, marketing "cases" will require the application of concepts and concepts from this area. Some problems can be solved using specialized linear programming mathematical formulas. In this case, one should focus on choosing an adequate mathematical model and explaining the results obtained.
A common method of analyzing many "cases" is to identify and evaluate an alternative course of action. For the effectiveness of the analysis, it is good to support your opinion with facts from the "case", examples from personal experience etc. Remember that there is always an alternative to even the most correct decision in your opinion.
The general rule for working with "cases" is that you cannot use information that is "outside the scope". For example, if you read an article in a newspaper about the very company whose problems are described in the task, it is forbidden to take facts from it. And this is quite logical, because the manager who makes the decision (and the situation is modeled when you are in his place) did not have the information known to you at that moment. It also happens that students, on the contrary, have the opportunity to add facts from a specific market situation that existed in the period under consideration. In such cases, erudition and the degree of mastery of the material are taken into account ”[Davidenko V. How does a “case” differ from a suitcase?]
One of the possible effective approaches to analysis is: identifying the key issues of the case, choosing a general approach to analysis, determining the focus of the case, determining the type of analysis that will be directly used.
"one. Determine if there are “unmarked” questions that are relevant to the key questions of the case. To identify such questions, one must take into account the nature of the course and the topic of the case. Another way: what would you ask your classmates if you were a teacher.
2. General analytical approach to case analysis. There are many approaches. You choose it yourself, based in part on the type of case. For example, marketing cases will require the application of marketing concepts and marketing conceptual frameworks. A common approach for most cases is to identify and evaluate an alternative course of action. Remember that effective analysis means that you will back up your opinion with case facts, examples from personal experience, etc.
3. Determine how to focus your analysis (choose the tools and facts needed to logically support your recommendations). A good case study usually contains a wealth of information and detail about a particular business situation, so it's important to highlight the main facts.
4. Decide on a specific level or type of analysis that you will present in class.” [How case-based learning is structured]
Types of case analysis: comprehensive (detailed) analysis, "beginning analysis", cursory analysis, integrated.
“There are many levels and varieties of case analysis, from which some general types can be distinguished. Comprehensive (detailed) analysis involves a deep dive into the key issues of the "case", including recommended actions with qualitative and quantitative support.
Specialized analysis focuses on a specific issue or problem; at the same time, you need to try to make your analysis turn out to be deeper and more detailed than that of other students.
Another of the methods is called "analysis of the beginning." Here you need to focus on the question that you think the teacher will ask first. At the same time, you may not be required to consider a specific problem in detail, but will only be asked to outline the range of main issues for discussion. // "Studying Abroad" No. 7, 2000]
A cursory analysis “provides a superficial or general treatment of assigned questions and well-defined problems. At the same time, this analysis is part of a strategy that is designed to keep you unprepared.”
“Integrated analysis takes many forms, but mostly includes information not from a case, but from other sources: annual industry reports, technical notes, personal experience. The analysis is carried out in order to utilize information from such sources (to “enrich” the analysis of a particular problem). [How case-based learning is structured]
Positions of the trainee in the Case Study: "expert eyewitness", "guarantor", "entered into the image", "provider of facts", "industry expert", "I have experience", "questioner", "packer".
“Sometimes a teacher may ask you to take on a specific functional role. For example, the role of the "expert witness" (the expert witness role), who has a strong knowledge of one or more issues of the "case" and is able to make both comprehensive and specialized analysis. You may also find yourself in the "bail them out" role. Before others, having seen a successful solution path, you will wait until the other participants in the analysis reach a dead end.
In some cases, in order for you to experience the situation "on your own skin", you will be asked to "enter the image" (the "assume-a-personality" role). You have to analyze the character of a particular person and identify yourself with, say, Mr. Jones, the head of production. The teacher and other students will turn to you specifically for the opinion of Mr. Jones.
Sometimes the student has to play the "get the facts out" role. Such a role can be a salvation for those who are not sufficiently prepared for the analysis of cases - after all, its essence is to conduct a cursory analysis of the situation. At the same time, you must join the discussion as early as possible, otherwise someone else will deliver your speech.
The role of the industry expert role is somewhat similar to that of an eyewitness expert. The difference lies in the fact that an "expert in the industry", as they say, "by position" analyzes the influence of industrial development trends on a specific "case" situation.
By appealing to your own experience, you will assume a position that can be called "I have experience" (the "I have got experience" role). When using the "socratic method" that underlies the analysis of "cases", someone will take on the role of "questioning" (the "questioning" role) who asks other students key questions regarding the course and goals of their analysis. This role is only effective if the questions help the rest of the group deepen and improve the analysis.
Each group should have a student playing the "Wrap it up" role. Despite the ugliness of the name, this role is perhaps the most important. The one who performs it integrates the various analyzes presented in the class and links them to the main problems of the "case". That is, his task is to try to tie together the key points of the discussion. You should be prepared in advance to answer the question asked by the teacher at the end of the debriefing: "What did we learn today?" At the same time, your answer should not be a simple retelling of points of view, but a kind of "sum of opinions", outlines of collectively developed solutions. Therefore, the “packer” is recommended to keep the so-called FIG List (facts, ideas, generalizations), which briefly records the turning points of the discussion and the methods used in the work” [Davidenko V. How does a “case” differ from a suitcase?] .
Pedagogical activity in Case Study
There are 3 possible strategies for the behavior of the teacher (teacher) in the course of working with the case:
1. The teacher will give clues in the form of additional questions or (additional) information;
2. Under certain conditions, the teacher will give the answer himself;
3. The teacher can do nothing (remain silent) while someone is working on a problem.” [How case-based learning is structured] “When analyzing a learning situation, the teacher can take an “active” or “passive” role. Sometimes he "conducts" the analysis, and sometimes he confines himself to summing up the discussion. When he sees an interesting line of evidence, he may support it or even insist that it become a priority, removing others from the field of discussion.
“When examining a “case” in class, I usually tell which solution I think is right, and then I ask students to find a weak point in my point of view. This helps them develop their own perspective on the problem,” says Peter Ekman.
The teacher can arrange a real "interrogation with addiction", as they say, one on one. Your statement, position or recommendation will be tested through a "hail" of questions, and the logic of all the statements you make will be subjected to careful analysis. Here you should be extremely careful. Sometimes the teacher can "give you a pig", forcing you to act as a "devil's advocate". In this case, you will have to defend a completely failed position, calling on all your professional skills to help.
If the teacher chooses a "hypothetical format" of the discussion, then he will state a situation that goes beyond your position or recommendation. And you will need to evaluate this situation. The undoubted advantage of this format is that during the discussion you should be ready to change your position. It is possible that the teacher will confuse you by asking a question that no one in the class can answer. The format, when a teacher asks a question first to one student, then to the whole class, and the answer is friendly silence, is called "silent"" [Davidenko V. How does a "case" differ from a briefcase?] .
Possibilities of Case Study as a method of personnel selection
“The case method is increasingly being used not only as a training method, but also as a personnel selection method”
“As already mentioned, case studies are used not only in training, but also as a method of evaluating candidates when applying for a job. If you are applying for a position in a large company, then you will surely come across this. As a rule, case analysis is used as one of the tasks in assessing candidates using the assessment center method, which is considered the most effective and promising method of personnel selection. The essence of this method lies in the fact that a group of participants goes through a variety of tests, among which the main role is given to solving cases and presentations. The participants are observed (often their actions are recorded on video), and then all the actions of the participants are carefully analyzed and a conclusion is drawn up for each of them, containing an assessment of business and personal qualities. When analyzing a case when selecting a job, remember that there is no unambiguously right solution here. Therefore, your goal is not to find a definite answer, but to demonstrate your analytical skills to the employer. Giving you such a task, the employer, first of all, wants to know how you think and how you can apply theoretical knowledge in practice. If the case is analyzed in a group, then your communication skills and ability to work effectively in a team are also tested here. Therefore, it is important here not only to develop your own course of action, but also to listen to your opponents, convince them that you are right, and, if necessary, adjust your method of solving the problem, taking into account the opinions of your opponents” [What is the “case study” method and why is it needed? ]
Download materialThe case study method is an independent method, but its basis is the students' search for a solution to a specific situation. Therefore, we will classify it as a search and research technology.
The method is based on the analysis of specific cases. Situations (cases) for analysis are collected and described in a special way. This method training is designed to improve skills and gain experience in the following areas : identifying, selecting and solving problems; work with information - understanding the meaning of the details described in the situation; analysis and synthesis of information and arguments; work with assumptions and conclusions; evaluation of alternatives; making decisions; ability to work in a group. The purpose of the method is to analyze the situation and develop a practical solution through the joint efforts of a group of students. The situation should be taken from practice.
A. Dolgorukov gives the following definition: "The case-study method, or the method of specific situations (from the English case - case, situation) is a method of active problem-situational analysis based on learning by solving specific problems - situations (case solving)".
The case study method is most widely used in teaching economics and business abroad. It was first used in 1870. In pedagogy, this method can also be widely used. It has its prototype in the form of a long-known method for solving pedagogical problems or pedagogical situations. It differs from pedagogical tasks only in the thoroughness and detail of the description of the situation for the case (for example, in business, case volumes can reach from 3-5 to several dozen pages).
The relevance of introducing the case study method into the practice of education is caused by two trends:
The orientation of education is not so much towards obtaining specific knowledge, but rather towards the formation of professional competence, skills and abilities of mental activity, the development of personality abilities, among which special attention is paid to the ability to learn, change the thinking paradigm, and the ability to process huge amounts of information;
Requirements for the quality of a graduate, who must have the ability of optimal behavior in various situations, consistency and efficiency of actions.
Ideas of the case study method(A. Dolgorukov):
1. The method is intended for obtaining knowledge in disciplines in which the truth is pluralistic, in which there are several answers; The task of the teacher is to receive not only one, but many truths and to develop in students the ability to create and solve a problem field.
2. The emphasis of teaching is transferred to the development of knowledge, to the co-creation of the student and teacher; the child is equal with other students and the teacher in the process of discussing the problem.
3. The result of applying the method is not only knowledge, but also skills of activity.
4. The technology of the method is as follows: according to certain rules, a model of a specific situation that has occurred in real life is developed, and the complex of knowledge and practical skills that students need to acquire is reflected; at the same time, the teacher acts as a leader, generating questions, fixing answers, supporting the discussion.
5. In the process of work, not only the acquisition of knowledge and the formation of practical skills among students takes place, but also the development of their system of values, positions, attitudes, attitudes.
6. The method overcomes the defect of traditional teaching associated with the "dryness", unemotional presentation of the material.
The case is not just a true description of events, but a single information complex that allows you to understand the situation.
A good case should meet the following requirements:
Conform to a clearly defined purpose of creation;
Have an appropriate level of difficulty;
Illustrate several aspects of economic life;
Don't become obsolete too quickly;
Be up-to-date;
Illustrate typical situations;
Develop analytical thinking;
provoke discussion;
Have multiple solutions.
The peculiarity of the method is that it provides for activities to activate students, stimulate their success, and emphasize the achievements of students. It is the achievement of success that is one of the main driving forces of the method, which underlies the formation of a stable positive motivation, increasing cognitive activity. The main function of the method is to teach children to solve complex unstructured problems that cannot be solved in an analytical way.
Cases can be classified according to various criteria. Difficulty is classified as:
Illustrative learning situations - cases, the purpose of which is to teach students, using a specific practical example, the algorithm for making the right decision in a specific situation;
Training situations - cases with the formation of a problem, in which the situation is described in a specific period of time, problems are identified and clearly formulated; the purpose of such a case is to diagnose the situation and independently make a decision on the specified problem;
Training situations - cases without the formation of a problem, which describe a situation that is more complex than in the previous version, where the problem is not clearly identified, but is presented in statistical data, assessments of public opinion, authorities, etc.; the purpose of such a case is to independently identify the problem, indicate alternative ways to solve it with an analysis of available resources;
Applied exercises that describe a specific situation, it is proposed to find ways out of it; the purpose of such a case is to find ways to solve the problem.
N. Fedyanin and V. Davidenko distinguish:
Structured (highly structured) case, which gives a minimum amount of additional information; when working with him, the child must apply a certain model or formula; problems of this type have an optimal solution;
- "small sketches" (short vignetts), containing, as a rule, from one to ten pages of text and one or two pages of applications; they introduce only key concepts and when analyzing them, the child must also rely on his own knowledge;
Large unstructured cases (long unstructured cases) up to 50 pages - the most difficult of all types of training tasks of this kind; the information in them is given very detailed, including completely unnecessary; the most necessary information for parsing, on the contrary, may be missing; the child must recognize such "tricks" and deal with them;
Ground breaking cases, in the analysis of which students are required not only to apply the already acquired theoretical knowledge and practical skills, but also to offer something new, while children and teachers act as researchers.
Another classification is:
Practical cases that reflect absolutely real life situations;
Training cases, the main task of which is training;
Research cases focused on the implementation of research activities.
A. Dolgorukov highlights the main Case creation steps:
1. Formation of the didactic goals of the case (determining the place of the case in the structure of the academic discipline, determining the section to which the situation is devoted; formulating goals and objectives; identifying the "zone of responsibility" for the knowledge, skills and abilities of students).
2. Definition of a problem situation.
3. Building a program case map, consisting of the main theses that need to be embodied in the text.
4. Search for an institutional system (organization, department, school, etc.) that is directly related to the theses of the program map.
5. Collection of information in the institutional system regarding the theses of the program case map.
6. Construction or selection of a model of the situation that reflects the activities of the institute; verification of its conformity with reality.
7. Choice of case genre.
8. Writing the text of the case.
9. Diagnosis of the correctness and effectiveness of the case; conducting a methodical educational experiment, built according to one scheme or another, to determine the effectiveness of this case.
10. Preparation of the final version of the case.
11. Introduction of the case into the practice of teaching, its application in the classroom, publication for the purpose of distribution in the pedagogical community; in the event that the information contains data on a specific organization, it is necessary to obtain permission for publication.
12. Preparation of guidelines for the use of the case: development of a task for students and possible questions for discussion and presentation of the case, a description of the expected actions of students and the teacher at the time of the discussion of the case.
Case includes:
A) The plot part - a description of the situation, information that allows you to understand the environment in which the situation develops, indicating the source of the data: the presence of a real-life situation; name of the company, products, its features; names and positions of the main characters; description of the state of pedagogical theory and practice; etc.
B) Information part - information that will allow you to correctly understand the development of events: the stages of development of the situation, important moments in the history of development, successes and failures; short description problems, it is desirable to bring several different points of view (as it is seen by different participants in the events); chronology of the development of the situation, indicating actions or influencing factors, it is desirable to evaluate the results of their impact; actions taken to eliminate the problem (if any), what results they gave; what resources can be allocated to address this situation.
C) The methodological part, which explains the place of this case in the structure of the academic discipline, formulates tasks for the analysis of the case for students and a note on teaching a specific situation for the teacher.
The plot and informational parts can exist both relatively independent (information can be placed in the application), and closely intertwined. But in any case, its purpose and task must be clearly formulated. The case may contain video, audio, materials on electronic media or any other.
Students are given a version of the text of the situation, applications, possible questions on a diskette, CD or in the form of a hard copy, but without a methodological note.
1. Acquaintance with the situation, its features.
2. Identification of the main problem (main problems), identification of factors and personalities that can really influence.
3. Proposing concepts or topics for brainstorming.
4. Analysis of the consequences of making a decision.
5. Case solution - a proposal of one or more options (sequence of actions), an indication of the possible occurrence of problems, mechanisms for their prevention and solution. Presentation of the results can be in written or oral form, in a group or individually.
The maximum benefit from working on case studies will be obtained if students, when they first get acquainted with them, take a systematic approach to their analysis.
To do this, the teacher can give the following tasks:
1. Write down the key ideas from the relevant sections of the academic discipline in order to refresh the theoretical concepts and approaches that you will use when analyzing the case.
2. Read the case briefly to get a general idea of it.
3. Read the case questions carefully and make sure you understand what you are being asked to do.
4. Read the text of the case again, carefully recording all the factors or problems that are relevant to the questions posed.
5. Think about what ideas and concepts are relevant to the problems you are asked to consider when working with the case.
Content
Introduction
1. The history of the appearance of the method "caseStudy».
2. Characteristics of the Case method.
3. Application of the case method in education.
Conclusion
Introduction
Recently, active teaching methods have become widespread in the Russian school, including the project method, computer modeling, business games, etc. The CASE STUDY method remained the least studied for a long time, despite the fact that it is very popular in the West and has more than 20 years of history. Perhaps this is due to two main reasons: the economy began to be seriously studied in Russia in the programs of secondary and higher education relatively recently; access to various information sources (statistical data, the Internet, etc.) appeared later than in the West, and the available information sometimes did not fully reflect the reality of economic life.
The case-study method is not just a methodological innovation, the spread of the method is directly related to changes in the current situation in education. We can say that the method is aimed not so much at mastering specific knowledge or skills, but rather at developing the general intellectual and communicative potential of the student and teacher.
The use of the case method is no longer limited to teaching, the case study method is very actively used as a research technique. So, for example, in 2003 in Tomsk, for the first time, the implementation of the research program “Research on the phenomena and trends of the transition to an open educational space” was launched, within which the case stage method was used as a research method. The first stage of the program implementation ended with the release of a collection of cases "Changes in educational institutions: the experience of research using the case-study method" edited by G.N. Prozumentova. Thus, there is a rapid spread of the method in education, in connection with which it became necessary to consider it in detail in this work.
1. The history of the appearance of the method " case Study ».
The case study method in education originates in the twenties of the last century. The case method, in its modern form, was first applied while teaching management disciplines at the Harvard Business School, well known for its innovation. The term "situation" was previously used in medicine and jurisprudence, but in education this term has acquired a new meaning. In the early twentieth century at Harvard, faculty began to organize student discussions in addition to lectures. The teacher “presented the problem”, the students were given a task and considered various options for solving it. The first textbook on writing situational exercises was published by Copeland in 1921 with the active participation of Wallace B. Donham, dean of the Harvard Business School.
The ubiquitous distribution of the method in the world began in the 70-80s, at the same time the method became famous in the USSR. Situation analysis began to be used in the training of managers, mainly in the economic specialties of universities, primarily as a method of teaching decision making. A significant contribution to the development and implementation of this method was made by G.A. Bryansky, Yu.Yu. Yekaterinoslavsky, O.V. Kozlova, Yu.D. Krasovsky, V.Ya. Platov, D.A. Pospelov, O.A. Ovsyannikov, V.S. Rapopport and others. However, the development of the method in the USSR at that time was very contradictory. On the one hand, the use of the situation analysis method led to the widespread use of game and discussion teaching methods, but on the other hand, the pressure of ideology, the closed nature of the education system gradually forced the method out of classrooms. A new wave of interest in the case study method began in the 90s. Reforming the economy has generated a significant demand for specialists who can act in situations of uncertainty, a high degree of risk, specialists who can analyze and make decisions. A mass renewal of the taught disciplines and courses has begun in universities. Management, marketing, political science, sociology began to fill the educational process, bringing with them an increase in the number of interactive teaching methods. The changes taking place in education have been characterized by many analysts as a transition from classical to postclassical education. This transition was manifested in a change in the goals and values of education.
The history of the case study method in Russia is to a certain extent connected with the support of international educational funds and programs. So, for example, training of a large number of specialists in the case study method was carried out within the framework of the Megaproject "Development of Education in Russia (Secondary Education)". The project was implemented with the support of the George Soros Foundation. Currently, this method is extremely widespread, especially in teaching economics, management, as well as in business education.
2. Characteristics of the case method
The Case Method can be called the case study method. The essence of the method is quite simple: for the organization of training, descriptions of specific situations are used (from the English "case" - a case). Students are offered to comprehend a real life situation, the description of which at the same time reflects not only some practical problem, but also actualizes a certain set of knowledge that needs to be learned when solving this problem. At the same time, the problem itself does not have unambiguous solutions.
Distinctive feature case -method:
creating a problem situation based on facts from real life.
In order for the CASE-based learning process to be effective, two points are important:
good case
A certain methodology for its use in the educational process.
CASE is not just a true description of events, but a single information complex that allows you to understand the situation. In addition, it should include a set of questions that push to solve the problem.
Case structure:
Situation - case, problem, real life story
The context of the situation is chronological, historical, the context of the place, the features of the action or the participants in the situation.
Commentary on the situation provided by the author
Questions or tasks for working with a case
Applications
A good CASE should meet the following requirements:
● meet a clearly defined purpose
● have an appropriate level of difficulty
● illustrate several aspects of life without becoming obsolete too quickly
● have a national color
● be up to date
● illustrate typical situations
● develop analytical thinking
● provoke discussion have multiple solutions
Some scientists believe that cases are "dead" and "alive". “Dead” cases include cases that contain all the information necessary for analysis. To "revive" the case, it is necessary to build it in such a way as to provoke students to search for additional information for analysis. This allows the case to develop and remain relevant for a long time.
Case presentation forms:
1) - printed;
Video;
Multimedia.
2) - several sentences on one page;
Many pages with text;
Description of one event in one organization
The history of the development of many organizations over the years
Case development steps:
Determining the place of the case in the system of educational goals
Search for an institutional system that will be directly related to the topic of the case
Building or choosing a situation model
Creating a Description
Collection of additional information
Preparation of the final text
Case presentation, discussion organization
Basic principles of presenting a case:
Simplicity
Clarity
Accuracy
Stages of organizing a lesson using the Case method:
1) The stage of immersion in joint activities.
The main task of this stage: the formation of motivation for joint activities, the manifestation of the initiatives of the participants in the discussion. At this stage, the following work options are possible: The text of the CS can be distributed to students before class for independent study and preparation of answers to questions. At the beginning of the lesson, the students' knowledge of the CS material and interest in the discussion are manifested. The main problem underlying the CS is highlighted and correlated with the corresponding section of the course.
2) The stage of organizing joint activities.
The main task of this stage is the organization of activities to solve the problem. Activities can be organized in small groups, or individually. Students are divided into temporary small groups for collective preparation of answers to questions during the time specified by the teacher. In each small group (regardless of other groups), individual answers are compared, they are finalized, and a single position is developed, which is drawn up for presentation. Each group chooses or appoints a "speaker" to present the decision. If the case is correctly composed, then the decisions of the groups should not coincide. Speakers present the decision of the group and answer questions (the presentations should contain an analysis of the situation using the appropriate methods from the theoretical course, both the content of the solution and the presentation technique and the effectiveness of the use of technical means are evaluated). The teacher organizes and guides the general discussion.
3) The stage of analysis and reflection of joint activities.
The main task of this stage is to show the educational and learning results of working with the case. In addition, at this stage, the effectiveness of the organization of the lesson is analyzed, the problems of organizing joint activities are manifested, and tasks are set for further work. The teacher's actions can be as follows: The teacher ends the discussion by analyzing the process of discussing the CS and the work of all groups, tells and comments on the actual development of events, sums up.
Possession of the method of using cases by teachers is now very much in demand, so in addition to subject training, it allows students to widely form the skills of working with information and communication technologies that are so necessary for a modern educated person, knowledge of the basics of research and project activities.
There are several ways to get a "case" suitable for use in the educational process.
Firstly, you can buy a ready-made "case" if it concerns students or teaching economics, management, business and entrepreneurship. It is inexpensive, for example, one copy of the "case" designed at Harvard or Darden costs only $10.
In the West, buying and selling "cases" prepared in business schools is a whole industry. Harvard alone produces about 700 "cases" a year. The full list of "cases" that can be purchased for use in the educational process includes more than 7,500 items. There are even special organizations like the European Case Clearing House that distribute "cases". In particular, ECCH brings together about 340 different participants, including business schools INSEAD, IESE, London Business School.”
Secondly,make a case at your level of understanding yourself. Good "cases", as a rule, are written by experienced teachers or groups of students, graduate students, and students who are highly motivated to learn together with the teacher. The compilation of such educational material requires painstaking work on the selection of content, the collection of facts and figures, the development of a short theoretical set for self-study of the topic, guidelines, tasks, etc.
Based on the above, we can formulate the following definitions:
Analysis of specific educational situations (case study) - a teaching method designed to improve skills and gain experience in the following areas: identifying, selecting and solving problems; work with information - understanding the meaning of the details described in the situation; analysis and synthesis of information and arguments; work with assumptions and conclusions; evaluation of alternatives; making decisions; listening and understanding other people are group work skills.
case-study method (from the English case - case, situation) - a method of active problem-situational analysis based on learning by solving specific problems - situations (case solving).
3. Application of the case method in education
Any CASE allows the teacher to use it at various stages of learning and for various purposes.
Recently, the use of CASEs has become more and more popular not only at the stage of student learning, but also when checking learning outcomes in exams. Students receive CASEs before the exam, they must analyze it and bring the examiner a report with answers to the questions posed in it. Of course, it is possible to offer CASE students directly at the exam, but then it should be short and simple enough to meet the limited time frame.
The use of CASEs in the teaching process at school is usually based on two methods. The first of these is called the traditional Harvard method - open discussion. An alternative method is the method associated with an individual or group survey, during which students make a formal oral assessment of the situation and offer an analysis of the presented CASE: their decisions and recommendations. This method makes it easier for the teacher to exercise control, although it allows some students to minimize their learning efforts (each student is quizzed once or twice per session). The method develops communication skills in students, teaches them to clearly express their thoughts. However, this method is less dynamic than the Harvard method. In an open discussion, the organization and control of participants is more difficult.
In the discussion, the main factor is the degree of her leadership of the teacher. Guidance can begin as soon as students receive the CASE. By asking questions, the teacher directs the attention of students to certain information, provoking their responses. He can even specify which analytical methods should be used. Leading the discussion, the teacher controls its direction, seeking the participation of each student. He can end the discussion by outlining the group's solution.
In a free discussion, the teacher usually asks at the beginning the question: “What do you think is the main problem here?” He then leads the discussion by listening to arguments, pros and cons and explanations for them, and supervises the process of the discussion, but not its content, waiting at the end for a written CASE analysis from the individual participant or groups. This report is given either at the end of the discussion or after some time, which allows students to more carefully analyze all the information received during the discussion.
Case have a number of similarities with tasks or exercises, but they also have a number of fundamental distinguishing features: help students acquire a range of practical skills, teach them how to solve complex, unstructured problems.
At first glance, the task looks like a CASE, which describes some fictional situation, but the purposes of using tasks and CASEs in training are different. The tasks provide material that enables students to explore and apply particular theories, methods, and principles. Learning with CASEs helps to acquire a wide variety of skills. Problems have one solution and one path leading to this solution. CASEs have many solutions and many alternative paths leading to it. The main function of the CASE method is to teach how to solve complex unstructured problems that cannot be solved analytically, which clearly shows interdisciplinary connections and reflects today's reality, responding to the needs of today's time, the pace of life, the situation in the country and the world.
In case-based learning, “at least 6 formats can be used:
Teacher-Student "Cross Examination"
Discussion between teacher and student. The student's opinion statement, position or recommendation will be considered through a series of questions. The logic of the statements will be carefully examined, so the student needs to be extremely attentive and deeply knowledgeable about the topic.
- The teacher is the student. "Advocate"
This is usually a discussion between a teacher and a student, but sometimes other students may also participate. The teacher assumes a completely undefensible role and asks the student (and possibly others) to take the position of an advocate. It is necessary to actively think and reason, arrange facts, conceptual or theoretical information, personal experience in a certain order.
Teacher-student. "Hypothetical Format"
Similar to the previous one, but there is one difference: the teacher will present a hypothetical situation that goes beyond the student's position or recommendation on this issue. He will be asked to evaluate this hypothetical situation. During the discussion, one must be open to the possible need to modify one's position.
Student-student, student-student: Confrontation and/or cooperation.
In this format, the discussion is held between students, students, and the teacher observes and draws conclusions for himself. There is both cooperation and confrontation. For example, a classmate may challenge a position by providing new information. We need to try to "repel the challenge." The spirit of cooperation and positive confrontation will allow you to learn more (as opposed to individual efforts).
Student-student: "Play a role."
The teacher may ask the student to take on a role and interact with other classmates in it.
Atreader-class: "Silent format"
The teacher can raise a question that is initially directed to an individual, and then to the whole class (since the individual student was unable to answer).
However, it should be noted that, as noted by the American Institute of Business and Economics (AIBEc) Peter Ekman, “do not assume that "cases" can replace lectures.You cannot spend all your time just looking at specific examples, because this forms a stereotypical, biased approach to solving similar problems, and the student will not be able to rise to a higher level of generalization, "cases" show how theories are applied in practice, then there should be a theoretical "stuffing" in the aggregate.
Thus, summing up the above, we can conclude thatThe case method allows you to demonstrate the theory in terms of real events. It allows you to interest students in the study of the subject, contributes to the active assimilation of knowledge and skills of independent collection, processing and analysis of information characterizing various situations, for its subsequent discussion in a team with showing your own version of solving an issue or problem.
This method is referred to modern pedagogical technologies, therefore its development by teachers is relevant for increasing the efficiency of the educational process.
Any case allows the teacher to use it at various stages of the educational process: at the stage of learning, at the stage of checking learning outcomes.
This method is especially successful in adult education, distance learning, teaching economics and management, as well as in developing materials for self-study of topics by schoolchildren with subsequent study of issues at a seminar or reporting session, in developing their own creative thinking.
A good "case", as a rule, teaches you to look for non-trivial approaches, since it does not have the only correct solution. “I especially value the independence of thought in the case study method,” says Peter Ekman. - In real business, there are five or six ways to solve a problem. And although there is a classical solution for every situation, this does not mean at all that it will be optimal. You can make a good decision, and its results will lead to bad consequences. You can make a decision that everyone around you consider unsuccessful, but it will lead you to the desired results.
Directions for using CASEs in teaching at school:
1. Case study:
Open discussion (guided and free)
Survey (presentation) (individual and group)
2. Case-exam (section, control):
with advance preparation
Without prior preparation
The skills that the CASE STUDY method develops in students:
Analytical skills:
The ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present and extract it, find gaps in information and be able to restore them. Think clearly and logically. This is especially important when the information is not of high quality.
Practical skills:
The level of complexity of the problem presented in the case, reduced in comparison with the real situation, contributes to the formation in practice of the skills to use the theory, methods and principles.
Creative Skills:
Creative skills are very important in generating alternative solutions that cannot be found in a logical way.
Communication skills:
The ability to lead a discussion, convince others, use visual material and other media - means, cooperate in groups, defend one's point of view, convince opponents, write a concise, convincing report.
Social skills:
Evaluation of people's behavior, the ability to listen, support in a discussion or argue an opposing opinion, control oneself, etc.
Introspection:
The moral and ethical problems arising in the discussion require the formation of social skills to solve them.
Information technology skills developed by students in the process of preparing Case:
Working with information in modern integrated systems
Technology for working with text information in WORD
Insert tables and figures.
Working with templates and wizards in Word
Technology for processing tabular information using spreadsheets - functionality
Design Technology
Graphical representation of data
Financial functions, pivot tables, selection of parameters in Excel
Technology for working with graphic information
Creating and editing a picture, printing and burning to disk
Mastering the skills of working with graphic editors Paint, Coreldraw, Photoshop, etc.
Working with multimedia in Windows, archiving data
Creating multimedia presentations using Power Point
Conclusion
In this paper, the main aspects of the Case method are considered: the history of its appearance, characteristics and possibilities of application in teaching. Being an interactive teaching method, the methodcase- the stage wins a positive attitude from students who see it as an opportunity to take the initiative, to feel independent in mastering theoretical positions and mastering practical skills. It demonstrates the theory from the point of view of real events, allows students to be interested in studying the subject, contributes to the active assimilation of knowledge and skills in collecting, processing and analyzing information that characterizes various situations. No less important is the fact that the analysis of situations quite strongly affects the professionalization of students, contributes to their maturation, forms interest and positive motivation for learning. The case method acts as a teacher's way of thinking, his special paradigm, which allows him to think and act differently, to develop creative potential. This is facilitated by the broad democratization and modernization of the educational process, the emancipation of teachers, the formation of a progressive style of thinking, ethics and motivation of pedagogical activity.
The actions in the case are either given in the description, and then they need to be comprehended (consequences, effectiveness), or they should be offered as a way to solve the problem. But in any case, the development of a model of practical action seems to be an effective means of forming the professional qualities of trainees.
Thus, the case method, due to its capabilities discussed above, is applicable at various stages of training in various educational institutions and is becoming increasingly popular, meeting the requirements of modern teaching methodology.
List of used literature
Guzeev V.V. Educational technology: from reception to philosophy / M.: September, 1996. - 112 p.
Davidenko V. What is the difference between a "case" and a suitcase?//Education abroad, No. 7, 2000
Margvelashvili E. On the place of the "case" in the Russian business school // Education abroad, No. 10, 2000
FROMElevko G.K. Modern educational technologies: Textbook. - M .: National education, 1998. – 256 p.
Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students
Smolyaninova O.G. Educational website on the case method of teaching and methods of its use in the educational process of KSU
http://charko.narod.ru/
Case-study (eng. method of specific situations) eng. teaching technique that uses the description and analysis of real economic, industrial, social, pedagogical and other situations. Students need to: - analyze the situation, - understand the essence of the problems, - suggest possible solutions and - choose the best of them. There are field situations based on real factual material, and armchair (fictional) cases. CLASSIFICATION OF CASES 1. Structured - a minimum of information. For the solution, a certain model or formula is used. Such problems have an optimal solution. 2. "Small sketches" contain 1-10 pages of text and 1-2 pages of appendices. They introduce key concepts, while parsing, you need to rely on your knowledge. 3. Large unstructured "cases" of up to 50 pages are the most difficult. The information in them is very detailed, including unnecessary, and the necessary may be missing. 4. The one who analyzes the "first-discovery cases" must propose a new solution.
ESSENCE OF THE CASE A traditional case reflects a specific situation that requires managerial decisions on the part of the performer. In the process of classes, the teacher guides students in the search for such solutions. The success of a case depends on three criteria: A sufficient amount of initial data The presence of an exciting situation that allows you to apply a variety of methods of analysis when searching for a solution Participation in writing a case by a specialist in the field described According to research conducted in this area, the most popular among both teachers and students benefit from case studies based on field research rather than published data. ESSENCE OF THE METHOD To comprehend a real life situation
Case-study provides the formation of such competencies as: the ability to live in a dialogue environment, understanding what dialogue is and why it is needed; ability to think critically; the ability to make decisions and bear responsibility for them, to predict their consequences; ability to solve problems, resolve conflicts; the ability to make informed choices; the ability to organize civil initiatives and formulate requirements; the ability to create a solidarity environment; the ability to design and predict one's future, etc. Why use the case-study method? Because wisdom cannot be expressed in words. Practice by doing. (You can only learn something by doing it.) John Dewey
CASE TECHNOLOGY
EXAMPLE Lawyer (practitioner) Case 1: In accordance with the contract, you must give the tenant the calculation of the rent by the 15th, otherwise the firm will not be paid the rent. Today is the 15th, half past six in the evening. What to do? Answer: The Central Telegraph works around the clock. Case 2: You personally apply to the court. They refuse to accept it. Your actions? Answer: send by registered mail.
HOW TO WRITE A CASE? 1. Determining the purpose of creating a case. 2. Identification of the appropriate goal of a specific real situation. 3. Carrying out preliminary work to find sources of information for the case. 4. Collection of information and data for the case using various sources. 5. Preparation of the primary version of the presentation of the material in the case. 6. If the information contains data on a specific organization or personal data, obtaining permission to use the case. 7. Discussion of the case with the involvement of the widest possible audience for this and obtaining peer review before testing it. 8. Preparation of guidelines for the use of the case. Development of a task for participants and possible questions for conducting a discussion and presentation of a case, a description of the expected actions of the leading lesson at the time of discussing the case
A good case should meet the following requirements: meet a clearly defined goal of creation, have an appropriate level of difficulty, be relevant at the time of working with it, illustrate typical situations, provoke discussion, have several solutions. HOW TO WRITE A CASE?
Does the company have to pay sick leave to a laid-off employee? Student question: Is the sick leave open within 30 calendar days from the date of dismissal? Answer: yes Student question: Was it more than 6 months from the moment of recovery to the day when the employee applied for benefits from his/her former employer? Answer: no Student's question: For what reason was the sick leave issued to the employee? Answer: illness or injury Student's question: Employee's length of service? Answer: 6 months or more Key: Benefit must be calculated based on the employee's average earnings. At the same time, only 60 percent of the average salary must be paid. But no more than Rs. per month EXAMPLE
Conducting a lesson according to the case-study method Theme of the lesson: Conflicts in the pedagogical process and ways to resolve them Learning objectives of the lesson: determining the degree of assimilation of theoretical material by the participants on the topics Conflicts in the pedagogical process and Strategies for behavior in conflict situations, as well as the ability to apply this material in practice participants have the ability to analyze difficult (problem), conflict situations the formation of the ability for participants to determine strategies for behavior in conflict situations and reasonably choose one strategy or another; acquaintance of participants with the case-study method and receiving feedback from them regarding this method
Conducting a lesson according to the case-study method Algorithm of the lesson: Introductory part of the lesson. A brief introduction by the facilitator, voicing the learning objectives of the lesson, presenting the method of work (case-study method), tasks and main stages of further work. Individual work on the case. At this stage, the participants independently worked on the text according to a given scheme, reading the text, analyzing the situation. Case study in a small group. Group discussion. The general discussion is organized on the basis of reports from small groups. Representatives of subgroups present their analysis, the rest of the participants can take the position of opponents to the speaker. Summing up the lessons.
Case 1: Imagine the following situation: you are teaching a group of 10 people selected by key competencies, not format qualities. That is, they are: different ages; different education; different work experience; from different social strata. You need to convey to them information that is moderately difficult to understand. How will you do this, considering that some part of the group will remain either misunderstood or uninterested in any case? Case 2: In the middle of the training, one of the participants gets up and leaves. Having explained or not is not the point. How will you work with the rest of the group immediately after the incident? Case 3: Let's say you have students do some exercise that they don't understand. To some of them it seems stupid or funny - they sabotage the process, giggle, are not serious. What are your actions and reactions?
DIFFICULTIES IN USING CASES Lack of professional cases A prerequisite is high-quality preparation of participants for solving cases DECISION Exchange of cases Creation of a bank of cases Development of methodological support for classes Scenario approach to classes Preparation of participants for the perception of a case Averaged complexity of cases dreamed of a small summer cottage. Having bought a plot of land near the city, he became terribly interested in what animals and plants lived on this site before. He turned for advice to his school friend - Mikhail Ivanovich Volkov - Doctor of Biological Sciences. Mikhail Ivanovich was initially surprised by the unusual request of his friend, but then he asked one clarifying question, which Vitaly Petrovich could not answer. Then Mikhail Ivanovich offered the "inquisitive" landowner several ways to satisfy his curiosity. Task: What question did Mikhail Ivanovich ask Vitaly Petrovich? What methods of researching a summer cottage did Mikhail Ivanovich offer to his school friend?
