ABSTRACT
The more students articulate the facts, diagnosis, and disposition of the case, the better. Lecturing on a case, no matter how exemplary the analysis or how virtuoso the presentation, defeats the pedagogical purpose. Students need to own the cases. All students have to be prepared, and each must have an equal chance of proposing and defending a solution. In a large class, you must break the students into learning groups to solve the case. To get them started, give the groups a Socratic rubric and have them agree on a collective response to each of the questions.
