Case Based Learning Report Philo
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Transcript of Case Based Learning Report Philo
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8/14/2019 Case Based Learning Report Philo
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ASE BASEDASE BASEDLEARNINGEARNINGBY:
Angeli Nashreen Alonso
Suzanne Y. Caete
Lou Norman Flores
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hat is casehat is caseased learningased learning
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CBL teaching involves the interactive, student-
centered exploration of realistic and specificsituation
It focuses on the building of knowledge and thegroup works together to examine the case.
Given cases are factually base, complex problemare written to stimulate classroom discussionand collaborative analysis.
FACTS: CBL in a narrow sense is quite similar to problem
based learning.
It is popular in business and law school.
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1. Features -Learner centered
Collaboration and cooperation between
participants ,Discussion of specific situations
-typically real world examples
Question with no single right answer
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.2 Students
Engage with the characters and circumstancesof the story
Identify problems as they perceive itConnect the meaning of the story to their own
lives Bring their own background knowledge andprinciplesRaise points and question and defend their
position formulate strategies and analyze thedata and generate possible solutionsMay not agree and sometimes a compromise isreached
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.3 TeacherFacilitator Encourages exploration of the case and
consideration of the characters action inlight of their decisions
.4 Cases Factually based Complex problems written to stimulate
classroom discussion and collaborativeanalysis , -Involves the interactive student
centered exploration of realistic andspecific situation
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I structionalstructionalodels of CBLodels of CBLyyLYDE FREEMANLYDE FREEMAN
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.1 TELLS A STORY
.2 FOCUSES ON THE INTEREST AROUSING ISSUES
.3 SET IN THE PAST FIVE YEARS
.4 CREATES EMPATHY WITH THE CENTRALCHARACTERS.5 INCLUDES QUOTATIONS
.6 RELEVANT TO THE READER
.7 MUST HAVE PEDAGOGIC UTILITY
.8 CONFLICT PROVOKING
.9 DECISION FORCING
.10 HAS GENARALITY.11 IS SHORT
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he A and D ofhe A and D ofCBLBL
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ADVANTAGES OF CBL
.1 , ,S tu d e n ts so rt o u t fa ctu a l d a ta a p p ly a n a ly tic to o ls,a rticu la te issu e s re fle ct o n th e ir re le v a n t
,e xp e rie n ce s a n d d ra w co n clu sio n th e y ca n re la te.to n e w situ a tio n
.2 T h e y a cq u ire su b sta n tive kn o w le d g e a n d d e ve lo p, .a n a lytic co lla b o ra tiv e a n d co m m u n ica tio n skills
.3 C a se s a d d m e a n in g b y p ro vid in g stu d e n ts w ith th e.o p p o rtu n ity to se e th e o ry in p ra ctice
.4 ,S tu d e n ts se e m m o re en g a g e d in te re ste d a n d
.in vo lve d in th e cla ss.5 ,C B L d e ve lo p s stu d e n ts skills in g ro u p le a rn in g
sp e a kin g a n d critica l th in kin g
.6 S in ce m a n y cases are b a se d o n con te m p o rary o r,re a listic p ro b le m s th e u se o f ca se s in th e
.cla ssro o m m a ke s su b je ct m a tte r m o re re le va n t
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D IS A D V A N TA G E S O F C B L
.1 C a se b a se d le a rn in g can b e m o re d e m a n d in g inte rm s o f sta ff tim e a n dw o rklo a d th a n tra d itio n a l
.m eth od s
.2 .It m ig h t a lso b e m o re d e m a n d in g o f re so u rce s.3 S tu d e n ts m a y b e u n p re p a re d fo r th e m o re a ctiverole d e m an d e d of th e m a n d m a y th e re fo re n o t b e
.a b le to g a in th e p o te n tia l b e n e fits.4 Tu to rs m a y fe e l th a t th e ir tra d itio n a l ro le a s
expert is challenged oru n d e rm in e d a n d w ill n e e d to re co g n ize a lo ss of
.p o w e r a n d con tro l.5 A sse ssin g C B L w o rk ca n p re se n t n e w ch a lle n g e s