LECTURE METHOD V/S CASE METHODOLOGY
You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives. ~Clay P. Bedford
Lecture Mode of Teaching
Lecture is a teaching method where an instructor is the central focus of information transfer. Typically, an instructor will stand before a class and present information for the students to learn.
* Lectures are a straightforward way to impart knowledge to students quickly. * Instructors also have a greater control over what is being taught in the classroom because they are the sole source of information. * Students who are auditory learners find that lectures appeal to their learning style. * Logistically, a lecture is often easier to create than other methods of instruction. * Lecture is a method familiar to most teachers because it was typically the way they were taught. * Because most college courses are lecture-based, students gain experience in this predominant instructional delivery method.
* Students strong in learning styles other than auditory learning will have a harder time being engaged by lectures. * Students who are weak in note-taking skills will have trouble understanding what they should remember from lectures. * Teachers may not get a real feel for how much students are understanding because there is not that much opportunity for exchanges during lectures.
Case Method of Teaching
Case studies are a form of problem-based learning, where you present a situation that needs a resolution. A typical business case study is a detailed account, or story, of what happened in a particular company, industry, or project over a set period of time.
* Case studies are a great way to improve a learning experience, because they get the learner involved, and encourage immediate use of newly acquired skills. * They differ from lectures or assigned readings, because they require participation and deliberate application of a broad range of skills.
When to Use a Case Study-
* Case studies tend to focus on why and how to apply a skill or concept, not on remembering facts and details. Use case studies when understanding the concept is more important than memorizing correct responses. * Case studies are great team-building opportunities. When a team gets together to solve a case, they'll have to work through different opinions, methods, and perspectives. * Use case studies to build problem-solving skills, particularly those that are valuable when applied, but are likely to be used infrequently. This helps people get practice with these skills that they might not otherwise get. * Case studies can be used to evaluate past problem solving. People can be asked what they'd do in that situation, and think about what could have been done differently.
In lecturing, success meant that students paid attention laughed at my jokes, and applauded me. I told them what to learn, and they learned it. . . . When I teach now I worry about such questions as whether everyone in the group has participated. Have questions generated energetic (but respectful) controversy? Has the group really pried the case open, created an agenda for further study, and developed a strategy for addressing its own questions? -Daniel A. Goodenough,
Keeping the Discussion Alive-
Once the basic information in a case has been re-viewed, discussion can center on objectives and solutions. Good discussion can be generated by the kinds of questions that you ask to make sure that all the angles of the case are carefully considered. Open-ended questions are especially useful, because they demonstrate that you don’t have a predetermined conclusion that you’re aiming for. It’s also important to ask exploratory and relational questions—questions that probe into the reasoning behind conclusions, since some students may want to jump...
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