Camouflaged Pedagogy: A Strategy for Combining Multiplle Higher-Level Learning Strategies Disguised as a Practice-Set Help Session

• In Event: AIS Education Issues

Abstract

A number of cases and comprehensive practice sets exist for the systems course, providing repetition and reinforcement while simultaneously giving students hands-on experience with accounting tools and techniques in a business setting. This paper presents a suggestion (and a successfully-implemented example) for utilizing the case approach as a vehicle to combine multiple pedagogical strategies targeting the higher levels of learning described in Bloom’s taxonomy. The distinguishing feature of this approach is that the higher-level learning is acquired not through student work within the assignment (as is common with case-based instruction), but rather through in-person interaction with the professor during a disguised small-group learning experience. Students believe they are attending a simple question and answer session to fill in “missing” details or address problems. But through carefully-crafted case construction, the instructor uses the small-group meeting opportunity to almost-surreptitiously lead students to collaboratively analyze issues, consider multiple facets and perspectives, recall and reflect on their previous courses, and collectively engage in discovery learning, all without recognizing that a small-group tutoring session is taking place.

Author

• David R Fordham, James Madison University