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Exploring Science Through Cases |
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Setting |
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Professional
Development Strategy
Goals
of this Example of Professional Development
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What You Can Gain from Using this Video
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Cases are narratives in print or on videotape that offer a picture of a teaching
or learning event. They are not simply stories about teaching or learning
but are, as Shulman (1992) states, focused on a teaching dilemma, student
engagement in science investigations, images of student thought processes,
or teaching strategies in action. The process of reflecting on students' thinking
and learning through case discussions often results in teachers trying out
the ideas or activities contained in the cases in their own classrooms. The
vivid images of students in the cases prompt teachers to wonder about the
thinking of their own students. Case discussions can also be a powerful tool
for helping teachers examine their own teaching practices. In these instances,
cases typically convey a contextual dilemma, as well as the internal struggles
of the case teacher.
Additionally, when teachers confront science through the lens of students'
perspectives, they often deepen their own content knowledge. As teachers reflect
on students' approaches, they begin to think through the science again for
themselves, often seeing new aspects of familiar content and expanding their
own understanding.
Cases can present complete stories that describe how the case teacher addressed
the dilemma. Others end instead with a series of open-ended questions. Some
convey the complexity of teaching, while others focus on discrete instances
of teaching. Finally, some cases are grouped into clusters based on similar
themes. Examining clusters of cases requires teachers to grapple with the
theme in different contexts (Merseth, 1991).
Case discussions provide a more focused picture of a specific aspect of teaching
or learning than one could observe in real-time in the classroom. Often, observers
in a classroom focus on management and miss opportunities to address specific
teaching or learning episodes. By using cases, participants focus on the same
situation and have the immediate opportunity to reflect specifically on those
experiences during the case discussion.
Whatever the focus of a case, all case discussions share common goals: to
deepen teachers' fundamental understanding about teaching and learning; to
provide opportunities for teachers to become involved in critical discussions
of actual teaching situations; and to encourage teachers to become problem-solvers
who pose questions and examine alternative solutions (Shulman & Kepner,
1994).
The Strategy in Action
Case discussions require a knowledgeable facilitator who prompts reflection
by case discussants. Facilitators must have a deep understanding of the science
content illustrated in the cases. In addition, they must have the skill to
turn discussions that are intellectually stimulating, and challenging--at
times even confrontational--into supportive and ultimately useful dialogs.
Handbooks and training opportunities are available to help facilitators develop
these skills (see the Reference list at the end of Section II as well as Section
IV: Technical Assistance).
It is also essential that case discussion groups create an atmosphere of learning
and trust. Since participants rely on discussion to tease out insights, they
and the facilitator need fairly sophisticated communication skills to challenge
assumptions, understand different perspectives, and dig deeply into underlying
structures that support science teaching and learning. If participants do
not have experience with this type of dialog, they need coaching by the facilitator
before beginning their case discussions.
Another key component is the use of relevant and recognizable cases. Although
some cases depict situations that reflect the ideal image of what teaching
and learning can look like, teachers need, at least initially, to be able
to identify aspects of their own teaching within a case. Once teachers feel
a sense of connection with a case, they can delve deeper into how the situation
is related to their own teaching approaches. Some cases will present notions
that conflict with the beliefs of the teachers. Dealing with the resulting
disequilibrium leads to changes in teachers' thinking.
Not only is participating in case discussions a powerful professional development
strategy, but the process of writing cases also enhances teachers' development.
Usually, teacher-writers follow a structured case development process that
progresses from identifying an issue of concern to collaborative work with
an editor who helps turn the narrative into a case that has benefits for a
larger audience. Most teachers who have written cases report that the writing
process has a strong impact on their professional lives (Shulman & Kepner,
1994).
