Participant-Centered Learning and The Case Method Minder Chen

1. Participant-Centered Learning and The Case MethodMinder Chen

2. Web site: http://hbsp.harvard.edu/multimedia/pcl/pcl_1/start.html • http://www.hbs.edu/teachingandlearningcenter/ • http://gsb.hbs.edu/pcl/resources.html • R.R. Donnelley & Sons: The Digital Division http://people.ischool.berkeley.edu/~criley/Donnelley_case.pdf • Video for teaching this case. • http://www.hbs.edu/teachingandlearningcenter/in-practice/sampleclass.html • http://www.hbs.edu/teachingandlearningcenter/case-method/insidehbscasemethod.html • Analyzing A Case Study http://www.awpagesociety.com/images/uploads/Analyzing_A_Case_Study.pdf • The Art of Discussion Leading: A Class with Chris Christensen. Harvard University Book Center, Jossey-Bass. (1995) • Teaching and the Case Method, 3rd Ed., by Louis B. Barnes, C. Roland Christensen, Abby Hansen, 1994. 

6. Davis, B.G., Tools for Teaching, Jossey-Bass; San Francisco, second edition, 2009. • http://teaching.berkeley.edu/bgd/

8. Preparing to Teach • Picking the right case • Planning skills • Content: Less is more • Differences between lecture and case teaching plans • Know your students • Helping students prepare

9. Teaching Techniques (I) • Questioning, Listening, and Responding • Questioning, listening, and responding • Three important characteristics of questions • Listening at four levels • Echoing • Teaching students to listen to one another • Transitions • Signaling a transition • Using summaries to transition

10. Teaching Techniques (II) • Timing • Managing classroom time • Making real-time timing adjustments • Timing can be overwhelming • Classroom Activities • The power of role-play • Using a vote to engage the class • Other • Creating the right climate • Misconceptions about closure • Using the blackboard in class

11. Final Thoughts and Reflections • Advice for new case teachers • Learning as you teach • Judging success

12. Participant-Centered Thinking • The case for participant-centered learning • Two-way learning • Content or process? • The three ways that people learn • Learning at the extremes • What makes a great class? • Advice for first-time teachers • Qualities of effective teachers • Four things that great teachers do

13. Preparing to Teach and Learn • Workload and collaboration • Extracting knowledge from data • Learning collectively • Balancing student preparation • Two sides to teacher preparation • Less is more • The learning contract • Implicit/explicit contract • Don’t forget the B players • How do people experience you? • Study student profiles • Teaching plan evolution • Preparing to teach others' cases • Teaching cases over two classes • How cases form a course

14. Adopting and Supporting Participant-Centered Learning • Challenges to introducing participant-centered learning • The teacher transition to participant-centered learning • Balancing research and teaching • Support with teaching groups • Peer support and review • Stewardship • Aspirations for change

15. Creating a Climate for Learning • Getting to class early • Teacher style makes a difference • Am I in or am I out? • Do students want teachers as friends? • Handling participation anxiety • Helping students succeed • Celebrate participation • Support and motivate • Starting with a question • Importance of questions • Influencing behavior • Ambiguous behavior • Vary your mediums

16. Teaching Techniques • Transitions • Segue • Differing interpersonal styles • Flow and rigidity • Reins of control • Agenda on board • Role-plays help students remember • The minority view • Blackboard use • The quiet moments • Handling experts • Leading questions • Call patterns

17. Evaluation • Meeting class objectives • Monitoring student engagement • Seating implications • Evaluating class participation • Negative/positive grading • Harvard Business School Grading • Handout danger • Summarizing content at the end of class

18. Timing and Feedback • Feedback from students A • Feedback from students B: Getting feedback early • Quit doing • Keep doing • Start doing • Applause • Timing with examples from the Donnelley case • Adjusting timing during the Andersen vs. Andersen case • Teaching plan review • The Dressen case teaching plan

19. Challenges When Introducing Participant-Centered Learning

21. Challenges When Introducing Participant-Centered Learning