What ways forward there may be for CASE that realises its potential and maintains an interest in it?

Responses

What ways forward there may be for CASE that realises its potential and maintains an interest in it?
By reminding more people of its findings and linking it to the current zeitgeist for research informed practice. Alastair Gittner
What was done originally should not be taken as sacrosanct and yet it would be foolish to throw the baby out with the bathwater. Whatever developments take place they should be rigorous and have embedded in them the principles of CASE and not just be activities that are engaging. The episodic nature, the pillars and the reasoning pattern are essential but still provide an open framework within which new can be developed. What are the reasoning patterns? Some flexibility here and this could be in line with what students have to do now for example their use of evidence. Carolyn Yates
There is this problem across education of leadership prescriptions turning teachers into technicians, with templates for teaching being given. Really not sure of a way forward in such a climate. Tim Jolliff
There needs to be more research done around the use of metacognition, particularly with the development of the normal classroom curriculum to be built around the CASE (CAME) PD. Ian Mclachlan
Some good research Christine Harrison

Is there scope for an intensive week’s course where CASE is shared and resourced so that school release becomes less of an issue?
Is a focus on Middle Schools a better bet, should we aim to develop more KS2 materials for example lessons like the weight of a potato? Would 10=12 be a better age? Is the onset of adolescence more of a problem than an opportunity?
We direct CASE at students and yet we see a lack of formal thinking in some adults, should we be directing a course at adults? We have over time developed a series of CASE like lessons that provoke science teacher’s thinking (e.g. Titanic, Magic Sand, Slinky falling).
Sometimes we should attend to CASE lessons so that they are as engaging as these adult tasks. Some CASE lessons are less exploratory than these.

Anecdote
I recall that JohnPaul from Salisbury produced a really interesting CASE style workshop involving measuring head diameter. Sadly I do not recall it all, but it was engaging science. He also said, if you had not asked for Lets Think to be done across the whole department, he was confident that he could have taken some classes through two years of let’s think and they would have shown significant improvement.
I think it was over ambitious to assume that everyone in a department would be able to take Lets Think up straight away, NQTs and rapid turnover, meant this was expecting a magic wand, rather than an effective intervention programme.  Kate Donegan

Explicitly demonstrating links with supporting numerical reasoning, oracy, how reasoning patterns underpin and support proposed NC in England and Wales (Wales esp with Curriculum for Wales 2022) – showing how curriculum development and progression can be developed through bridged reasoning patterns and alignment for cognitive development. Julia Jenkins

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The importance and future of CASE Copyright © by L T. All Rights Reserved.

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