Classroom strategies for using case studies

Developing case studies

Having students write their own case studies can be a way to support their understanding of how to work with, analyse and breakdown case study material. Students can:

• write a narrative case study, for example a submission to a committee inquiry or letter to an MP, based on source material, for example excerpts from committee submissions or a report
• write a descriptive case study incorporating the following elements:
  • the context—a brief overview of the issue
  • stakeholders—who is involved and what are their perspectives
  • timeline—key developments and decisions
  • evidence—quotes, data, legislation or media coverage
  • any assumptions they think might be useful

For a point of differentiation, students could be asked to write the case study into different formats (implying some information rather than explicitly answering the questions) and/or identify any gaps in their case study and the reasons for these gaps.

Exploring representation

Case studies also provide a good opportunity to explore the different issues MPs represent and the perspectives they choose to highlight. For example, exploring how a topic is represented:

• in Hansard, specifically looking at which MPs are discussing the issue, how, when and where they speak about the issue, for instance:
  • during second reading debates (bills), constituency questions and members’ statements
  • during question time by exploring the types of questions asked and by whom during question time
    • by exploring one MPs representation of a number of different issues through Hansard, their social media and in the media
    • more broadly in the community and on social media

Representation also relates to how ideas are represented across different types of mediums and media. Students can explore this by:

• selecting a single submission from a committee inquiry and analysing the committee report to see if and how that voice has been incorporated
• identifying some key perspectives and ideas from a committee submission or report and explore how these have been represented by MPs, the media and any community organisations or advocacy groups
• assigning groups different information sources on the same topic, where students compare and contrast the perspectives and information presented

Literacy support

The blog Literacy strategies: Reciprocal teaching provides details on how to support student reading and comprehension that can be applied to working with case studies. This can be introduced through modelling with the whole class, to working in smaller groups (taking on specific roles), to individual students following the process when reading through case studies. The summary step (the last step of a four-step process) will also help develop students’ ability to identify important parts of either source material and/or case studies and synthesise across sources.

Creating visual summaries, such as a sequence of events or timelines, helps students to extract information such as the key developments or changes across a process.

Understanding case studies

Students’ understanding of a case study can be enhanced by asking them to identify:

• the context—a brief overview of the issue
• stakeholders—who is involved and what are their perspectives
• timeline—key developments and decisions
• evidence: —quotes, data, legislation or media coverage
• any assumptions and/or gaps: for example, stakeholders whose voices aren’t represented

It’s important to note for students that the information may not be explicit (but rather implied) and that it may not be in the order that the dot points are presented.

When analysing case studies from a legal point of view, students could consider:

• What are the legal or potential legal consequences?
• What legislation applies (state vs federal)?
• Are there any potential jurisdictional complexities (different state legislations, shared responsibility between state and federal jurisdictions for different parts of the issue)
• What reforms might be needed?
  Are legislative reforms the only solution? If not, then what? If so, then why?

The same case study can be explored from other lenses such as social, ethical or behavioural perspectives. Examples of these questions might include:

• What caused the behaviour?
• What influences might there be on the behaviour? (e.g. advertising, peer pressure, other social problems)
• Are there other solutions or supports that need to be put in place?
  • Consider, for example, policy responses, health and mental health supports, financial assistance or education campaigns
    
    

Exploring perspectives

The Engaging perspectives card deck may be useful in helping students identify some different stakeholders, perspectives and emotional drivers within a particular case study. The card deck can also be used to identify gaps—perspectives that are not represented—as well as perspectives that are potentially not relevant.

To further explore perspectives, students can:

• compare the perspectives voiced from different electorates, parties, and MPs across the Legislative Assembly and the Legislative Council
  • Legislative Assembly—one MP electorate per approximately 50,000 voters—versus Legislative Council—multi-MP electorate (five MPs) per approximately 500,000 voters
  • compare perspectives represented across a range of committee submissions