The document provides guidance on case analysis for a teacher education course. It explains that case analysis involves (1) identifying learning goals and student/classroom needs, (2) brainstorming potential teaching options or technologies to address the goals and needs, (3) selecting specific technologies and explaining how they will be used, and (4) justifying the selections by explaining why they are appropriate and better than alternatives based on educational considerations. The document emphasizes defending choices and addressing all identified needs to perform a thorough case analysis.

1. CASE ANALYSIS: Why & What
EDUC W200 Week

2. Case Analysis: Why & What
• To be a competent teacher, you need to be a quick
problem-solver and a wise decision-maker.
• Case = real classroom case
o you will learn to think like a teacher, a problem-solver.
EDUC W200 Week

3. So, How does a problem-solver think?
SHERLOCK HOLMES
“When you eliminate the GREGORY HOUSE
impossible, what remains is Brainstorms possibilities,
(or might be) true, however eliminates the impossible,
unlikely.” tests out possibilities until he
reaches conclusion.
Video: Apollo 13 clip on
NANCY DREW brainstorming a case
EDUC W200 Week

4. Common Thinking Steps for a Problem-Solver
(Especially, the steps we will use in W200)
o Identifying the goal, problem, and needs
• E.g., Learner characteristics, teacher concerns,
curricular requirements (i.e., standards), and
environmental availability
o Look for many appropriate options you could use to meet
learning goals (and address problems)
o Making decisions among various options (e.g.,
technology offerings based on the 3Es that best meet the
needs and characteristics you discovered)
o Justifying your decisions
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5. Rules and expectations specific to W200 Case Analysis projects
INTRO TO TEACHER CASE ANALYSIS PROJECT
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6. FOR W200 CASE ANALYSIS PROJECTS
• You will document your decision-making process
• How will you help this teacher?
• Why is your selection the best possible choice?
o Defend yourself and your choices.
EDUC W200 Week

7. CASE ANALYSIS
THE CASE ANALYSIS PROCESS
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8. CASE ANALYSIS PROCESS
STEP 1: IDENTIFY STANDARD & NEEDS
• IDENTIFY STANDARD(S)
 What standard(s) do you need to address?
 What is the learning goal(s)? For K-12 students. Narrow
down from the academic standard to be manageable in 1
class period
• NEEDS OF THE CASE
 Who are your learners? Their physical ability…
 What is the teaching/learning environment?
 The teacher beliefs or knowledge?
 What is the problem(s)?
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9. CASE ANALYSIS PROCESS
STEP 2: BRAINSTORM & SEARCH OPTIONS
• OPTIONS
 Look for as many options as possible
 Look for options (tools, technologies, approaches) that could be
useful in your case
– For instance, for concept maps tools available are
Inspiration, Gliffy, C-map, Text2Mind Map, Mind Meister,
Bubbl.us, MS Word, MS Excel
– Options should be relevant and unique (not repeats)
 Remember…
– One tool does not meet all the needs of your classroom
– But a set of tools will address all the needs of your
classroom
– Just because you find one you like does not mean that you
stop looking – look for as many possible options
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10. CASE ANALYSIS PROCESS
STEP 3: WHAT TECHNOLOGY
• WHAT HAVE YOU CHOSEN?
 Step 1: List what options you have chosen, and be explicit
about how it will be used. Just because you list it does
not mean the reader will understand how you intend for
the option to be used in the classroom.
 Step 2: Review whether you have options for each need
expressed in your case. You will have to defend it!
EDUC W200 Week

11. CASE ANALYSIS PROCESS
STEP 4: WHY AND REFLECTION
• WHY
 Why are your choices appropriate?
 Why are you choices better than the alternatives? Than
all of the other options?
 How do your choices solve the problem?
 How do your choices help meet the standards being
taught?
 Use the 3Es to support your reasoning
Example: Why would you choose Inspiration over Visio, MS
Word and MS Excel? And discuss why?
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12. CASE ANALYSIS PROCESS
STEP 4: WHY AND REFLECTION
• REFLECTION
 Are you addressing the needs of your case? Prove it.
 Do you decisions meet the needs of your case? Really?
– If not, revisit your options and recommendation(s)
– If they do, make the connections for the reader. Show it
(more of a proof, less of a justification)
• So, how am I going to apply case analysis process in this
class?
o Teacher Case Analysis Project
EDUC W200 Week

13. CASE ANALYSIS: TIPS & RESOURCES
• Know the details of your case
• Approach the problem from many
different angles
• Analyze, do not describe it - that
requires a bit more effort
• Do not assume anything – or at least be
explicit about your assumptions
• W200 Cases
• Case analysis template (copy and paste the link:
https://drive.google.com/previewtemplate?
id=1LMyacDOwef2B1D8ejAVsnTrXhQ_UEWmz31sH6cyFWyE&mode=p
ublic
EDUC W200 Week