These lead to a variety of independent and group investigations. A final, important component of the program was the expectation of students to present the outcomes of their studies to parents and the community. The design of this program follows a model often recommended for gifted students. Friesen and Clifford found, at the end of three years, that student's with average ability were functioning several years above grade placement. In case study teaching students are presented with a realistic scenario that is woven around a dilemma.
Students read the case and then work together in study groups to discuss questions about the case.
After they have formulated some ideas about the issues, the teacher holds a class discussion. Through carefully designed questions, the teacher helps clarify and extend the thinking of students by drawing out what they know in a non-judgmental way. Students are encouraged to question aspects of the case they may not have considered. Often students find that, as a result of the group discussion, there are other things they will need to know before they can reach conclusions or make decisions about the issues presented in the case. This need to know more leads to follow up activities.