Characteristics of Effective Case Teaching
Roland Christensen Center for Teaching and Learning, Harvard Business School
- In-class learning substantially exceeds pre-class learning and further stimulates learning after class.
- Learning extends beyond the individual class, yielding deeper insights through linkages across classes, modules, and courses.
- Students are engaged in, energized by, and challenged by class discussions.
- Students discover, articulate and develop most critical insights, with the instructor leading the process.
Preconditions
- There is mutual respect between instructor and students, and among the students.
- Instructor and students come to class well-prepared.
- Instructor and students apply rigorous standards and are willing to take risks and consider different points of view.
- The case, supporting materials, assignment questions, and teaching plan are welldesigned and are part of an effective module and course structure.
Behaviors
- Class starts and ends on time.
- The instructor:
- prepares both content and process, including a clear set of teaching/learning objectives, a call list, a board plan, an opening question, discussion probes, transitions, follow-up questions, and closing comments.
- listens thoughtfully throughout the class discussion.
- actively manages class flow and structure, while responding flexibly to student comments.
- poses challenging questions, cold/warm calls, and follow-ups to promote high quality class discussion.
- stimulates thoughtful student-to-student discussion and encourages participation from a broad range of students.
- draws on student background information in guiding the class discussion.
- provides appropriate closure to discussion segments, class sessions, and course modules.
- Students:
- participate and listen actively throughout class discussions.
- contribute ideas, analysis, and personal experiences instead of simply presenting case facts.
- build on each other’s comments and critique and debate different points of view.
Characteristics of Effective Case Teaching