How to discuss a case in the classroom?

The discussion in the classroom is the most anticipated moment in a learning dynamic based on teaching cases. For this reason, Ellet (2007) dedicates a chapter of his book to this theme and brings Insights that I like to address in the classroom, in order to create a collaborative and conducive environment for us to work with cases, getting the most out of them.

As the teacher has gone through the experience of discussing the same cases in different classes and at different times, it becomes clearer how impossible it is to control the result. There is even a beauty of the process: the result is unique and dependent on the group.

There are more engaged students, there are different worldviews. I myself have experimented with discussing the same case with classes with very different compositions and I was impressed by how different the point of arrival was, which makes the process more interesting.

Therefore, standardization of responses is not a valid or desirable criterion.

One aspect that is quite clear in my experience is that the higher the level of preparation of the teacher who conducts the debate and of the students, the richer and more fruitful the debate is. When the preparation pillar has been done properly, participation tends to occur with higher quality. Therefore, the course should set aside time and encourage good preparation. This will make all the difference in the quality of the debate.

For the debate of a case, the roles have to be clear and adjusted among the participants as well. A coexistence agreement is expected in which speaking times are respected and listening is valued as an integral part of the communication process. Also, it is essential that the co-responsibility of the participants is visible to everyone so that it is a rich and interesting debate.

A good case class is unsettling. People want to expose their points of view and are ready to speak. However, to take a phrase from Ellet (year, page): " discomfort is unavoidable " (discomfort is inevitable). After all, there are several risks linked to exposing your ideas in public. For this reason, it is necessary to invest in the encouragement of a welcoming social environment that respects differences of opinions, which will be fundamental for the successful use of teaching cases. Finally, the role of the teacher as mediator must be clear and the participants as protagonists.

Reference:

ELLET, W. The Case Study Handbook . Harvard Business Press, Cambridge: 2007.