Essential Details
| Interaction Type | People | Time | Stakes |
|---|---|---|---|
|
✖ Learner-to-Learner ★ Learner-to-Instructor ★ Learner-to-Content |
★ Individual ★ With Others |
★ Asynchronous ★ Synchronous |
✖ Low-Stakes ★ High-Stakes |
Description
Most case studies have the following elements:
- A decision-maker who has a problem to be solved
- A description of that problem’s context
- Supporting evidence
Students review a case study. They evaluate the issue, key facts, the goal of the case study, the context of the problem, the alternatives available, and make a conclusion on their recommendation in the circumstance. They can write down their answers or discuss them.
Example
This example (“Peppered Moths and the Industrial Revolution”) includes questions as a part of the case study. Here are the examples of questions asked:
- Define a hypothesis and prediction regarding moths and the post-Industrial Revolution environment.
- How would you alter Kettlewell’s experimental design to test his research question: do birds preferentially prey upon moths with respect to the moths’ resting backgrounds?
Bloom's level
The level indicates this activity’s place within Bloom’s Taxonomy of learning (Cognitive Domain). Higher-levels contains lower-levels within it.
| Level | Action |
|---|---|
|
Sixth |
Create |
|
★ Fifth |
★ Evaluate |
| Fourth | Analyze |
| Third | Apply |
| Second | Understand |
| First | Remember |
Verb
Evaluate, Conclude
Tools
- Canvas Discussion
- Canvas Assignment
- Zoom Conference
Teaching Goal
The one main teaching goal for your activity
Practice New Skills or Concepts
Sources
Using Case Studies to Teach » Center for Teaching & Learning | Boston University. (n.d.). Retrieved October 22, 2019, from https://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/
Peppered Moths and the Industrial Revolution—National Center for Case Study Teaching in Science. (n.d.). Retrieved October 22, 2019, from http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=1046&id=1046