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Case Based Instructional models are exactly as they sound- instructional models built upon and based on specific cases designed to teach. They are also commonly called Problem based learning (PBL) and/or Project based learning (PBL). Three excellent examples can be found in Orey’s 2001 publication, Emerging Perspectives on Learning, Teaching, and Technology at epltt.coe.edu. These cases can be thought of as real life scenarios that facilitate meaningful learning by bridging the gap between classroom knowledge and solving real-world problems. For example, a math educator may choose to teach specific concepts by having students analyze and offer different perspectives based upon a shared experience. For example, we can look at three different cases and see the Case Based Instructional model at work: 1) Sue balances her checkbook, 2) Mike saves for a car, and 3) Donna buys 10 shares of stock. Each case represents a real world activity while building upon prior knowledge and utilizing actual experiences. Cases can be conferred in a variety of forms including a story, a simple or complex problem, a visually rich multimedia presentation, or even a classroom debate or discussion. Because these cases often stress basic skills and rely on prior knowledge and experiences, they have proven to be effective in helping people to become better problem-solvers in real world situations.
According to Atherson (2013), The ability to analyze, synthesize, evaluate and problem solve refers to advanced cognitive knowledge structures. These structures are identified as smaller parts within Bloom’s Taxonomy, a classification system that identifies varied forms and levels of learning. Bloom’s three domains of learning include: 1) Cognitive, 2) Affective, and 3) Psycho-Motor Domains. Bloom’s Taxonomy and all domains can be found at learningandteaching.info. Although Anderson and Krathwohl have revised a few of the cognitive domains in the classification system, the original version continues to be the most used of the three.
As noted above, the Case Based Instructional model relies on the basic principals of building upon prior knowledge, strengthening the understanding of core principals, and applying the use of foundational knowledge to actively process ideas and information. Let me explain. Case-based learning scenarios often emphasize basic skills such as good communication, effective decision making, active listening, algebra concepts, historical knowledge, and core scientific facts. As learners build upon these skills, past and prior experience of the knowledge will aid in visualizing the problem, bridging visual/graphic memories with new concepts of learning. Students gain new experience with analyzing ideas and applying concepts to solve real world problems and achieve goals. (udlcenter.org, (2013). Moreover, Case Based learning provides students many opportunities for richer and deeper exploration of concepts and ideas, guides higher order information processing, visualization, and concept manipulation, and builds knowledge with graduated levels of support for practice and performance. (For more information see: udlcenter.org).
The Case Based instructional model falls under the theoretical school of Cognitivism, though it also has a direct influence in Constructivism. Swiss psychologist Jean Piaget (1896-1980) was a pioneer in early education who based his principals of acquiring knowledge on observed investigations focused on how children think and learn. As noted in the 2006 text Foundations of Education, Piaget believed that children actively explored their environments as active agents of their own cognitive development (Ornstein and Levine). Piaget characterized these levels of developmental growth into four stages: 1) Sensorimotor: birth to two years when children learn from experience, 2) Preoperational: two years to seven years, when preoperational thought is increased through speech, language development, and intuition, 3) Concrete operational: from seven to eleven years, when thinking begins to form logical arguments, patterns, and mathematical cognitive operations, and 4) Formal operational: age eleven through early adulthood, is characterized by the ability to use higher order thinking skills, logical reasoning, complex analyses, synthesis and evaluation to solve problems. Jean Piaget’s educational research sparked a movement that went beyond the borders of the United States, but became an accepted school of thought worldwide.
Cognitivism sparked new ideas and fueled changes in the latter school of thought Constructivism. It became an accepted notion that classrooms should be designed around children’s learning rather than be a formalized setting. Since children learn both directly and indirectly from their environments, the most effective teaching strategies replicate real world learning that children use in their everyday lives (Ornstein and Levine, 2006). As children interact with the world around them, they construct the information through a process called constructivism. The process involves discovering inadequacies in new information with existing knowledge, and reconstructing this existing knowledge to form moe complete and higher order thinking skills. Additionally, contemporary constructivist education originated with Piaget’s pioneering assertion that children do not simply copy, but rather construct reality (Ornstein and Levine, 2006).
Promising research presented on the website cbl.org, show that Case Based Instructional models are indeed successful tools of facilitation, emphasizing critical thinking and problem solving skills, forcing decision making, fostering collaborative learning, provoking conflict resolution, arousing interest, and utilizing prior knowledge to establish a common goal. As noted by Atherson (2013), the ability to analyze, synthesize, and evaluate facts and experiences from multiple areas and disciplines, and present possible solutions to the issue or problem at hand, show and advanced domain of cognitive development. Withal, the National Center on Universal Design for Learning contends that Case Based Instruction meets UDL principals for curriculum development aimed to give all individuals an equal opportunity to learn. Beyond these praises, Case Based Instruction historically has served as an effective educational model in academic fields such as Medicine, Law, Business, and Engineering.
References
1. Atherton, J. S. (2013). Learning and Teaching; Bloom's taxonomy [On-line: UK]. Retrieved June 11, 2014 from: http://www.learningandteaching.info/learning/bloomtax.htm
2. Blackmon, M., Hong, Y., & Choi, I. (2007). Case-Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved June 13, 2014 from: http://projects.coe.uga.edu/epltt/
3. Problem Based Learning. (2014), Retrieved from: http://hildie538.wikispaces.com/
4. National Center on Universal Design for Learning (2013) Case based learning. Retrieved June 11, 2014 from: http://www.udlcenter.org/implementation/postsecondary/case-based_learning
5. Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved June 11, 2014 from: http://projects.coe.uga.edu/epltt/
6. Ornstein, A.C., & Levine, D.U. (2006). Foundations in education. (9th Ed.). Boston, New York. Houston Mifflin Co.
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