Preparing for Class

While a case method classroom can be dynamic and spontaneous, a good class session requires significant planning and preparation.

There are three areas of preparation for each class:

planning a session infographic

Preparing to Teach a Class Session

Beyond reading the case, effective teaching requires intentional practice. Rehearsing your plan, refining your questions, and thinking through how the class might unfold all help you feel more confident and flexible in the moment. This section focuses on the kinds of practice that turn a good plan on paper into a strong, responsive discussion in the classroom.

Preparing the Body and Mind

Good preparation isn’t only about the case and the teaching plan—it’s also about how you show up in the room. Your physical readiness (space, tools, timing) and mental state (focus, calm, confidence) shape the tone of the entire session. By taking a few simple steps to prepare your body and mind, you give yourself the capacity to listen deeply, think clearly, and respond flexibly to your students in real time.

Developing a Teaching Plan

Teaching a case method class involves creating a coherent narrative arc. This approach helps students follow a logical progression and understand the interconnections between different parts of the case.

Instructors differ in how much detail they include, and most revise their plans after actually using them in class. It can help to remember:

You are creating a teaching plan, not a minute‑by‑minute script.

A practical sequence:

  1. Start with teaching objectives.

    • Define what students should know or be able to do by the end of the session.

  2. Allocate time across pastures.

    • Divide the class into 3–5 segments, each with a clear purpose.

  3. Refine key questions.

    • Write opening questions and a few essential follow‑ups for each pasture.

  4. Plan the boards.

    • Sketch what you want on the board at the end of each segment.

  5. Identify a few key students to call on.

    • Especially for the opening and for moments where specific experience can deepen the discussion.

Over time, your teaching plan will evolve as you learn what works best for you, for your subject, and for your students.

Suggested Reading

  • Choreographing a Case Class, 1996 by V. Kasturi Rangan

  • Establishing a Teaching/Learning Contract, 1991 by Abby Hansen

  • Every Student Teaches and Every Teacher Learns: The Reciprocal Gift of Discussion Teaching, 1991 by C. Roland Christensen

  • The Four Temperaments, 1995 by Alice M. Fairhurst

  • Leadership Presence, 2003 by Linda Belle Halpern & Kathy Lubar

  • Developing Interpersonal Skills & Teaching Style, 1995 by Joesph Lowman

  • Acting Lessons for Teachers, 2007 by Robert Tauber & Cathy Sargent Mester

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