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A CaseNEX study:
Beyond the Textbook: School of the Future, USA

Context:
Visitors to the School of the Future quickly recognize they are not in a "traditional" school. In its second year of existence, the school seems to be doing everything differently, from the way they refer to students and teachers to the way they deliver curriculum. Their project-based learning approach encourages new ways of thinking about teaching and learning.

The CaseNEX model  is used to support a deeper understanding of some of the key issues linked with the education reform process in this case study.

The focus for technology and school reform in this school was in the following areas:

  • Classroom management
  • Discipline
  • Inter-disciplinary studies
  • School/Community relations
  • Standards
  • Technology 

What is the CaseNEX model?

CaseNEXCaseNEX offers online methods that apply to everyday professional situations educators encounter. The case-analysis algorithm allows teachers to approach problems with confidence by addressing five problem-solving steps to inform their decision making.

The five steps include:

  • Identifying the issue
  • Understanding different perspectives
  • Linking knowledge with issue identified
  • Proposing actions
  • Forecasting consequences

This methodology can be used in a face to face workshop session or online exploration.

Studies have demonstrated that teachers who participate in the CaseNEX model of exploration are better in identifying problems, designing educational interventions to address them, and evaluating the effects of their teaching.

Some questions/discussions which are stimulated by this case study:

  • What elements can help or hinder the implementation of project-based learning (PBL) across the curriculum?
  • What are some of the consequences of implementing PBL across the curriculum?
  • What are some of the issues faced by students and teachers as they prepare for PBL?
  • What resources  do teachers need to become student-centered “teacher coaches”?
  • What knowledge is required for teachers to be prepared  for PBL?
  • What is your school’s current hiring, professional development, and teacher retention practices?

Some questions to support deep analysis using this case study:

 

What problems and opportunities do the teachers face as they implement project-based learning? (Issues) 

How do community members feel about the use of project-based learning in the school? (Perspective)

In general, what types of knowledge do the teachers need in order to be able to use project-based learning both effectively and efficiently in their classrooms?  (Knowledge)

How might the principal support teachers who are struggling with balancing the teaching of skills within a project-based curriculum? (Action)

How might students be better prepared to experience project-based learning? (Consequences)