Teaching Strategies: Case-based Teaching and
Problem-based Learning
Case-based Teaching
With case-based teaching, students develop skills in analytical thinking and reflective judgment by reading and discussing complex, real-life scenarios. The articles in this section explain how to use cases in teaching and provide case studies for the natural sciences, social sciences, and other disciplines.
Teaching with Case Studies (Stanford University, 1994)
http://ctl.stanford.edu/Newsletter/case_studies.pdf
This article from the Stanford Center for Teaching and Learning describes the rationale for using case studies, the process for choosing appropriate cases, and tips for how to implement them in college courses.
National Center for Case Study Teaching in Science (University of Buffalo)
http://ublib.buffalo.edu/libraries/projects/cases/case.html
This site offers resources and examples specific to teaching in the sciences. This includes the “UB Case Study Collection,” an extensive list of ready-to-use cases in a variety of science disciplines. Each case features a PDF handout describing the case, as well as teaching notes.
The Case Method and the Interactive Classroom (Foran, 2001, NEA Higher Education Journal)
http://www.nea.org/assets/img/PubThoughtAndAction/TAA_01Sum_05.pdf
First-person account of how a sociology faculty member at University of California, Santa Barbara began using case studies in his teaching and how his methods have evolved over time as a professor.
Using
Cases in Teaching (Penn State)
http://tlt.its.psu.edu/suggestions/cases
Tips for both teachers and students on how to be successful using case studies in the college/university classroom. Includes links to several case repositories, organized by discipline.
Problem-Based Learning Clearinghouse (University of Delaware)
http://www.udel.edu/pblc
Collection of peer reviewed problems and articles to assist educators in using problem-based learning. Teaching notes and supplemental materials accompany each problem, providing insights and strategies that are innovative and classroom-tested. Free registration is required to view and download the Clearinghouse’s resources.
Problem-based Learning
Problem-based learning (PBL) is both a teaching method and an approach to
the curriculum. It consists of carefully designed problems that challenge
students to use problem solving techniques, self-directed learning strategies,
team participation skills, and disciplinary knowledge. The articles and links
in this section describe the characteristics and objectives of PBL and the
process for using PBL. There is also a list of printed and web resources.
Problem-Based Learning Network
(Illinois Mathematics and Science Academy)
http://pbln.imsa.edu
Site includes an interactive PBL Model, Professional Development links, and video vingnettes to illustrate how to effectively use problem-based learning in the classroom. The goals of IMSA's PBLNetwork are to mentor educators in all disciplines, to explore problem-based learning strategies, and to connect PBL educators to one another.
Problem-Based
Learning: An Introduction (Rhem, 1998, National Teaching and Learning Forum)
http://www.ntlf.com/html/pi/9812/pbl_1.htm
This piece summarizes the benefits of using problem-based learning, its historical origins, and the faculty/student roles in PBL. Overall, this is an easy to read introduction to problem-based learning.
Problem-Based
Learning (Stanford University, 2001)
http://ctl.stanford.edu/Newsletter/problem_based_learning.pdf
This issue of Speaking of Teachingidentifies the central features of PBL, provides some guidelines for planning a PBL course, and discusses the impact of PBL on student learning and motivation.
See also:
The International
Journal of Problem-Based Learning:
http://docs.lib.purdue.edu/ijpbl/