Invite students to form study groups to review the case before class. Ask students to develop and analyze their case studies in groups of four or five. Let students (individuals or groups) know how they performed in the case study. Experienced teachers recommend providing students with a list of research questions to help them understand the case.
The central task in case teaching is to ask questions, guide student preparation, guide discussion, and promote student participation. When discussing case studies, you should ask questions. And lead the discussion to important points. But avoid lecturing or telling students the “correct” answers. In addition to knowing the content of the case. Plan how to start the discussion and write a series of questions you want to ask your students to highlight key points.
At the end of the discussion, summarize key points and help students discuss how the content of the daily session relates to the rest of the course. Have or ask students to make a closing statement that highlights the objectives and key points of the discussion. You must provide context and direction for the discussion, engage students in the relevant situation, focus their comments on the current issue, help them develop their ideas, encourage their efforts and challenge their thinking, connect topics of conversation. And bring the whole exercise to a conclusion.
If you split into groups, be sure to allow extra time at the end to bring the whole class together to discuss key points from each group and highlight any differences. You can have a large class discussion or break into subgroups and have small discussions. Don’t let one or a small group of people dominate the discussion. You may be a member of a group and the group members have asked you to act as a leader. In which case you definitely have the right to participate in the discussion (although not dominate).
Your job as a leader is not to tell the group what to do or impose certain conclusions. But to ensure that the group picks an appropriate topic that meets the group’s needs, there is no “right” answer and starts with (without a pre-determined conclusion) no one A person or a group leads the discussion, everyone follows ground rules, the discussion is civilized and organized. And all ideas are carefully and critically analyzed. If you are prepared, you are likely to be the discussion leader who helps the group achieve the desired outcome visit us.
If you are assigned the role of initiator in a group discussion. You will certainly get an advantage over others. As you will have the opportunity to attract everyone’s attention and make a great impression from the very beginning. It’s helpful to be the only one who initiates the group discussion. But it’s also risky as you need to think on the fly and come up with a surprising opening line that can make a startling impression. As you learn the best ways to start a group discussion. Preparing for some starting lines will always help you prepare for the situation.
Another important factor to consider when looking for the best way to start a group discussion is to present the topic in a unique way to keep everyone interested. As a sponsor, you can simply grab everyone’s attention and then have a powerful group discussion by asking relevant questions. If the discussion seems to be slowing down, introducing a new problem or changing the task to accommodate a new mindset or different team dynamics may help. Another possibility is to film the discussion and analyze it a posteriori. This can be useful because moderators are busy with many things at once (time management, flow of ideas, team dynamics) and often fail to understand the discussion as a whole.
To start a class discussion, teachers can start with a simple. Non-controversial question that all students should be able to answer quickly. To get all students involved, teachers can divide them into small groups. Give each group a few minutes to discuss how to answer the case-related questions. And then have one person from each group at random to present the answers and case arguments. .
As a prelude or addition to the class discussion. You can invite pairs or small groups of students to discuss a question or problem. Giving students time to write down their thoughts before opening a word for discussion can also help ( click here )quiet learners become more involved. Often, students must learn to meaningfully engage in discussion.
In this case, have groups of students express opinions on different interests. Meet your fellow MBA graduate students, form a group, and have a case-based group discussion. You can encourage students to discuss cases ahead of time by organizing study groups of 5 or 6 students. Or by simply inviting students to meet informally before class to discuss the case.
Use probes, questions, tasks, and paraphrases to help students explore each case on their own. Study questions can be assigned to guide students in reading the case in order to a) get them to organize information about the case on their own, b) focus on key points in the discussion, and c) begin to analyze those questions. Students typically spend several hours reading, highlighting, and discussing cases before class, sometimes alone and sometimes in groups.
This is entirely a case of spontaneity, where you work through as many group discussion topics as possible in advance so that when you are given the opportunity to be the initiator, you can make the most of it.
Some case studies are as short the one above. Or they could have a long case statement that runs beyond 20 to 25 lines. With case studies, it is usually easier to deal with the longer ones than the shorter ones. As the shorter the statement the lesser the data. And the more the number of assumptions we need to make in order to proceed towards a solution.
Please remember that in a case study you – both the individuals and the group – must solve the problem from the perspective of the entity in the question at the end of the case statement – in the above case you are ‘the company’. Nobody is allowed to role-play in such discussions. However, you should certainly examine how the given situation affects all the concerned parties.
