By Kathleen Locklear of SUNY Oswego
Description #
This assignment asks students to annotate a short case study. Students are divided into two groups and assigned tasks. Completion of the annotation activity provides a low-stakes opportunity to examine the case study before discussing it in class and prior to completing a separate written (individual) assignment. The combination of annotation work and class discussion is designed to support and strengthen student work on the written individual assignment. By working collaboratively, students have the benefit of learning from each other and getting a wide range of perspectives on the case.
Assignment #
PURPOSE #
This activity will involve annotating the [PLACEHOLDER FOR CASE NAME] case study. By working together in this way, we have an opportunity to examine the case together before discussing it in class and submitting the written (individual) assignment. The combination of annotation work and class discussion is designed to support and strengthen your work on the written individual assignment that is due at the end of the week. As we work collaboratively, we also have the benefit of learning from each other and getting a wide range of perspectives on the case.
INSTRUCTIONS #
For this activity, the class has been divided into two groups. Group 1 consists of [ADD GROUP MEMBERSHIP DETAILS]. Group 2 consists of [ADD GROUP MEMBERSHIP DETAILS].
Step 1: Due no later than [PLACEHOLDER]
Students in Group 1 will annotate the case study to identify one important “fact”. In addition to highlighting the “fact” you’ll also add a comment that provides some explanation regarding what the ‘fact’ is and why you deem it important.
Students in Group 2 will annotate the case study to identify one important “problem” or “issue” that must be addressed. In addition to highlighting text in the case study, you’ll also add a comment that states what the problem/ issue is and why you deem it important.
Step 2: [PLACEHOLDER]
Students will spend time reviewing annotations made by others in class. After doing this, students will select one annotation and provide a response.
ASSESSMENT #
This activity will be graded as “credit” or “no credit”. In order to earn credit, it is necessary to complete all of the required elements. There is no opportunity for partial credit. Successful completion of this activity will result in +3 “participation” points added onto the grade for your individual case study write up. Your work will be evaluated using this rubric: [PLACEHOLDER]
OTHER EXPECTATIONS #
As you annotate, please consider what information you most want to bring to the attention of others in class. Remember that not all information is essential to the case analysis, so it’s important to be selective in your choice. When you respond to the annotations of others in class, your comment must be substantive. It is not sufficient to only provide a reaction such as “great” or “I agree!” Instead, you should explain your reaction and aim to ask questions that can help to drive the classroom discussion in new directions.
Your work will be evaluated using the grading rubric on the next page.
GRADING RUBRIC: CASE STUDY ANNOTATION #
| REQUIRED ELEMENT | ||
| PART 1: “MAIN” CONTRIBUTION | ||
| GROUP 1 | ||
| Annotation of the case study to identify one important “fact”. | COMPLETE | INCOMPLETE |
| Explanation regarding what the ‘fact’ is and why you deem it important. | COMPLETE | INCOMPLETE |
| GROUP 2 | ||
| Annotation of the case study to identify one important “problem” or “issue” that must be addressed. | COMPLETE | INCOMPLETE |
| Explanation of what the problem/ issue is and why you deem it important. | COMPLETE | INCOMPLETE |
| PART 2: REPLY TO ANNOTATION MADE BY ANOTHER STUDENT | ||
| One substantive response to another student. The response adds value to the classroom discussion. | COMPLETE | INCOMPLETE |
GRADE: CREDIT __ NO CREDIT __
