Students should know how to do a case presentation. Case presentation is not very simple so students should research it.
Take a few minutes to divide the audience into small groups of beginners and experts if the audience is made up of people with varying levels of skill. Explain that this is an opportunity for those with less experience to learn from others who have more. Explain why the case they’ll hear about is so fascinating and what they can learn from it.
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The main purpose of the session is to identify teacher evaluation criteria and the clinical reasoning that was used rather than to gain the necessary knowledge, but this is an added benefit. Begin by asking each group to describe their initial diagnostic hypotheses. Both professionals and beginners will benefit from each other’s knowledge at this point, and the discussions will be lively. Even among beginners, the early clues can be as little as one or two, and hypothesis formation is quick. Tell the audience that after they have presented all of the hypotheses, they should ask for the information processing they need to explain them. There will be a temptation to move too quickly, and if knowledge is given too quickly, the exercise will be wasted. Keep in mind that the purpose is to aid them in going through a lengthy thought process. In this way, students can give a case presentation properly.
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