Studies, Readings and Support Material Case Teaching Barnes, L.B., C.R. Christensen, and A.J. Hansen, eds., Teaching and the Case Method, 3d ed. Boston: Harvard Business School Press, 1994. Boehrer, J., and M. Linsky. “Teaching with Cases: Learning to Question.” In
Your role in the small group is to listen deeply and ask questions that will help clarify and inform your understanding of what is being said. Resist the temptation to agree, relate to a personal experience, make declarative statements or
Creativity happens when two silos of thinking connect. The more your questions connect to other disciplines or positions the greater the potential for deep understanding and transformational thinking. You want to address all relevant domains inherent in the question?
Dialogue based models like Case Method and Appreciative Inquiry are designed to encourage the exploration of new ideas and ways of thinking. Inclusive processes require a set of skills to encourage this open exchange. Guiding Principles Allow for open exploration
An issue based model of learning is about talking, not telling. It is built on the belief that we must get kids talking to us and to each other about critical issues that influence their lives if we want them
The act of inquiry involves a continuous cycle of examination and reflection of new ideas, theories and practices. This cycle of inquiry is self-generating as new insights bring new questions that then fuel further examinations. Click here to view and