On the evening of July 27, 2022, from 19:30 to 21:00, the SSI-L project team held a training session on the writing of SSI-L teaching cases. Teachers from partner schools and project team subject experts attended the meeting.
He Weiwei, from the Science Development Department of Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, shared the writing requirements for SSI-L teaching cases from three focus points: basic requirements, general format, and submission for review. SSI-L teaching cases should be based on the requirements of curriculum standards and oriented towards students’ core literacy. They should focus on real social issues induced by science and technology development, demonstrate cross-disciplinary integrative learning, and emphasize the learning process evaluation. Teachers should rethink whether SSL-L could increase students’ interest in scientific inquiry and their reflective judgment ability. In terms of evaluation methods, apart from paper-and-pencil tests, others such as performance-based assessment should also be used. Teachers could look up the document format requirements from the center’s official website and AISL’s official account on WeChat.
Zhang Tao, a subject guidance expert of the SSI-L project from Shandong Weihai Education and Teaching Research Institute, shared about the publication of teaching cases, and presented how to write teaching plans from three aspects: what is a teaching case, why teachers should write teaching cases, and the process and method of teaching case writing. A teaching case refers to a teaching event that has typical significance and contains questions in education and teaching. It should be authentic, typical, problematic, story-based, timely, condensed, and inspiring. The teaching case structure may include the title (theme), background, event, analysis (reflection), and inspiration. The demonstration forms should be primarily in sequential order, and supplemented by the nonsequential order, including narration interspersed with comments, comments after narration, comparison, and random thinking. The process of teaching case writing includes sorting out the teaching background, observing the teaching process, interviews and surveys after class, organizing and analyzing data, writing the first draft of the teaching case, and revising and polishing the draft. Writing methods are: 1) theme clarification, 2) selection of a typical case, 3) clear background illustration, 4) proper concision of the case, and 5) reflection during teaching case writing.
Lin Jing, head of the SSI-L project team and director of the Science Development Department of Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, further explained eight key points in teaching case writing. She also made the following comments. The teaching case title does not have to be problematized, and the case overview is equivalent to the conception part of an article. The driving question underpins the question structure of the entire teaching activity. The setting of driving question shifts teacher’s focus from teaching content to what questions to use to motivate students’ learning. Its key role remains to lead all teaching activity design to be oriented towards students’ learning. Teachers should consider what learning objectives to identify around the driving question. Learning objectives are supposed to correspond to the curriculum standards, so teachers should think over whether the objectives are suitable for the activity subjects. The writing of the implementation process should be like storytelling, as multi-dimensional as possible and avoiding simple direct record. It should represent the teaching process in an organized way, demonstrating how students have achieved the learning objectives within the teaching design, rather than simply piling up like a journal of activities. Learning outcomes and evaluation should be written after the implementation process — learning process evaluation is also worthy of attention, and focuses on whether the learning objectives have been achieved. Effect and reflection should be written in a slightly divergent way, discussing what the class should be based on specific cases, not just what has been or hasn’t been done. Regarding teaching case writing, Lin Jing further pointed out that it is different from the case-based article that needs to determine the theme first, and then use the case as evidence for argument. The teaching case writing focuses on describing what happens between teaching and learning in the teaching process. It is difficult to comment on what is good or bad just by the name of the case. The key lies in specific activity design. The process of topic selection is also a process of research. Teachers should present the teaching case from the perspective of enabling students to explore independently, that is, the case should reflect students’ interaction and generative learning, rather than merely the teaching process and related materials.
After evaluating the collected cases, the project team will issue certificates to the selected cases. It is expected that teachers in all schools can actively think over and summarize the teaching cases, and improve their own conception and skills of SSI-L practice.