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Abstract
The gap between the ideal and the real in case method teaching raises several questions for its practice. The author explores these questions and offers answers based on his case method teaching experience. Specifically, he discusses how to select cases, how to help students prepare for good discussions, how to get students to talk, what the instructor should be doing, what should happen at the end of class, and how to know what the students are learning. He also offers advice for beginning case method teachers.
