HomePublicationsTILTed PedagogySection 4 Chapter 15: Taking a TILTed Perspective Using Case-Based Learning in Speech-Language Pathology Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Book Resources Jennifer C. FribergThis chapter describes the development and implementation of a TILTed assignment that uses case-based learning and perspective-taking to teach students about laryngeal cancer in a speech-language pathology course. The assignment was developed for an independent study course for advanced undergraduate students who lacked experience with “live” clients. The assignment uses progressive case studies and assigns students different personas related to the case, such as the patient, family members, and medical professionals. Through discussions and written reflections, students explore the case from multiple viewpoints, considering the impact of laryngeal cancer on various aspects of the patient’s life. The author highlights the benefits of this approach, including increased student engagement, deeper understanding of the complexities of laryngeal cancer, and improved metacognitive awareness. Related Book ResourcesThe following resources provide additional background, examples, and frameworks for implementing case-based learning (CBL) and related approaches across disciplines. Case-Based Learning OverviewThe Yale University Poorvu Center for Teaching and Learning provides an overview of Case-Based Learning (CBL), including connections to research literature, disciplinary applications, and suggestions for implementation. Six Thinking HatsThe Six Thinking Hats website offers resources for exploring de Bono’s framework for structured thinking and its applications across learning and professional contexts. Case Studies Across DisciplinesThe K. Patricia Cross Academy provides resources for designing and facilitating case studies in a variety of disciplinary contexts. Promoting Student MetacognitionTanner (2012) provides strategies and example questions for guiding student reflection before and after case-based perspective-taking activities.Tanner, Kimberly D. 2012. “Promoting Student Metacognition.” CBE—Life Sciences Education 11 (2): 113–120. https://doi.org/10.1187/cbe.12-03-0033. Problem-Based LearningProblem-based learning (PBL) is a related approach that engages students in active, collaborative problem solving through authentic challenges.Yew, Elaine H. J., and Karen Goh. 2016. “Problem-Based Learning: An Overview of Its Process and Impact on Learning.” Health Professions Education 2 (2): 75–92. https://doi.org/10.1016/j.hpe.2016.01.004. Discussion Questions What teaching challenge is the chapter’s assignment trying to address, and how does that challenge show up in your own courses? How does the chapter’s use of the TILT framework (purpose, task, criteria) change the learning experience described, and what parallels do you see in your own teaching? What assumptions about students or learning does the chapter surface, and how might those assumptions influence assignment design? How does the assignment described in the chapter support student agency, autonomy, or choice? How does the chapter illustrate the connection between assignment design and deeper learning (e.g., critical thinking, metacognition, synthesis)? What evidence does the chapter provide that the assignment worked, and what additional evidence would you want to see? How does the chapter’s assignment align with or challenge your current beliefs about effective assessment? What aspects of the assignment design could be adapted to your discipline, and what would need to change? If you were to implement a version of this chapter’s assignment, what would be your first step — and what potential barriers would you anticipate? Share:
