3 Fundamental Ps of the Case Method

Preparation

Presence

Participation

These 3Ps, which make the inevitable parallel with the Ps of the marketing mix, are fundamental for the effective use of the case method in the classroom.

The first premise is the preparation : the student needs to have time and be encouraged to prepare. Do an active reading, take notes, reflect on the proposed case. You should consider the questions proposed for the debate. In my experience, I have enjoyed proposing the questions in advance for students to answer individually. These questions can be punctuated exercises, internet forums, among other activities.

I have also, over time, reduced the number of cases, preferring to concentrate on the quality of the debates. In my planning, I decided to convert this time to the preparation phase. Fewer cases during a semester, but with higher quality. The teacher also needs to prepare for the conduct of that case. To do this, it can be updated on the subject and the unfolding of the situation, in order to complement the elements of the discussion.

Tips to improve preparation : schedule time in the course program for this stage, offer clarity of the steps that will be followed, balance the number of cases with the time needed for preparation, encourage students to start individual reflection.

The second premise is the presence : This means being in the classroom, whether in person or online, in an active and responsible way. The schedules are important for people to follow the steps of what will happen, and that that moment is seen as something important, respectful and special. Each subject there makes a difference. This collective presence is what allows us to add a new layer to the analysis of the case, which was done individually at the first moment.

Tips to improve presence: encourage students to feel challenged and stimulated by the debate, organize the stages of the class, value their presence in the classroom, facilitating a collaborative and exchange environment. Openness in communication and sharing vulnerabilities is something that can bring participants closer together.

The last premise is the participation : An active and collaborative posture in the classroom makes all the difference and can be cultivated. Encouraging participation with active listening and clear communication of ideas are central. Living with the contradictory and critical thinking, as well as the search for evidence, are skills that can be developed.

Tips to improve participation: start the conversation about the case with the verification of relevant points in the students' view, encourage speech, including those who are not the first to ask for the floor. Bringing the case closer to students' previous experiences helps them connect and bring their perceptions. Even the shape of the room, seeking an arrangement of the chairs in circles, brings people together and favors participation. The questions asked by the teacher, the more thought-provoking, the more they stimulate participation.