2. Casebook as an active learning method

1. Casebook method

Casebook method is not particularly new, it is an active learning method that engages learners and fosters higher order thinking. It also supports the development of the problem-solving skills. The casebook method is a form of problem-based learning presenting a situation that needs a resolution. The most common example for the casebook method is a case study of a detailed story or situation related to the person. The use of case study facilitates empathetic experience, exchange of ideas and focused inquiry into practice to explore consequences of actions and the analysis and identification of a core problem and on decision making and the development of solutions. The case study does not provide a ready solution, but it focuses on the critical discussion and development of solutions.

2. How to use casebook in learning activities

In this module you will learn how to use casebook on the examples of 10 topics and ready lesson plans with proposal of classroom activities. Ten topics were selected on the basis of the video interviews and they focus on the most relevant aspects of the integration processes: 

·       Society 

·       Languages 

·       Study opportunity 

·       Use of social support  services

·       Voluntary work 

·       Mentality of the host people; your identity

·       Working life 

·       Contacts in the host country

·       Family 

·       Accommodation 

Before selecting specific casebook and introducing it e.g. in the classroom the following elements should be taken into account:

2.1. Specific topic/topics

Before selecting specific casebook and introducing it e.g. in the classroom the following elements should be taken into account: 

• Specific topic/topics

The cases are built around different topics which are relevant for the integration of migrants with society, e.g. language acquisition, participation in social and cultural life, education / professional path, working life etc. Some of the cases cover various topics or they complex as they cover various aspects of life. The cases can be used as an introductory element to the lesson and be a motivator for the further discussion and exploration of the selected topic. The selected topics should be also relevant for the migrant learners’ needs and their current life situation. When selecting topic it is also important to take into account the legal frameworks e.g. depending on country of origin of migrants or hosting country various legal regulations can occur, the migrant learners shall be aware of those circumstances. Moreover, you might decide to regroup the cases in different ways according your training specific needs or to create other topics relevant for the learners.

2.2. Various ways of using case studies

The case studies offer various ways of using depending on teacher, the resources and time available, the nature of the class and the students and the subject of the case study. Here below are the following proposals of applying case studies in the process of teaching:

• Class discussion: the case is presented to learners, either on the spot for immediate discussion, mirroring a real-life situation, or as preparatory work in advance of discussion in a later class. The discussion itself may take place among the entire class, or the class may be divided into small groups, each of which analyses the case and reports back to the larger group.
• Role plays: The case study may be presented either in whole or in part as a role play. Discussion and analysis would proceed either through the role play or at the conclusion, as a class review
• Interviews: The students may only be presented with part of the information and be required to ask questions to extract the rest of the data needed and provide their analysis and recommendations. The instructor or other students may answer questions.
• Assignments: The case study may be presented as an assignment, with the student required to write an analysis and recommendations.

3. Guidelines for implementation of the cases in teaching activities:

Step 1: Selecting of the topic/ s the case will cover e.g. integration, new culture and environment

Step 2: Setting up a learning objective what learners will know or be able to do as a result of a learning activity, e.g. how to overcome negative feelings and adaptation problems, what are the social possibilities in local area (volunteering, networking).

Step 3: Presentation of the case or part of it depending on the selected topic.

Step 4: Overview and analysis. In this phase teacher shall support learners in order to discuss the case, some supporting questions can be used:

• What is the background of the situation?
• In which country/countries the situation is set?
• Who are the people involved in this scenario?
• What are the framework policies relating to this issue?
• Is it possible to identify which professional, cultural or theoretical issues arise from the situation?
• What the involved people have acted to date?
• Are there any constraints of time or of place so far?
• Which options the people involved see?
• The learners shall be able to describe the case and determine the options available as part of their analysis of the case study

Step 5: Ideas for discussion

On the basis of analysis the following tasks can be introduced:

1. Taking into account the analysed situation in the specific case and topic ask learners what they would do next.

2. Set a task, such as asking learners to prepare a report recommending an action for review by a key official.

3. Illustrate a scenario and ask learners to analyse the faults and recommend how it should have been handled.

4. Materials for lessons

• Society – Integration successful versus unsuccessful – main factors, hidden hopes and expectations
• Languages - Learning the host country language: aspects of motivation, how can we increase it
  
• Study opportunity – Attending the educational measures
  
• Voluntary work – Volunteering and engagement in society
  
• Working life (your path to a job, your dream job)
  
• Use of social support services
  
• Accommodation 
  
• Mentality of the host people; your identity: do you feel more “German”, “European”, or…
  
• Family
  
• Contacts in the host country (including free-time activities) 
  

Go to Module 3