case study ppt
Learning Study
This Wiki is for anyone who is interested in developing their practice in teaching using 'Learning Study'
- edited FrontPage
Getting started with Learning Study
A Step by Step Guide to Learning Study
Study - Added Value
A Learning Study on - Pricing Strategy - edited FrontPage
- edited FrontPage
- edited FrontPage
A Step by Step Guide to Learning Study
A CurrentLearning Study
A Learning Study on Pricing Strategy - edited FrontPage
- edited A Step by Step Guide to Learning Study
Developing a Learning Study lesson: a (tentative) Guide
1. Decide on the phenomenon
· This is the thing that you want the students to understand.
· It is NOT likely to be what is listed in the specification or what you commonly think it is!
· The phenomenon is likely to be much broader. It is likely to be something that encompasses the topic – like a heading for which the phenomenon is an example.
· This type of thinking takes some getting used to. Try and hang in there if you’re feeling baffled and frustrated!
One helpful way to get started is to try to complete this sentence:
….. the topic…..
is a way of thinking about
.. the phenomenon ….
Here are some examples of normal ‘topics’ and some possible phenomena.
Topic
Phenomenon
Pricing Strategy
The price that appears on a product
The 4 Ps
How firms sell products
Accounting Ratios
Efficiency of firms
Break even analysis
Profit
Critical Path Analysis
How businesses make decisions
Economies of Scale
Reasons for business growth
2. Decide the different ways in which it is possible for students to understand the phenomenon.
· Write some statements and put them in order from most straightforward to most complex.
· This is a bit like writing lesson outcomes in a ‘Some, Most, All’ way - except the focus is very narrow. Just concentrate on the phenomenon itself and the way in which you think students will understand it at different levels.
· The key thing to get hold of is that students understand topics in different ways and that there isn’t just ONE way of understanding.
· These statements are a bit like the kind of thing you might find in a mark scheme. They follow the pattern you might see in levels of response marking.
· The statements will help you be clearer on what it means for your students to get a more sophisticated understanding of the topics. If you can work out which students are at which level you can target lesson activities to try to get them to the next level.
· You could test students to find out which level they are at to start with!
Here are some examples:
Level
Topic – Pricing Strategies
1
Here is a factor that affects pricing strategy
2
Here is a factor that affects price strategy because …..
3
Pricing strategy is determined by a variety of factors at the same time
4
Pricing strategy is determined by a variety of factors at the same time and some factors are more important than others
5
Pricing strategy is a dynamic feature of a business that changes over time according to the interplay between a number of factors
Level
Topic – Economies of Scale
1
As companies increase in size they can sell for less because they get discounts for bulk buying
2
As companies increase in size their costs increase particularly in relation to promotion but this enables them to attract more customers and make more profit.
3
As companies increase in size their production rises while costs per unit do not rise in proportion to output
4
As companies increase in size their production and financial power increases while costs per unit do not rise in proportion to output
3. Identify factors that are critical to student understanding at the different levels.
· These are the things that you think are most important in getting an understanding of the phenomenon. These are usually factors that affect the phenomenon or they are component parts or aspects of it.
· Place these ideas around a circle and write the phenomenon in the middle – to remind you what it is and what you are trying to explain!
· Aim for no more that six or seven things around the circle – less can be fine.
· Often there will be links between the ideas on the circle. Connect them with a directional arrow if they are important.
· Remember that you don’t need to cover everything, only the ideas and links that are most important for student understanding.
4. Design lesson activities that identify the factors on the circle and that then change them one at a time.
· Take care not to allow too many factors to change at any time. You want students to focus very precisely on what is going on. The idea is that they will learn by seeing how a particular thing was different to how it was before.
· This may feel uncomfortable because it may feel like you are limiting student thinking. Be brave - you will let more vary later on!
· In Business Studies, a good way to do this is to use a case study that goes through a number of stages. Writing these case studies takes a lot of time and care. Remember you need only cover those factors/relationships that are most important.
· After changing each of the factors, build time into the lesson for discussing the changes with the students. This may involve looking at the links between the ideas around the circle too.
· Check to see that your activities tie in with your statements about different levels of student understanding. You will probably be focusing on the more straightforward levels at this point in the lesson.
· Many effective lessons make explicit use of the circle format in the lesson itself.
5. Design lesson activities that allow a number of factors on the circle to change at the same time.
Allow more time for students to reflect and feedback on their thinking here. More successful lessons usually have more discussion at this point.
These activities are likely be focusing on the higher levels of student understanding.
Expect students to bring in other things beyond those on the circle. These can be varied by the teacher and the effects explored.
Concentrate on ‘why’ questions and the reasons for student arguments.
A relatively extended, open-ended writing task can be useful here.
6. Design an activity that allows students to review their learning in the lesson
· Make use of your statements about different levels of understanding here – what level are they now at? What level were they before?
· Sharing the statements with students can be a good idea.
Click below for the full Guide.
Developing a Learning Study lesson - a tentative Guide.doc - added A Step by Step Guide to Learning Study
Developing a Learning Study lesson - a tentative Guide.doc - uploaded
Developing a Learning Study lesson - a tentative Guide.doc - edited FrontPage
Interested? Then follow these links to find out more:
Getting started with Learning Study
A Step by Step Guide to Learning Study
A CurrentLearning Study - added A Current Learning Study
Participants:
Nina Bassett – Cardinal Newman
Guy Durden - StaffordshireUniversity
Sandra Donnelly – Fallibroome High
Jon Tuxford – DenstoneCollege
For most of this group this is the second full Learning Study they have completed.
Key Objectives:
To find out if Learning Study adds value in terms of conventional exam results by testing pre and post Learning Study and comparing to control groups in three secondary schools.
To develop a successful approach to introducing Learning Study to teachers and trial it.
To test a draft Learning Study Guide and produce a final version.
To prepare the team to feel more confident in managing other Learning Studies.
To explore the effectiveness of pbwiki as a way of working collaboratively.
Outline Plan – Main Group (Topic - Added Value)
Date
Time
Action
7th July 08
Half Day
Initial Meeting – Organisation, topic identification, begin planning
28th August 08 10:30
Half Day
Complete lesson planning at Staffs Uni – agree testing
Pre 10th Oct