CASE BASED

LEARNING

BY:
Angeli Nashreen Alonso
Suzanne Y. Cañete
Lou Norman Flores
 What is case
based learning

CBL teaching involves the interactive, student-
centered exploration of realistic and specific
situation
It focuses on the building of knowledge and the
group works together to examine the case.
Given cases are factually base, complex problem
are written to stimulate classroom discussion
and collaborative analysis.
FACTS:

 CBL in a narrow sense is quite similar to problem

based learning.
 It is popular in business and law school.
Characteris
tics of CBL
1. Features


üLearner-centered
üCollaboration and cooperation between
participants
üDiscussion of specific situations,
typically real-world examples
üQuestion with no single right answer
ü


2. Students
üEngage with the characters and circumstances
of the story
üIdentify problems as they perceive it
üConnect the meaning of the story to their own
lives
üBring their own background knowledge and
principles
üRaise points and question and defend their
position formulate strategies and analyze the
data and generate possible solutions
üMay not agree and sometimes a compromise is
reached
3. Teacher
üFacilitator
üEncourages exploration of the case and
consideration of the characters’ action in
light of their decisions

4. Cases
üFactually – based
üComplex problems written to stimulate
classroom discussion and collaborative
analysis
üInvolves the interactive, student-
centered exploration of realistic and
specific situation
I nstructional
models of CBL
by
CLYDE FREEMAN
1.TELLS A STORY
2. FOCUSES ON THE INTEREST AROUSING ISSUES
3. SET IN THE PAST FIVE YEARS
4. CREATES EMPATHY WITH THE CENTRAL
CHARACTERS
5. INCLUDES QUOTATIONS
6. RELEVANT TO THE READER
7. MUST HAVE PEDAGOGIC UTILITY
8. CONFLICT PROVOKING
9. DECISION FORCING
10. HAS GENARALITY
11. IS SHORT
 The A and D of

CBL

 ADVANTAGES OF CBL

1. S tu d e n ts so rt o u t fa ctu a ld a ta , a p p ly a n a lytic to o ls,

a rticu la te issu e s, re fle ct o n th e ir re le va n t
exp e rie n ce s, a n d d ra w co n clu sio n th e y ca n re la te
to n e w situ a tio n .
2. T h e y a cq u ire su b sta n tive kn o w le d g e a n d d e ve lo p
a n a lytic , co lla b o ra tive a n d co m m u n ica tio n skills.
3. C a se s a d d m e a n in g b y p ro vid in g stu d e n ts w ith th e
o p p o rtu n ity to se e th e o ry in p ra ctice .
4. S tu d e n ts se e m m o re e n g a g e d , in te re ste d a n d
in vo lve d in th e cla ss.
5. C B L d e ve lo p s stu d e n ts skills in g ro u p le a rn in g ,
sp e a kin g a n d critica lth in kin g
6. S in ce m a n y ca se s a re b a se d o n co n te m p o ra ry o r
re a listic p ro b le m s, th e u se o f ca se s in th e
cla ssro o m m a ke s su b je ct m a tte r m o re re le va n t.
 D IS A D V A N TA G E S O F C B L

1 . C a se b a se d le a rn in g ca n b e m o re d e m a n d in g in
te rm s o f sta ff tim e a n d w o rklo a d th a n tra d itio n a l
m e th o d s.
2 . It m ig h t a lso b e m o re d e m a n d in g o f re so u rce s.
3 . S tu d e n ts m a y b e u n p re p a re d fo r th e m o re a ctive
ro le d e m a n d e d o f th e m a n d m a y th e re fo re n o t b e
a b le to g a in th e p o te n tia lb e n e fits.
4 . Tu to rs m a y fe e lth a t th e ir tra d itio n a lro le a s
‘ expert ’ is challenged or
u n d e rm in e d a n d w illn e e d to re co g n ize ‘ a lo ss o f
p o w e r a n d co n tro l’ .
5 . A sse ssin g C B L w o rk ca n p re se n t n e w ch a lle n g e s