Case Discussion

MELCHOR S. BANIAGA JR.

Ph.D. EM Student
Case discussion
The case method should more
appropriately be called the
'case discussion method' as
discussion in a group of co-
learners is an integral part of
the method
This involves the following steps:
 studyof a case by an individual learner, analysis of the
case, and development of a strategy and action plan from
the point of view of the decision-maker in the case;
 discussion in a small group (6-10 individuals) of the
individual learner's analysis and proposals, and consequent
revisions, if needed;
 discussion
in a plenary session (up to 80 to 100 individuals)
with the help of a discussion leader (resource
person/faculty member); and
 post-plenary session discussion with co-learners and
discussion leader to consolidate the learning, if necessary.
Study and analysis of a case
by an individual manager
would bring to bear only that
individual's knowledge, skill,
experiences and attitudes in
resolving the problems faced
by the manager in the case
situation.
Discussion in small groups or
a class by several managers,
with their respective
backgrounds, knowledge,
skills and attitudes and
values, has the potential to
enlarge the perspective of
each individual.
Discussion is supposed to
take place in a democratic
spirit, where each
participant is free to present
their analysis and the rest of
the class or group tries to
assimilate and understand it.
Co-learners try to see the
similarities and differences
in such presentations. On the
basis of strong logic, and not
brute force of lung power,
the issues are analysed and
final assessments made.
Thus, through discussion in small groups
and class, an individual would:

 acquire new knowledge, and learn about

skills and attitudes possessed by others,
 reflect on the applicability of their own
knowledge, skills and attitudes or values,
and
 learn the art of listening to others,
convincing others and social interaction in a
group setting.
Post-plenary Session
Discussion
 Post-plenary session discussion are
used by teachers either during or at
the end of a lesson, to review aims
and consolidate the students’
learning. It is an evaluative part of a
lesson, where students reflect on
what they have learnt and achieved
during that teaching period.
Furthermore, it can be a time to
celebrate good work and outcomes.
 Do I need a plenary?
 Planning engaging lessons is crucial to being
an outstanding teacher. In practice, this
means that the students are engaged from
the start of every lesson. When planning
lessons, teachers are encouraged to have a
hook at the start, which grabs the attention
of the students. It could be a question, an
image or music. Whatever it is, it needs to
introduce the topic and then provoke
further questions.
 Likewise,the plenary of a lesson is
just as important (doubly important
during observations) as students need
to understand what progress they have
made and demonstrate what they
learnt. One of the mistakes teachers
can easily make is not leaving enough
time for a plenary. It should not be
rushed, and certainly shouldn’t be a
quick add on.
Effective plenaries (like the
main learning session) must be
planned. A plenary is important
for the students as it rounds off
the lesson – they should leave
your classroom knowing that
they now know more than when
they walked in.