For additional information on Case-based instruction, please visit our Teaching Strategies page of the MNSU Instructional Design Services.  In order to implement a case-based instruction lesson in your classroom, there are a few planning steps to consider.  Fill in the blanks with your lesson-specific information in order to plan your case-based lesson.

1.  Develop clear and measurable learning objectives (including cognitive and behavioral objectives) – based on Bloom’s Taxonomy

• Students will be able to {verb} {noun}.
• Students will be able to {verb} {noun}.
• Students will be able to {verb} {noun}.

Ex: Students will be able to identify methods of differentiation using Web 2.0 tools

2.  Identify the learning resources (if any) students will need to access at home before coming to class.

• Reading materials
• Watch instructional video xxx (name of the video) for xx minutes http://www…
• Exercise on worksheets, if any
• Suggest other learning resources

Ex:  Before class on Thursday, please watch instructional video #1.

Learning Resources my lesson will include:

• __________________________________
• __________________________________
• __________________________________
• __________________________________

Technology Resources I will need to create the pre-class learning resources:

• __________________________________
• __________________________________
• __________________________________
• __________________________________

3. Prepare your case that students will use to explore the content.  You can either create a case or select one from an existing case bank.  Follow the guidelines below for both selecting and creating a case.

Herreid’s (2007) rules for case-based learning.  A case:

• Tells a story.
• Focuses on an interest-arousing issue.
• Set in the past five years
• Creates empathy with the central characters.
• Includes quotations. There is no better way to understand a situation and to gain empathy for the characters
• Relevant to the reader.
• Must have pedagogic utility.
• Conflict provoking.
• Decision forcing.
• Has generality.
• Is short.

Or use Lane’s (2007) Case Writing Guide

My case:

4.  Define the procedures for in-Class case analysis that your students will be completing. Let students know if they need to bring or prepare anything before class.   The idea is to create an active learning environment where students actively interact with the content and the instructor acts as a guide.

• Establish ground rules for participation
• Assign discussion groups or roles in the case
• Students define case facts and significant information
• Pose challenging questions to further discussion
• Students define objectives and possible solutions

Activities students will complete analyzing the case:

• __________________________________
• __________________________________
• __________________________________
• __________________________________

Technology Resources my students will need to complete the analysis:

• __________________________________
• __________________________________
• __________________________________
• __________________________________

Ex: Use Bubbl.us to create a mind map of the salient points of the case

5.  Identify any post-case activities that your students will be completing.

• Reflection
• Shift context – students see the case from another point of view
• Follow up discussion
• Shift time frame – “what’s next?”, “How could this situation be different?”

Activities students will complete post-case analysis:

• __________________________________
• __________________________________
• __________________________________
• __________________________________

Technology Resources my students will need to complete the post-case activities:

• __________________________________
• __________________________________
• __________________________________
• __________________________________

Ex: Write a reflection of your case analysis.  Discuss the points at which any decision could have altered the situation. 

6.  Create the assessments that you will use for determining students’ mastery of the learning objectives.

• Formative/Summative
• Challenging questions
• Interactive quizzes

Ex: Create a graphic organizer that categorizes at least 15 Web 2.0 tools.  Identify how these tools will allow you to differentiate your instruction. 

Assessment(s) I will use in my case-based lesson:

• __________________________________
• __________________________________
• __________________________________
• __________________________________

Technology Resources my students will need to complete the assessment(s):

• __________________________________
• __________________________________
• __________________________________
• __________________________________

7.  Verify that your assessments and activities align with the learning objectives.  Do they allow your students to demonstrate that they have achieved the learning objectives?