Tuesday, 16 September 2014
Online Assignment
ONLINE
ASSIGNMENT
SUBMITTED BY
ANUPA S
INNOVATIVE
APPROACHES AND STRATEGIES OF INSTRUCTIONIN COMMERCE EDUCATION
INTRODUCTION
Complexity
of the business world warrants imparting a wide variety of learning experience
to the students.The traditional approaches of instruction for commerce
educationare inadequate for providing the learner centered and appropriate
learning experiences. In this situation the innovative modern approaches of
instructional strategies play a prominent role in providing effective learning
experiences to the learners regarding commerce, trade and industry.Commerce
education means any education which a businessman has and which makes him a
better businessman, is for him a business education, no matter whether it was
obtained within the walls of a school or not.Innovative approaches are followed
mainly for the transaction of the curricular materials in a controlled learning
environment.
TYPES
OF INNOVATIVE APPROACHES ANDSTRATEGIES
There
are different types of innovative approaches and strategies, which a commerce
reaches can adopt for transacting the commerce curriculum at the Higher Secondary
level. The major among these are given below;
1.
Problem Based Learning (PBL).
2.
Collaberative learning
3.
Co-operative learning.
4.
Experiential learning.
5.
Self study approach.
6.
Contract learning.
7.
Teaching of Thinking skills.
8.
Modular approach.
9.
Meaningful Verbal Learning approach.
(1)
Problem
Based Learning (PBL)
Problem
Based Learning is an innovative learning strategy, by which the learning
materials are presented through problematic situations and the learners are
motivated and helped to solve these and thus acquire and internalize related
knowledge. The PBL encourages dealing with meaningful problematic situations
that promote curiosity and the spirit of inquiry among learners. This learning
strategy stresses the point that meaningful problem situations can serves as
catalyst for promoting the spirit of investigation which in turn will l result
in inquiry training. While thinking from the point of view of the teacher, PBL
can be achieved by adopting the technique of Problem Based Instruction (PBI).
It is also known as Project Based Teaching (PBT), Authentic Learning (AL) and
Anchored Instruction (AI).
(2)
Collaborative
Learning
In
collaborative leaning, learns would assume all most total responsibility for answering
the questions posed by the teacher. The students determine if they had enough
information to answer the question. If not they identify other sources, such as
journals, books, the internet etc and the obtained extra source material would
be distributed among the group members. In collaborate learning teacher would
not assign a work, but would assess the progress of each group and provide
suggestions for their improvement.
(3)
Co-operative
Learning
Co-operative
learning is a learning strategy in which the pupils are structured into groups
of peers who work together towards a common goal. In co-operative learning
students are tested individually on their mastery of the subject matter, but
rewards are based on group accomplishment. Co-operative learning can aid in
making learning more effective for each member and can promote the problem
solving skills.
(4)
Experiential
learning
Stress
on experiential learning began with the American psychologists Carl Rogers.
Rogers distinguished two types of learning- Cognitive (meaningless) and
Experiential (significant). Experiential learning involves more personal
involvement, self initiation, insistence on constant evaluation and pervasive
effect on the part of the learner. In
this learning can be effectively used in commerce education at the higher
secondary level. It will provide a wide variety of learning experiences to the
learner. Most of the topics can be effectively transacted by experience
learning. The following methods can be used for experiential learning;
o
Field trips
o
Projects
o
Practical activities
o
Problem solving
o
Work shop etc
(5)
Self
study approaches
In
self study approach the student learns from outside the formal classroom. The
student utilizes the facilities of the school to engage himself in a variety of
activities demanded by the curriculum being transacted. For this the student
should get the help of an individual teacher
coordinator who assists, instructs and evaluates the progress of the student.
Self-study promote self thinking and creativity among the learner and the
learner can enjoy learning by way of learning at his own pace and in tune with
his interests. This programme permits individual difference in the rate of
learning. Progress, thus allowing the learners to move forward at their own
pace in tune with their interests and potentials. In commerce education
self-study approach is applicable to some extent. But the problem is that the
present infrastructure facilities and educational set up are inadequate for the
successful implementation of a self-study programme.
(6)
Contract
learning
Contract
learning as an agreement between a student and an educational institution or a
faculty member to fruitfully associate in a process leading to acquisition of
knowledge. This should involve systematic instruction either in the classroom
or independently . A learning contract specifies what is to be learned, how it
is to be learned and how learning will be evaluated. Learning contracts are
useful tool that encourage students to become active participants in the
learning process.
Contract
learning can be very profitably applied in
commerce education. Here the learner should plan and implement a
contract learning programme with the help of the teacher. Teacher should
analyse the learner capabilities and make appropriate suggestions to review the
plan .
(7)
Teaching
of thinking skills
The
set of basic advanced skills and sub skills that govern a person’s mental
process are known as thinking skills. These skills consist of knowledge
dispositions and coginitive and meta coginitive operations. Thinking skill
indicate content free, open- ended, sequential coginitive process that allows
students to transform in a strategic manner. In order to develop thinking of
the learners, we need to initiate them principles and practices for developing
reflective thinking and also train them to develop their own thinking skills.
For this purpose the teacher should plan well in advance and identify a suitable topic which involves the elements
of thinking skill. A model for imparting thinking skill is given below;
(1)
Presentation of the lesson.
(2)
Developing the lesson jointly with the
learner.
(3)
Analysing the thinking skills jointly
with the learner.
(4)
Motivating the students to foster
thinking skills.
(5)
Reaching closure.
(8)
Modular
approach
An
instructional programme in which modules are being use of is known as modular
approach of instruction. A module can be
defined as “a set of learning activities intended to facilitate the student’s
achievements on an objective or set of objectives”. Modular approach appears to
be an effective and economical way of developing specific items of knowledge
and skills with the minimum of teacher’s authoritative direction and
supervision. Modules can be prepared in different forms. They can be in written
form or in the form of slides, tapes, pictures etc.
(9)
Meaningful
verbal learning approach.
Meaningful
verbal learning proposed by David
Ausbel, to learn meaningfully, one must relate new knowledge to what has
already knows. According to him, the most important sing factor influencing
learning is what the learner already knows. The theory claims that new concepts
to be learned can be incorporated into more inclusive concept or idea. These
more inclusive concepts or ideas are called advance organizers.
CONCLUSION
From
this study, I conclude that the innovative approaches and strategies of
instruction in commerce education are; Problem Based Learning, Teaching of
Thinking skills, Self-study approach, contract learning, experiential learning,
Modular approach, meaningful verbal learning approach, collaborative learning
and co-operative learning. The traditional approaches of instruction for
commerce education are inadequate for providing the learner centered and
appropriate learning experiences. In this situation the innovative modern
approaches of instructional strategies play a prominent role in providing
effective learning experiences to the learners. The innovative approaches are
activity centerdeness, learner orientation, effectiveness.
REFERENCE
(3) Gagnon,
George.W and Michelle, Collay (2006). Constructivist learning design.
California. Thousand oaks.
(4) http://www.preservearticles.com/2012032829168/7-main-approaches.
Thursday, 4 September 2014
Lesson plan f service sector and business
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Name of the Teacher:Anupa.S
Name of the school :GHSS
Kadakkal
Name of the Subject:Business studies
Name of the Unit :Service
sector and Business
Name of the Topic : Transportation
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Standard : +1
Strength : 52
Period :3
Duration : 45 minutes
Age : 16
Date : 31/7/14
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Content Outline
Content Analysis
Terms
Facts
Concepts
Curricular Objectives
Pre requisits
Teaching learning resources
Teaching learning strategy
Reference
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Meaning ,Functions and types of transportation
Transportation,hindrance of place,distribution,consumption,exchange
of goods,production centres,passenger from one place to another,division of
labour,types of transport-land transport,water transport,air transport,land
transport-railtransport,road transport,pipeline transport.
1.The distance
between production and consumption points are breached through
transportation.
2.The function of
transportation ,removes the hindrance of place in the exchange of goods.
3.Transportation
is the principal service, which makes available goods produced at the
production centres to consumers at the point of consumption.
4.Transportation
helps the movement of goods and passengers from one place to another.
5.Transportation
helps the large scale production, which leads to specialization and division
of labour.
6.Land
transportation means transportation through road,rail or pipeline.
7.Water transport
is the cheapest form of transport can be divided into inland transport and
ocean transport.
8.Air transport
is the fastest mode of transport.
The distance
between production and consumption points are breached through
transportation.The function of transportation, removes the hindrance of
place.
To help the
students to recall , understand meaning, functions and types of
transportation through question-answering,group discussion and case study.
Students have
prior knowledge about transportation.
1.Usual classroom aids like chalk and black board.
2.Laptop is used for showing meaning of transportation.
3.Laptop is used for showing types of transportation.
4.picture showing land transportation.
5.still model is used for showing functions of transportation.
Question answering,Group discussion, case study
SCERT TEXT BOOK
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CLASSROOM
INTERACTION
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RESPONSE
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PHASE-1 INTRODUCTORY PHASE
ACTIVITY -1 QUESTION ANSWERING
After usual classroom
interaction teacher asks some questions to students
1.Does your house very far from this school?
2.How do you reach here?
From the answers of these questions teacher directs them to the meaning
of transportation.
CONCEPTS TO BE CONSOLIDATED
PHASE 2-DEVELOPMENTAL
PHASE
ACTIVITY-2 Group discussion
Teacher provides a clue
card,after dividing the class into two
parts.They discuss the matter contained in the clue card,ask them to write
the functions of transportation on the basis of the clue card.
From the points of
each groups teacher directs them to the functions of transportation.
CONCEPTS TO BE CONSOLIDATED
ACTIVITY -3 CASE STUDY
Teacher shows some
pictures from laptop which are relating to types of transportation.Then asks
students can you classify these pictures on the basis of modes of
transportation.
After getting points
from students,teacher also gives some more information about types of
transportation.
CONCEPTS TO BE CONSOLIDATED
PHASE-3 CONCLUDING PHASE
After showing still model
of functions of transportation, teacher conclude the portion and clearing
doubts of students.
REVIEW QUESTIONS
1.What do you mean by transportation?
2.What are the functions of transportation?
3.What are the types of transportation?
FOLLOW UP ACTIVITY
Write merits and demerits of
various types of transportation.
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