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Facilitation Guide

Case Based Learning

Maria Roberts ADED 432

Integration Activation

Application Demonstration

Merrill, D. (2002)

Maria Roberts ADED 432

Instruction Strategy

Case Based Learning

Planning for Case-Based Learning

When facilitating learning with cases, it becomes very important to give adequate time and energy into the planning process. Facilitators must be have available to them a variety of tools and techniques to support the learners throughout the process. Facilitation Tools (Bens, 2005)

Stay neutral
Asking questions

Listen actively

Testing assumptions

Synthesizing ideas

Providing feedback

Assisting to stay on track

Process Tools to Encourage, Support and Introduce to Learners (Bens, 2005)

Systematic problem-solving

Decision grids
Setting norms for group work





Facilitation Suggestions for Case-based Learning: Child Abuse (Mauffette-Leenders, Erskine and Leenders, 2001) and (Bens, 2005) 1. a. b. 2. Pre-Case Icebreaker/ Warm up This is important to create trust and respect within the group. It also can open interpersonal communication Use of anecdotes or previous experiences of the facilitator to help identify the process and the

purpose of the case-based learning. 3. Discussion of theoretical and class readings to support the work ahead and to check

understanding of material needed to fully participate in the case work. 4. The importance of buy-in is central to successful facilitation. It also provides an opportunity to

tap into previous experiences, look for pre-conceived ideas and bias, and create an authentic learning experience. a. Verbal surveys are often helpful to establish this, as well as video clips.

http://youtu.be/YLweiAigyMM 5. Make eye-contact to create a sense of community and establish familiarity as this is often a very

difficult topic for learners. 6. 7. Assist with the creation of group (small and large group) norms. Describe and clarify the facilitator role, using the tools listed on previous page.

Design the Process ( http://www.teaching.iub.edu/handbook_toc.php ) Group size: 3-6 learners is ideal for case-based learning. Ensure that the case situation so that learners will critically think about the situation and engage in meaningful discussion. Simple yes/no cases will not create the depth of learning that can be achieved.

Possible Supports with Case-based Learning (Bens, 2005) Systematic Problem-Solving (Bens, 2005, pp. 174-176) Step #1: Name the problem: Using the case and the guiding questions, decide the issue identified in the case. Step #2: Be clear about the goal for the group as it relates to the case presented. Step #3: Use a variety of techniques identified as Process Tools on previous page to analyze the issue. Step #4: Begin to identify possible solutions to the case issue, again using the Process Tools. Step #5: Evaluate the solutions your group has decided upon....is there consensus? Step #6: What is your action plan? How will you share your small group results with the larger group?

Case-based learning reflect Merrill's Principles of Instruction: 1. Problem is presented within the story told in the case. 2. The case story is a tool to activate prior learning or experiences, or to engage the learner in new learning. 3. The case is explored, discussed, and analyzed, and learners view the case as a demonstration of facts and theories. 4. A course of action, a solution is decided upon and applied to the case. 5. Learners integrate the new learning into their knowledge base, to potentially use in the future.

This is the case used for Case-based Learning Child Abuse and ECE Roles and Responsibilities Rayans mother Trina attends classes for English as a Second Language (ESL). The family arrived in Canada five months ago. Both parents attended the intake interview. Rayans father is fluent in English. He answered all the questions, rarely conferring with his wife. Trina drops Rayan off each day before ESL class. One morning, after being in your program for one month, Rayan becomes extremely upset. She clings to her mother, screams, and needs to be peeled off of her. This behaviour reoccurs most mornings. Trina often has tears in her eyes and seems to hesitate as she leaves. You have needed to call Rayans mother out of her class periodically to calm Rayan down. You are familiar with separation anxiety, but this is severe and seems to be lasting too long. Rayan usually cries all morning while her mother is away in class. Lately, there are times when Rayan calms to a whimper, but she never completely stops crying. You cannot distract her with toys. She startles and will start to scream if there are any loud noises. She sits in the corner of the room and follows your every movement with her eyes. You talk with her mother one day after class, asking if she and her husband can come in for a talk about Rayan. Her mother quickly shakes her head at this suggestion. You notice that her hands are shaking. She tells you that you cannot bother her husband with this. Trina starts to cry, saying that she will quit school to stay home with Rayan. (2005 Centre for Children and Families in the Justice System (London Family Court Clinic, Inc.)

These questions and statements could be used to guide discussion (specific to the case identified Child Abuse and ECE Roles and Responsibilities)

1. 2. 3. 4. 4. 5. 6. 7. 8.

List the behavioural and emotional concerns you have about the child. How might you document your concerns? What factors in the childs home life are troubling? What other factors at home may be contributing to the concerning behaviours? What additional information might you collect about the family, and how? Is this a case where the Childrens Aid Society should be notified? What specific strategies might you use in the childcare setting to support this child? What strategies might you use to seek guidance or support for yourself? How might you discuss your concerns with the childs parent?