Commerce Module 3 and 4

Course 4: Commerce Education
Module 3: Facilitating learning of Commerce
4.3.1: Narration/Explanation and Demonstration Method of Teaching for

Facilitating Understanding
Narration:
Narration is the act of telling a story, usually in some kind of chronological order. For e.g. Making up
a scary ghost story and relating it around a camp fire is an act of narration.
1. In writing or speech, narration is the process of recounting a sequence of events, real or imagined
also called story telling. In composition studies, narration is one of the traditional modes of speech.
2. The person who recounts the events is called a narrator. The account itself is called a narrative. The
perspective from which a speaker or writer recounts a narrative is called point of view.
3. A narrator is the person (or animal or object) who tells a story. A narrator is important because their
biases and opinions can affect readers' overall opinion of the story. Each type of narrator tells a
story from various points of view. Point of view refers to the perspective from which a story is told.
A narrator typically guides readers and influences their opinion of a story based on perspective,
which can include the first-, second-, or third-person perspectives.
Teacher:
The teacher has to play an important role in this teaching- learning process. He has to take initiative
and all the steps that are found necessary for encouraging students' participation. Success of this
method largely depends on the better qualification, wide knowledge, varied skills, ample resource
fullness and favorable attitude of the teacher. The teacher has to direct all the activities of the class and
co-ordinate their opinions and views expressed there on the topic. He has to bring about solution of the
problems faced and truths out of all controversial arguments and counter arguments. He is required to
play the role of a director or manager of the whole show and take all the steps for ensuring realization
of learning objectives.
Advantages
(1) This method of teaching is very suitable for higher classes.
(2) It discourages role-learning and encourages understanding 'and critical thinking.
(3) It enables students to discover facts, collect relevant information and clarify doubts.
(4) It promotes academic work through joint and cooperative efforts.
(5) It facilitates pupils' participation and individual initiative.
(6) It enables the teacher to identify potentiality of the students and provide favorable scope for its
development.
(7) It enhances attentiveness, interest, speaking capacity and self-evaluation.
Limitations
(1) This method is not effective for junior class students.
(2) It calls for immense earlier planning and preparation, which most of the teachers do not afford.
(3) Without proper control & co-ordination over the discussion, it will be difficult to arrive at conclusion
and may lead to wastage of time and energy.
SVB’s SCER, Dombivli (E)/FYBEd (SEM-I) Course 4- Commerce Education /Module 3 Page 1
Demonstration:
4.3.2: Promoting Thinking and Construction of Knowledge through Using
1) Advance Organiser Model, 2) Problem Solving, 3) Project Based Learning,
4) Organizing Field Activities
1) Advance Organiser Model
Introduction
The most significant contribution of David Ausubel was the development and research on advance
organizers since 1960. His research in the field of educational psychology and cognitive science was
influenced by Piaget’s conceptual schemes (schemata). From this perspective, an advance organizer is
a cognitive instructional strategy that is used to promote the learning and retention of new information.
Specifically, new material is related to relevant ideas in the existing cognitive structure on a
substantive, non-verbatim basis.
Definition
According to Ausubel (1960), learning is based upon the kinds of superordinate, representational, and
combinatorial processes that occur during the reception of information. An advance organizer is
1. a tool or a mental learning aid that helps students “integrate new information with their existing
knowledge, leading to ‘meaningful learning’ as opposed to rote memorization;”
2. a means of preparing the learner's cognitive structure for the learning experience about to take
place;
3. a device for activating the relevant schema or conceptual patterns so that new information can be
more readily “subsumed” into the learner's existing cognitive structures.
According to Mayer, 2003, “An advance organizer is information that is presented prior to learning
and that can be used by the learner to organize and interpret new incoming information.”
An advance organizer is a cognitive instructional strategy used to promote the learning and retention
of new information
Basic Assumptions and Principles
The primary idea of Advance Organizer theory is that learning of new knowledge is dependent on
what is already known. Two principles behind advance organizers are related to the explanation of
how people acquire knowledge.
 Progressive differentiation: working from general concepts to specific concepts of any given
discipline;
 Integrative reconciliation: relating of new ideas to prior knowledge.
Ausubel further distinguished between two kinds of advance organizer:
Comparative Organizers
Comparative organizers are used with information with which the student already is somewhat
acquainted. By acting as reminders, the organizer activates existing schemas, and builds on the prior
knowledge of the students.A comparative organizer is used both to integrate as well as discriminate
(Ausubel, 1968, p. 149). It:
 integrates new ideas with basically similar concepts in cognitive structure; and
 increases discriminability between new and existing ideas that are deceptively similar but have
essential differences.
Expository Organizers
In contrast, expository organizers are often used when the new learning material is unfamiliar to the
learner, and the learner require some scaffolding to link the new concepts to what they already know.
Thus, familiarity with the new material is key to determining which type of organizer needs to be used.
Classroom Implications and Teaching Strategies
Ausubel believed that learning is based upon the kinds of superordinate, representational, and
combinatorial processes that occur during the reception of information. A primary process in learning
is to start with a "Big Picture" of the upcoming content, and link new ideas, concepts, vocabulary, to
existing mental maps of the content area.
According to Ausubel, it is important for teachers to:
1. Provide a preview of information to be learned by providing a brief introduction about the way that
information that is going to be presented;
2. Link old information to something new being taught, which helps students to recognize that the
topic they are beginning to learn is not totally new, but can be related to a previously learned
concept or process.
According to joyce et al. (2000), the advance organizer model has three phases of activity:
Phase I (includes presentation of the advance organizer)
 Clarify the aims of the lesson
 Present the advance organizer
 Prompt for awareness of relevant knowledge
Phase II (includes making links to/from the organizer)
 Present the learning task or learning material
 Make the organization and logical order of the learning material explicit
Phase III (strengthening of the cognitive organization)
 Integrative reconciliation and active reception learning (e.g. the teacher can ask learners to make
summaries, to point our differences, to relate new examples with the organizer).
 Elicit a critical approach to the subject matter (have students think about contradictions or implicit
inferences in the learning material or previous knowledge)
Advance organizers provide the necessary scaffolding for students to either learn new and
unfamiliar material or to integrate new ideas into relatively familiar ideas.
The following strategies can be used to implement Advance Organizers:
1. Review basic concepts prior to studying a new concept;
2. Have students identify the characteristics of a known phenomenon and then relate them to the new
concept;
3. Give a scenario and ask students to infer rules based upon their current knowledge;
4. Use charts, diagrams, oral presentations, or concept maps;
5. Ask students to compare and contrast the new content based on what they already know; and
6. Identify a problem and ask for a reason why it may occur (before teaching the reason).
2) Problem Solving:
James M. Lee defines “Problem solving is an educational device whereby the teacher and the pupils
attempt in a conscious, planned, purposeful effort to arrive at an explanation of solution to some
educationally significant difficulty.”
Problem-solving is the ability to identify and solve problems by applying appropriate skills
systematically. Problem-solving is a process—an ongoing activity in which we take what we know to
discover what we don't know. It involves overcoming obstacles by generating hypo-theses, testing
those predictions, and arriving at satisfactory solutions.
Problem-solving involves three basic functions:
1. Seeking information
2. Generating new knowledge
3. Making decisions
Problem-solving is, and should be, a very real part of the curriculum. It presupposes that students can
take on some of the responsibility for their own learning and can take personal action to solve
problems, resolve conflicts, discuss alternatives, and focus on thinking as a vital element of the
curriculum. It provides students with opportunities to use their newly acquired knowledge in
meaningful, real-life activities and assists them in working at higher levels of thinking
Here is a five-stage model that most students can easily memorize and put into action and which has
direct applications to many areas of the curriculum as well as everyday life:
1. Understand the problem. It's important that students understand the nature of a problem and its
related goals. Encourage students to frame a problem in their own words.
2. Describe any barriers. Students need to be aware of any barriers or constraints that may be
preventing them from achieving their goal. In short, what is creating the problem? Encouraging
students to verbalize these impediments is always an important step.
3. Identify various solutions. After the nature and parameters of a problem are understood, students will
need to select one or more appropriate strategies to help resolve the problem. Students need to
understand that they have many strategies available to them and that no single strategy will work for
all problems. Here are some problem-solving possibilities:
 Create visual images. Many problem-solvers find it useful to create “mind pictures” of a problem
and its potential solutions prior to working on the problem. Mental imaging allows the problem-
solvers to map out many dimensions of a problem and “see” it clearly.
 Guesstimate. Give students opportunities to engage in some trial-and-error approaches to
problem-solving. It should be understood, however, that this is not a singular approach to problem-
solving but rather an attempt to gather some preliminary data.
 Create a table. A table is an orderly arrangement of data. When students have opportunities to
design and create tables of information, they begin to understand that they can group and organize
most data relative to a problem.
 Use manipulative. By moving objects around on a table or desk, students can develop patterns and
organize elements of a problem into recognizable and visually satisfying components.
 Work backward. It's frequently helpful for students to take the data presented at the end of a
problem and use a series of computations to arrive at the data presented at the beginning of the
problem.
 Look for a pattern. Looking for patterns is an important problem-solving strategy because many
problems are similar and fall into predictable patterns. A pattern, by definition, is a regular,
systematic repetition and may be numerical, visual, or behavioral.
 Create a systematic list. Recording information in list form is a process used quite frequently to
map out a plan of attack for defining and solving problems. Encourage students to record their
ideas in lists to determine regularities, patterns, or similarities between problem elements.
4. Try out a solution. When working through a strategy or combination of strategies, it will be important
for students to …
 Keep accurate and up-to-date records of their thoughts, proceedings, and
procedures. Recording the data collected, the predictions made, and the strategies used is an
important part of the problem solving process.
 Try to work through a selected strategy or combination of strategies until it becomes evident
that it's not working, it needs to be modified, or it is yielding inappropriate data. As students
become more proficient problem-solvers, they should feel comfortable rejecting potential
strategies at any time during their quest for solutions.
 Monitor with great care the steps undertaken as part of a solution. Although it might be a
natural tendency for students to “rush” through a strategy to arrive at a quick answer, encourage
them to carefully assess and monitor their progress.
 Feel comfortable putting a problem aside for a period of time and tackling it at a later
time. For example, scientists rarely come up with a solution the first time they approach a
problem. Students should also feel comfortable letting a problem rest for a while and returning to it
later.
5. Evaluate the results. It's vitally important that students have multiple opportunities to assess their
own problem-solving skills and the solutions they generate from using those skills. Frequently,
students are overly dependent upon teachers to evaluate their performance in the classroom. The
process of self-assessment is not easy, however. It involves risk-taking, self-assurance, and a certain
level of independence. But it can be effectively promoted by asking students question such as “How
do you feel about your progress so far?” “Are you satisfied with the results you obtained?” and “Why
do you believe this is an appropriate response to the problem?”
3) Project Based Learning:
Introduction
Project based learning is a model for teaching. It involves an in-depth study and investigation of a real
world topic or problem (also called Problem-Based, Inquiry Based, Project Oriented, or the Project
Approach). Students use knowledge from several disciplines to develop realistic products. Teachers
use the "constructivist" approach by allowing the students to construct their own knowledge as they
work. A key characteristic of project based learning is that the project does not focus on learning about
something. It focuses on doing something. This makes the learner an active participant in the learning
process with higher order thinking. At the conclusion of a project-based learning unit, students are
required to produce a product, presentation, or performance that demonstrates mastery of the
objectives. Project-based learning is cyclical in nature. It reflects back upon the goals and objectives
which helps to keep the project on track.
Importance of Project-Based learning:
 Students become naturally motivated because they feel that the project is meaningful.
 The project actively engages all students.
 Students feel ownership of project.
 Students enjoy learning as they are given the opportunity to "construct" their own knowledge as
they develop their project.
 Develops teamwork and leadership.
 Improves higher order thinking skills.
 Students focus on an end project (goal oriented).
 Students enjoy learning.
 Students learn through failure as well as success.
 Raise student achievement.
Project Based Learning is a teaching method in which student’s gains knowledge and skills by
working for an extended period of time to investigate and respond to an engaging and complex
question, problem, or challenge.
In Gold Standard PBL, Essential Project Design Elements include:
 Key Knowledge, Understanding, and Success Skills - The project is focused on student learning
goals, including standards-based content and skills such as critical thinking/problem solving,
collaboration, and self-management.
 Challenging Problem or Question - The project is framed by a meaningful problem to solve or a
question to answer, at the appropriate level of challenge.
 Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding
resources, and applying information.
 Authenticity - The project features real-world context, tasks and tools, quality standards, or impact –
or speaks to students’ personal concerns, interests, and issues in their lives.
 Student Voice & Choice - Students make some decisions about the project, including how they work
and what they create.
 Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and project
activities, the quality of student work, obstacles and how to overcome them.
 Critique & Revision - Students give, receive, and use feedback to improve their process and products.
 Public Product - Students make their project work public by explaining, displaying and/or presenting
it to people beyond the classroom.
4) Organizing Field Activities:
Concepts of Field Trip strategy
It was introduced in 1827 by George Shillibeer for a Quaker school at Abney Park in Stoke
Newington, London, United Kingdom. A field trip is a visit to a place outside the regular classroom
which is designed to achieve certain objectives. Field trips gives opportunity to student’s to gain
knowledge out of the classroom and experience something new. The located place for field trip can be
zoos, collages, museums, industry, company, factory, stock exchanges, theatre and historical places
etc.
Purpose of Field Trip:
 It enhances the curriculum. It develops positive attitudes in students toward co-curricular activities.
 Field trips are rich in educational possibilities as students learn from actual hands-on experiences,
rather than by simply reading or hearing about something.
 Give students practical learning experiences. It makes learning more meaningful and memorable
comparing to regular classroom instructional programs.
 Students can select the place to be visited, develops the questions to ask, writing a reports or thank you
letters after the trip, or evaluating the experiences. By doing such activities, students will develop
various skills such as note taking skills, speaking skills, writing skills will enhance.
Features of field trip:
 Facilitate the learning of abstract concepts. Taking students on a field trip makes learning more
effective as they will be able to gain vast ideas on the topic.
 Motivate students through increased interest and curiosity. Field trips can add variety to the regular
classroom instructional program and they tend to be special and enjoyable learning experiences. As a
result, students will develop positive attitudes towards co-curricular activities.
 Field trips increases social interaction among students, parents, teachers and other people. Field trips
provide an opportunity to involve students, parents, and the teachers in the instructional program. The
interaction between students within themselves will also be increased when they work in groups.
 Prior to the field visit, schools/colleges sent No objection letter to the home for the permission of
parents or guardians explaining purpose of the trip and undertaking which is a good way to arouse
their curiosity and encourage them to ask the student or teacher about the trip.
 Field trips make students aware of learning activities in everyday life. It develops social awareness.
For instance, visits to supermarkets or shopping malls are typical field experiences, which teachers
may fail to notice. A well-organized trip to a "normal" place is an excellent method of teaching
students to observe, ask questions, and learn in the large classroom.
Advantages
 Note making habit: - Students develop their observing habit, they also enhances their note making,
report writing and concluding habits.
 Real-world experience: - It allows students to have a real-world, practical and face to face
experience. For example, a textbook lesson on the domestic animals can be enhanced by a trip to a
local farm where the students can clearly see the domestic animals.
 Increase in quality of education: - it enhances the curriculum by adding exciting co-curricular
activities which intend to improve the quality of education. For example, a biology field trip could
take kids on a hunt for bugs or certain types of flowers. In this case students can learn more. Hence it
improves the quality of education.
 Improvement of the social relations: - It brings students closer to each other. Students enhance their
communication skills, interaction, sharing habits, helping nature etc. Many field trips combine
educational content with team-building activities. For e.g. working together to clean a stream that has
been polluted. In fact, it is often a good idea to go on a field trip to help create a bond between the
students.
 Caring: - During trips, students start taking care of themselves and their friends. They built the sense
of humanity, kind nature and maturity.
 Time management: - Students are aware about their time schedule of trip, they start managing their
time in curricular as well as co-curricular activities.
Disadvantages
 Time considerations: - Difficultly in preparation (getting approval from various head of
administration) and fitting the trip as per the school timetable which takes more time.
 Shortage of resources from school administrations for field trips: - It means school can’t afford the
resources/materials and sometime can’t provide financial support.
 Poor student behavior and attitudes: - Means loss over students like sometime some students they
don’t listen to the teacher showing their ego attitudes and doing the things on their own ways which
cause trip to be unsuccessful where it affects the other students and the relation between teacher and
students because of the bad attitude.
 Lack of support to make a choice of venue: - Student can’t have the choice to pick their own place
and they have to agree with the teacher choice which shows student doesn’t have the choice to select
the venue.
 Medical risk: - For example like while travelling via vehicle some children gets motion sickness.
Step involved in conducting field trip:
(1) Trip Selection.
 Identify objectives and plan of evaluation for the field trip.
 Select site to be visited and arrange date and time.
 Conduct pre-visit to familiarize yourself with the major features of the field and obtain address,
directions, contact person and mobile numbers.
(2) Logistics Planning
 Apply for administrative approval and file requisition for transportation.
 Make arrangement for meals and develop schedule for the day.
 Arrange special equipments like cameras and collect money for admission fees if the site demands.
 Inform parents about the trips.
 Create a list of student names and home phone number for emergency.
(3) Field Trip Preparation/Pre-trip discussion
 Discuss the purpose of the field trip.
 Show photographs or posters of the site.
 Set a standard conduct and discuss money usage, lunch plans, dress code and other necessary
things.
 Discuss how to ask good questions and make a list of open-ended observation questions to
gather information.
 Overview of the field trip schedule.
(4) The Field Trip
 Let students to sketch if it is necessary.
 Ask prepared questions and note the answers.
 Do things that you have planned.
(5) Post-field Trip
 Let student to share their observations and reactions to field trip experiences.
 Create classroom bulletin board displaying materials collected while on field trip.
(6) Evaluating Field trip
 What was the unique educational value in this trip?
 Did students meet the objectives?
 Was there adequate time?
 Was there adequate staff and adult supervision?
 What might be done differently to be better?
 What points to be emphasized next time?
 What problems should be addressed in the future?
4.3.3: Facilitating Learners for Self Study through Use of Computers, Internet
Resources-Websites, YouTubes, E-Commerce, Online Learning, Using Activity
Sheets, Assigning Homework/Assignments
Introduction
Education is no longer limited to the classroom. Self-learning, Self-Study or Self-teacher has become
increasingly possible due to massive use of open online courses, and Internet encyclopaedias.
Self – Study
Self-studying habits benefit to prepare a more independent learning environment. Self-studying can
lead to new opportunities academically and professionally. Self – study is the excellent way to
highlight personal drive and intellectual curiosity which will help students to learn and retain
information in better way. Self-learning does take a lot of discipline and can be difficult at first, but
with time it becomes easier. Self-study, when done correctly, is a very effective learning tool, so it can
be helpful when used to prepare for a test or learn an entirely new subject matter on your own. Self-
studying is a useful tool to enhance any learning experience. Technology has put knowledge at our
fingertips. Hence, we should take advantage of all the easily accessible and low-cost internet
resources.
Tips for successful self-study:
 Set realistic goals and other commitments for yourself.
 Find different ways of learning which work for your brain like loud reading, silent reading, using
charts, models, taking handwritten notes rather than typing or etc for self-study.
 Review materials prepare on the same day and learn it. Reviewing can help with long-term absorption
of materials.
 Study in short, frequent sessions.
 Prepare and maintain self – teaching and learning environment.
Computer
Computer has made a very essential impact on society. It has changed the way of life. People are using
computers to perform different tasks quickly and easily.
The use of computers makes different task easier. It also saves time and effort and reduces the overall
cost to complete a particular task. Computers are used today to store, retrieve, process, and transmit
data and information of all types. Many other devices such as printers, music systems, video systems,
games, communication devices, automatic data capture devices, and control devise are now used in
combination with computers that use the basic data input, output and processing capabilities of
computer to produce highly innovative and systems with application in practically every aspects of
human activities today.
Use of Computer
Computers can be defined as any electronic device that allows students to access the internet to
research, create, and complete work. This means that a laptop or tablet can also be categorized as a
classroom computer. Information technology is an integral part of courses. It's used to enable students
to learn about their subject, contact one another, and find resources.
Computers help us in:-
 To explore ideas and concepts in more depth, such as by using a multimedia CD-ROM or DVD with
interactive exercises.
 To communicate with others on work/courses. Online conferences offer a way to contact other
students and staff for information, discussion and mutual support.
 To allow you to analyse data, see pictures or diagrams, hear experts talking, or solve problems.
 To provide a means of learning about your subject in a different way, such as by creating web pages to
learn about computing.
Computer can be used as a great educational tool. Students can have access to all sort of information
on the internet. Some great websites like Wikipedia, Khan’s Academy, Code Academy, Byte-Notes
provides free resources for students & professionals.
Moreover, the computer is being used in every field of life such as medical, business, industry, airline,
weather forecasting and teaching. People are using computers to make comparison between two or
more things, products, websites etc. They can also use computers for paying their bills, managing their
home budgets or simply having some break and watching a movie, listening to songs or playing
computer games.
Online services like skype, facebook or social media websites are used for communication and
information sharing purposes. Through use of computers in self-study, We can prepare notes in Word
documents, note pads, presentation in Power point, develop programmes through Oracle, C++, Java,
Visual basics, Command prompt, play games, use calculators for study, send messages or anything
written or photographs to any parts of the world using internet facilities. We can download any amount
of material through computer. We can have video conferencing with other teachers, peer groups and
parents to have better clarification on the topics where doubt arises during self-study.
Internet Resources
The Internet is an optimal resource for self - study and with more sites being geared specifically
towards learning anytime and anywhere. The internet access will also allow the students to get
different educational resources from all over the world. With the access of the internet, it is also
possible to teach and learn various topics to students or learners that are located in the different places
like urban, remote or far places provided these places have internet signals.
These technological capabilities make students to reach and explore new world, unique ideas and
concept in education. Internet classes covers Math, physics, law, business, engineering, politics,
history, language learning and educational lectures, quizzes, games, videos and tests that are available
to the students to learn and complete at their own speed.
Websites
Using Websites for self study makes students Multitasking as Students usually kept many browser tabs
open at the same time. A website is a set of related web pages typically served from a single web
domain.
A website is hosted on at least one web server, accessible via a network such as the Internet or a
private local area network through an Internet address known as a uniform resource locator (URL).
All publicly accessible websites collectively constitute the World Wide Web. Listening to audios on
web sites is a good way to improve and build upon your listening ability. Reading of script, articles,
journals in English and other languages, watching videos and documentary and practice interactive
listening activities also develop our basic skills (LISTENING, SPEAKING, READING AND
WRITING SKILLS).
YouTubes:
YouTube has become a central hub for video sharing and virtual entertainment. However, it can also
be an invaluable learning tool that eLearning professionals can use to make their eLearning courses
more interactive, fun, and informative.
In fact, it has the power to transform a potentially dull or complicated subject matter into an overall
exciting and engaging eLearning experience. Develop playlists that explore a specific topic.
YouTube gives you the ability to create playlists that are fully customizable. You can create a playlist
for each subject of your eLearning course so that learners can quickly access videos that will help
them expand their comprehension or learn more about a topic.
YouTube create webinars that learners can use as reference tools. YouTube gives eLearning
professionals the power to create videos that learners can access even after the eLearning course has
ended. These videos either are webinars or presentations, can serve as invaluable reference tools for
learners who want to refresh their memory about a particular module or review the content before an
exam.
It will help learners to make and upload their own YouTube videos to improve knowledge retention.
With YouTube and Google Forms you can create eLearning self study courses that give learners the
opportunity to learn at their own pace.
You can develop webinars, recorded lectures, and presentations that current learners can use to explore
a subject more in depth or even stand-alone eLearning courses.
E-Commerce
E-commerce (electronic commerce or EC) is the buying and selling of goods and services, or the
transmitting of funds or data, over an electronic network or the Internet. These business transactions
occurs business-to-business, business-to-consumer, consumer-to-consumer or consumer-to-business.
Through Self – study, we get to know about different types of products, clients, market analysis, faster
buying/selling procedure, more reach to customers, no theoretical geographic limitations, Low
operational costs and better quality of services.
E-Commerce application provides user more options and quicker delivery of products. Eg. Purchasing
of books, journals, articles, CDs, Video, any type of Educational material or other material etc
E-Commerce helps to simplify any of the business / transaction related processes and manage the
paper based information by digitizing the information.
Customer can do transactions for the product, comparison of the product or enquiry about any
product/services provided by a company at any time and from any location i.e. 24x7 support.
Online Learning
Online learning is a method of delivering educational information via the internet instead of in a
physical classroom. There are many different applications for online learning, ranging in scope from
simple downloadable content through to structured programmes that include assessment and award.
Online learning can be engaging and highly-effective; it delivers content clearly and consistently; it
can provide multiple opportunities for practice and provide instant and individualised feedback. Self-
Study through online learning Courses offer following benefits:
 Schedule Flexibility: Students can access their course at any time, from anywhere. This means that
parents, working students, and professionals have an option of attending classes online. Students only
need a computer and Internet access to take online classes.
 Ease of accessibility: Courseware can be accessible for students when they need it. Students can
review lectures, discussions, explanations, and comments. Individuals can also share notes with each
other to help facilitate community learning.
 Students control study time: Students may not have to sit for long periods of time like more than 50
minutes in classroom lectures. Lessons can be pause by students when needed, and notes read at will.
 Money saving option: Students may be able to save money by not having to physically attend classes.
Online courses may help individuals cut down or eliminate costs of transportation, babysitting, and
other expenses incurred by attending classes in a traditional setting.
 No more expensive textbooks: Some web-based classes may not require physical textbooks
E-textbooks might offer substantial savings for students.
 Affordability: Courses are offered, free of cost, to anyone who visits the online learning centre.
 Multiple delivery options: Courses are presented as online interactive modules as well as expanded
audio modules for a “book on tape" approach.
Online learning is available 24X7, 24 hours a day and seven days a week.
Activity Sheets, Homework/ Assignments:
Homework, Assignments and Activity sheets is given to students to help reinforce the skills that are
taught in schools. The type of homework that is sent home is worksheets. Worksheet or Activity style
homework may seem very traditional and part of the society's norm. Homework/ assignments promote
self-directed learning and help develop problem solving skills. Students can select from a wide variety
of interest based topics. Homework is a great way to promote a love for science, collaboration from
parents, logical thinking, innovative ideas and problem solving attitude.
Self – study will only help in building meaningful, enjoyable, creative along with collaborative and
authentic homework/ assignments. The term Activity sheet or work sheet was extended to designate a
single, two-dimensional array of data within a computerized spreadsheet program.
4.3.4: Using Small Group and Whole Group Instruction Strategies through
Co-Operative and Collaborative Approaches to Learning, a) Brain Storming,
b) Role Play and c) Dramatization, d) Group Discussion, e) Simulation and
f) Games, g) Quiz
Cooperative Learning:
Ted Panitz (1999) presents a basic definition of the terms, as; “Cooperation is a structure of
interaction designed to facilitate the accomplishment of a specific end product or goal through
people working together in groups.”
Cooperative learning is a teaching strategy that helps students work together as they learn.
In cooperative learning, students work together in groups to complete a project or task. The goals are
for students to learn how to contribute to a team, demonstrate individual responsibility, and also share
accountability for the outcomes of the group.
Cooperative learning is a successful teaching/ instructional strategy in which small teams, each with
students of different ability levels; use a variety of learning activities to improve their understanding of
a subject. By using this method, each of your students will feel that he or she is an important member
of the class.
In cooperative learning, students work together in small groups on a structured activity. They are
individually accountable for their work, and the work of the group as a whole is also assessed.
Cooperative groups work face-to-face and learn to work as a team. Cooperative learning is a teaching
method where students of mixed levels of ability are arranged into groups and rewarded according to
the group's success, rather than the success of an individual member. Cooperative learning is a process
meant to facilitate the accomplishment of a specific end product or goal through people working
together in groups.
Benefits of Cooperative Learning:

(1) One of the main benefits of cooperative learning is that it can positively impact academic
achievement.
(2) Cooperative learning can also increase students' self-esteem because students learn they are important
to a group's success.
(3) It can also improve their social skills by teaching students how to communicate or work through
conflict.
(4) Students engage in higher-level thinking in cooperative learning.
(5) Students have more opportunities to actively participate in their learning, question and challenge each
other, share and discuss their ideas, and internalize their learning.
(6) As students talk with others in their group, they hear differing thoughts and opinions. Finally,
cooperative learning strategies allow for more students to be actively involved in the lesson, because
each must contribute in order for the group to be successful.
(7) The ownership of teaching and learning is shared by groups of students, and is no longer the sole
responsibility of the teacher. The authority of setting goals, assessing learning, and facilitating learning
is shared by all.
In Cooperative Learning Small Groups Provide A Place Where:-
(1) learners actively participate
(2) teachers become learners at times, and learners sometimes teach
(3) respect is given to every member
(4) projects and questions interest and challenge students
(5) diversity is celebrated, and all contributions are valued
(6) students learn skills for resolving conflicts when they arise
(7) members draw upon their past experience and knowledge
(8) goals are clearly identified and used as a guide
(9) research tools such as Internet access are made available
Characteristics of Cooperative Learning are as Follows:
 Teacher supervision—the teacher should always monitor group activity to ensure that students are
not veering too far off task. The teacher should also be available to answer student questions and guide
discussion if necessary.
 Heterogeneous groups—the teacher creates groups of diverse ability levels and backgrounds.
 Positive interdependence— Students feel responsible for their own and the group's effort. It means
by setting group goals and working towards a reward or final learning outcome.
 Face-to-face interaction—students are encouraged to use verbal and nonverbal communication to
solve problems and explain learning material; the environment encourages discussion and eye contact.
 Individual accountability—students are accountable for their tasks and for assisting the whole group
meets learning goals. This accountability is enforced through student roles.
 Social skills—the teacher needs to establish rules so that all students are respectful, speak in a manner
appropriate to the classroom setting, and utilize their time wisely during group interaction.
 Group processing—students engage in reflection on how the group functioned during activity.
 Evaluation—all activities should include both individual and group assessment.
Collaborative Learning:
Ted Panitz (1999) presents a basic definition of the terms, as; “Collaboration is a philosophy of
interaction and personal lifestyle where individuals are responsible for their actions, including learning
and respect the abilities and contributions of their peers.”
Definition
Acc. To MacGregor, J.T., 1990; Collaborative teaching and learning is a teaching approach that
involves groups of students working to solve a problem, complete a task or create a product.
Acc. To Pugach, M. & Johnson, L. J., 1995; In education, collaboration is intended to promote the
most effective teaching possible for the greatest number of students.
Collaborative learning is a method of teaching and learning in which student’s team together to
explore a significant question or create a meaningful project. The collaboration is more than co-
operation. Collaboration entails the whole process of learning. This may include students teaching one
another, students teaching the teacher, and of course the teacher teaching the students, too. More
importantly, it means that students are responsible for one another's learning as well as their own and
that reaching the goal implies that students have helped each other to understand and learn.
Benefit of Collaborative learning:-
 In collaborative learning, students are actively exchanging, debating and negotiating ideas within their
group’s increases student’s interest in learning.
 Importantly, by engaging in discussion and taking responsibility for their learning, students are
encouraged to become critical thinkers.
 Students working in small groups tend to learn more of what is being taught. Moreover, they retain the
information longer and also appear more satisfied with their classes.
 In collaborative learning; learning is effective, there should be both "group goals" and "individual
accountability".
 A collaborative learning task would allow for each member to be responsible for some concept
necessary to complete the task. This implies that every group member will learn their assigned concept
and will be responsible for explaining/teaching this to other members of the group.
According to Johnson et al. (1990); there are 5 basic elements in Collaborative Learning.
The elements are:
(1) Clearly perceived positive interdependence: Team members are obliged to rely on one another to
achieve the goal. If any team members fail to do their part, everyone suffers consequences. Members
need to believe that they are linked with others in a way that ensures that they all succeed together.
(2) Considerable interaction: Members help and encourage each other to learn. They do this by
explaining what they understand and by gathering and sharing knowledge. Group members must be
done interactively providing one another with feedback, challenging one another's conclusions and
reasoning, and perhaps most importantly, teaching and encouraging one another.
(3) Individual accountability and personal responsibility: All students in a group are held accountable
for doing their share of the work and for mastery of all of the material to be learned.
(4) Social skills: Students are encouraged and helped to develop and practice trust-building, leadership,
decision-making, communication, and conflict management skills.
(5) Group self-evaluating Team members set group goals, periodically assess what they are doing well as
a team, and identify changes they will make to function more effectively in the future.
Collaborative Learning is the instruction including these elements that involves member working in
groups to accomplish a common goal.
a) Brainstorming:
Brainstorming is a group or individual creativity technique by which efforts are made to find a
conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its
member(s). The term was popularized by Alex Faickney Osborn in the 1953 book Applied
Imagination. A process for generating multiple ideas/options in which judgment is suspended until a
maximum number of ideas has been generated. Following generation of ideas, options are typically
analyzed, a best solution identified, and a plan of action developed.
Advantages
 Actively involves learners in higher levels of thinking
 Promotes peer learning and creates synergy
 Promotes critical thinking
 Helps groups reach consensus
Disadvantages
 Requires that learners discipline their inputs to the discussion (generate ideas without making
judgments)
 May not be effective with large groups
 Can lead to “group think”
Keys to Success
(1) Use to stimulate thinking, creativity, inquiry, and consensus
(2) Do not use the method when there are only one or a few possible “correct” responses
(3) Provide clear instructions for how the process works
(4) Ensure that participants adhere to the rules
b) Role Play:
One or more participants adopt a specified role and try to behave in ways characteristics of a person in
that role. In medical education, often revolves around a specified clinical scenario.
Advantages
(1) Actively involves participants.
(2) Adds variety, reality, and specificity to the learning experience.
(3) Develops problem-solving and verbal expression skills.
(4) Provides practice to build skills before real-world application and when “real” experiences are not
readily available.\
(5) Enables learners to experiment in a safe environment with behaviors which strike them as potentially
useful and to identify the behavior which are not useful.
(6) Can provide an entirely new perspective on a situation and develop insights about feelings and
relationships.
(7) Provides teacher immediate feedback about the learner’s understanding and ability to apply concepts.
(8) Improves the likelihood of transfer of learning from the classroom to the real world.
Disadvantages
(1) Puts pressure on learner to perform, which can create embarrassment and even resistance
(2) Depends heavily on learner’s imagination and willingness to participate
(3) Can engender strong emotions related to past experiences, empathy, etc.
(4) Can lack focus unless well planned, orchestrated, and monitored
(5) Can reinforce ineffective behaviors/strategies if performance is not observed by knowledgeable person
who provides appropriate feedback
(6) Can be unpredictable in terms of outcomes
(7) Can be time-consuming
Keys to Success
(1) Establish a safe environment for learner to experiment and make mistakes without sanction
(2) Use realistic situations that relate to learning objectives
(3) Use only when learners have adequate knowledge and skills to perform what is requested
(4) Provide clear directions and specific time limits
(5) Observe performance (for multiple groups, rotate through them)
(6) Conduct a feedback/debriefing session after the role plays
c) Dramatization:
Dramatization can be defined as a method to develop skills through the performance of activities in
situations that simulate real life. It is possible to simulate, for instance, a job interview, a police
interrogation, a product sale, an exhibition, a speech on contraceptive method etc. Dramatization is a
theatrical representation revolving on a topic, theme, etc. It can contain the explanation of ideas,
concepts, arguments or a case study. The dramatization teaching method refers to a collection of
teaching tools that include traditional drama techniques, such as improvisation, storytelling, role
playing and games. A lot of emphasis is placed on engaging students through interactive activities.
Dramatic teaching is integrated into many different types of curriculum.
Teachers can use it to help students gain deeper insights into lessons; build on concepts and themes or
as a means to test student knowledge. The teacher may use costuming or props to give the role more
depth, and the teacher answers questions from students while in character. With the storytelling
method, the teacher brings the subject matter to life through the use of stories.
Advantages
(1) It increases students’ motivation, participation, confidence and fluency in the spoken English as well
as communication through the body language.
(2) It extends the emotional range of expressions.
(3) It develops creativity and spontaneity.
(4) It provides opportunities for group and self-expression.
(5) It promotes confidence, trust, cooperation and group cohesion.
(6) It provides opportunities for group and self-expression.
(7) It develops the student’s performance skills.
(8) It fosters verbal and non-verbal communication.
(9) It feeds the speaker’s need to exchange ideas and make decisions.
(10) It maximizes student’s use of different languages
(11) It ensures students involvement and decision-making.
(12) It stimulates authentic conversations that aim at developing conversational competence among
foreign language learners.
(13) It serves as a fluency activity.
(14) It creates sensitivity and a sense of awareness.
(15) It prepares students for real life and unpredictability.
Disadvantages
The use of drama in teaching learning situations might sometimes fail for the reasons below:
(1) Activities are artificial. The situations are sometimes and irrelevant to the learner’s need.
(2) Activities are difficult to monitor both physically and verbally.
(3) There is a fear among teachers that drama use may cause sort of uncontrolled fun among learners.
(4) It causes embarrassment and awkwardness, in some situations, especially among adult learners.
(5) It encourages incorrect forms of language as long as the teacher is not encouraged to correct mistakes
immediately so as not to discourage students.
(6) Activities may not be suitable to all the class. The activities that succeeded with a group of students
may fail with another.
d) Large Group Discussion/ Question & Answer:
Employs the art of seeking information and stimulating thinking and elaboration at all levels of human
reasoning to achieve a given objective
Advantages
(1) Increases learner involvement
(2) Provides both learner and teacher immediate feedback
(3) Is useful for guiding learners to higher levels of thinking and inquiry
(4) Provides valuable clues about learner motivation and how to best facilitate learning
(5) Helps students identify and build on preexisting knowledge
Disadvantages
(1) Can be time-consuming
(2) Relies on learner preparation and willingness to participate
(3) Can lead to a dominant few controlling the floor to the exclusion of fuller participation
(4) Cannot ensure full participation within a large group
Keys to Success
(1) Develop questions related to learning objectives designed to stimulate thinking and move learners to
the next level
(2) Use open-ended questions with more than one right answer that ask learners to think critically rather
than recite facts
(3) Have a clear question sequence
(4) Develop group facilitation skills to manage the interactions, time, and process effectively, paying
attention to both task and group interaction functions.
e) Simulation:
Simulation teaching means model, fake or replicated teaching in the artificial or assumed situation,
before peer groups, under supervision of the teacher to modify teaching behavior of the pupil teacher
and to develop various teaching skills. A simulation is a form of experiential learning. It is
a strategy that fits well with the principles of Student-Centered and constructivist learning and
teaching.
Acc. to The international dictionary of education, “Teaching technique used particularly in
management education and training in which a real life situation and values are simulated by
‘substitutes’ displaying similar characteristics.”
Acc. to J.C. Aggrawal, “Simulation may be described as ‘role playing’ in which the process of
teaching is enacted artificially and an effort is made to practice some important skill of teaching
through this.”
Pupil teachers in simulated teaching have to perform or play three different roles-
(1) Role of Teacher, (2) Role of Students, (3) Role of Observer. In simulated teaching, more than one
teaching skills may be practiced at a time.
Simulations take a number of forms. They may contain elements of:
 A game
 A role-play, or
 An activity that acts as a metaphor.
Why use simulations?
Simulations promote the use of critical and evaluative thinking. Because they are ambiguous or open-
ended, they encourage students to contemplate the implications of a scenario. The situation feels real
and thus leads to more engaging interaction by learners. Simulations promote concept attainment
through experiential practice. They help students understand the nuances of a concept. Students often
find them more deeply engaging than other activities, as they experience the activity first-hand, rather
than hearing about it or seeing it. Simulations help students appreciate more deeply the management of
the environment, politics, community and culture. For example, by participating in a resource
distribution activity, students might gain an understanding of inequity in society. Simulations can
reinforce other skills indirectly, such as Debating, a method associated with some large-scale
simulations, and research skills. Salient features of simulated teaching can be studied through the
initials of the word ‘SIMULATED’ as follows-
S – Skills development
I – Induction
M - Modification in teaching behavior
U – under Supervision
L – Like role playing
A – Artificial/Assumed situation
T – Teaching to Peer group
E - Expertise oriented
D – Demonstration lessons/ Delivering lesson by Pupil Teacher
Various steps involved in the process of simulated teaching:
(1) Induction or orientation of pupil teachers, i.e. informing students about the meaning and importance of
simulated teaching and their roles as a teacher, students and observers.
(2) Selection of teaching skill or skills to be practiced by the pupil teacher.
(3) Grouping the pupil teachers and assigning the roles as a teacher, students and observer.
(4) Teaching by the pupil teacher and observation by the peer and teachers-educator.
(5) Discussion on the teaching to provide feedback to the pupil teacher who performed as a teacher to
meliorate and develop teaching skills.
Importance of simulated teaching:
(1) Simulated teaching is a good devise to develop teaching skills.
(2) It develops confidence in the students,
(3) It develops observation power of the pupil teachers.
(4) It eliminates various weaknesses, by observing weaknesses of other students.
(5) It based on the principle of learning by doing and principle of direct experiencing.
(6) It develops decision making capacity of the pupil teachers.
(7) It develops feeling of co-operation in the pupil teachers.
(8) It is time saving since the open discussion may provide benefit to all the pupil teachers.
f) Game:
Games are a way for students to experience the struggles and successes of collaboratively working
towards a solution to a complex problem set within an interesting storyline. Games are interactive play
that teaches us goals, rules, adaptation, problem solving, interaction, all represented as a story. They
give us the fundamental needs of learning by providing - enjoyment, passionate involvement,
structure, motivation, ego gratification, adrenaline, creativity, social interaction and emotion. Games
used to bring competition, participation, drills, and feedback into the learning experience as a
motivator and opportunity for application of principles.
Advantages
(1) Actively involves learners
(2) Can add or regenerate motivation
(3) Promotes team learning and collaborative skills
(4) Provides a challenge that can lead to confidence in knowing and expressing the material
(5) Provides feedback
(6) Can create a “fun” learning environment
Disadvantages
(1) Can create in-group/out-group feelings
(2) Can de-motivate those who are not competitive by nature
(3) Can create feelings of inadequacy in those not as skilled or forceful
(4) Can discourage creativity if the format is very rigid and the focus is strongly on winning
Keys to Success
(1) Choose relevant games at an appropriate level that can be reasonably expected to achieve the learning
objectives
(2) Introduce the game and make the objectives clear
(3) Give clear and thorough directions
(4) Create a friendly versus cut-throat mentality; do not put down losers or allow others to do so
(5) Do not take sides or show partiality
(6) Keep a handle on things
g) Quiz:
A quiz is a form of game or mind sport in which the players (as individuals or in teams) attempt to
answer questions correctly. A quiz is also a brief assessment used in education and similar fields to
measure growth in knowledge, abilities, and/or skills.
Quizzes are usually scored in points and many quizzes are designed to determine a winner from a
group of participants - usually the participant with the highest score.
Objectives
Objectives to organize a quiz team competition to:
(1) To test student’s accumulation and retention of knowledge in a real life situation.
(2) To encourage independent study and academic excellence.
(3) To recognize and appreciate non-traditional venues for competition.
(4) To build self-esteem and school pride.
(5) To empower students with a new understanding of what has been, what is now, and what can be.
(6) To provide opportunities for faculty, students, parents and the community to work together.
When to Use Quiz
Use Quiz, Trade at any point in the lesson to structure meaningful conversation.
(1) Before introducing new material to tap into prior knowledge
(2) After a unit to review terms
(3) At the beginning of the school year as a way to review students' knowledge of class rules and
procedures
(4) After a math unit to review shapes or problems
(5) Before students begin an assignment, such as an essay, a set of word problems or a science
activity/experiment, to gather ideas or formalize procedures
(6) To remediate weak skills
(7) To practice newly learned skills
Advantages of Quizzes
(1) Students tend to actually read the material.
(2) Students show up for class on time since the quiz always comes first.
(3) Students are placed in the right attitude for learning.
(4) Students feel more confident to discuss the material.
(5) Students raise their grades by simply reading the material.
(6) The quiz provides a good lead-in for either a lecture or discussion of the material.
(7) Students grow curious about the answers. Students build a feeling of self-esteem.
(8) Students are provided with a real foundation for intellectual growth
(9) Students develop their grasping skills about the essential facts.
Some of the obvious benefits of participating are:
(1) Expanding the participants breadth of knowledge
(2) Aiding in English / other language development (all questions available in English and Spanish)
(3) Aiding in the team building process
(4) Being fun to participate in but with a competitive element
(5) Provoking discussion and healthy debate amongst participating players / teams
(6) Aiding to relieve the tension of the daily work routine
(7) Fomenting group harmony (whether in organisations, schools, or just a group of friends)
(8) Making new friends, from different cultures at times
4.3.5: Using Learning Resources for Teaching Commerce

a) Audio and Visual aids:
Audio visual aids are sensitive tools used in teaching and as avenues for learning. These are planned
educational materials that appeal to the senses of the people and quicken learning facilities for clear
understanding. Audio visual materials are produced, distributed and used as planned components of
educational programs. It helps the process of learning that is motivation, classification and
stimulation. Audio visual aids are multisensory materials which motivate and stimulate the individual.
It makes dynamic learning experience more concrete realistic and clarity. It provides significant gains
in thinking and reasoning.
Definition
According to Burton “Audio visual aids are those sensory objects or images which initiate or
stimulate and reinforce learning.”
According to McKean and Roberts “Audio visual aids are supplementary devices by which the
teacher, through the utilization of more than one sensory channel is able to clarify, establish and
correlate concepts, interpretations and appreciations.”
According to KP Neeraja “An audio visual aid is an instructional device in which the message can be
heard as well as seen.”
Classification of Audio and Visual Aids
(1) Audio aids:
Audio materials are those which can be heard. Ex: - radio, tape recorder, walkman, Headphones.
(2) Visual aids:
These are helpful to visualize the things. Ex:- graphic aids, 3d-aids, display boards, and print material.
(3) Audio visual aids:
These aids can be heard and seen simultaneously. Ex: - projected aids, TV, films.
Audio visual aids can be simple and can be sophisticated. Audio visual materials should function as an
integral part of the educational program. Audio visual aids material should be carefully located to
eliminate duplication, easy accessibility and convenient use. Audio visual aids material should be
available whenever and wherever they needed for effective utilization as an integral part of
curriculum.
Projected Audio and Visual Aids:
 Over Head Projector:
The over head projector is the most used in all audio visual aids. It projects transparencies with
brilliant screen images suitable for use in a lighted room. The teacher can write or draw diagrams on
the transparency while he teaches; these are projected simultaneously on the screen by the OHP.
 Over Head Transperencies:
Transparencies are popular instructional medium. They are simple to prepare and easy to operate with
the over head projector which is light weight. A 10*10 inches sheet with printed, written or drawn
material is placed on the platform of the projector and a large image is projected on a screen behind
the instructor. The projector is used from near to the front of the room with the teacher standing or
sitting beside, facing the student.
 Filmstrips:
Film strips are sequence of transparent still pictures with individual frames on 35mm film. A tap
recorded narration can be synchronized with film strip. Each strip contains from 12 to 18 or more
pictures. It is a fixed sequence of related stills on a roll of 35mm film or 8mm film.
 Slide Projector:
A slide is a small piece of transparent material on which a single pictorial image or scene or graphic
image has been photographed or reproduced otherwise. Slides are a form of projected media that are
easy to prepare. The standard size of the slides is 2”X2’ any 35mm camera will make satisfactory
slides.
Types of slides
1. Photographic slides: 2” X 2”, 3” X 4”
a) Black and white
b) Colored
2. Handmade slides: can be made with
a) Power point presentation
b) Acetate sheet
c) Cellophane
d) Etched glass
e) Plain glass
Non - Projected Audio and Visual Aids
 Graphic Aids:
It is a combination of graphic and pictorial material designed for the orderly and logical visualizing of
relationships between key facts and ideas ex: comparisons, relative amounts developments, processes,
classification or organization.
 Charts:
Chart is defined as a visual aid which depicts pictorial graphic, numerical or vertical material and
written key information in systematic way to summarize, compare and presents a clear summary. E.g.
Anatomical charts and figure diagrams etc.
Charts are of many types like flow chart, flip chart, pie chart, pull chart, tabulation chart, narrative
chart, evolution chart etc.
 Models:
A model is a three-dimensional representation of a person or thing or of a proposed structure, typically
on a smaller scale than the original. Model is a very important teaching aid for geography teaching.
Model has a three-dimensional effect on the mind of the students. They are the replica of the real
subject matter. Sometimes clay, paper, plaster of Paris and varieties color can be added to make
suitable models of different objects.
 Flash Cards:
“Flash cards are a set of pictured paper cards of varying sizes that are flashed one by one in a logical
sequence.” Flash cards can be self made or commercially prepared and are made up of chart or
drawing paper, plain paper using colors or ink on them for drawings. 10” X 12” or 22” X 28” is
commonly used size. The height of writing on the flash card is to be approximately 5cm for better
visualization.
 Posters:
Posters are the graphic aids with short quick and typical messages with attention capturing paintings. It
is use to provide general motivation. It is use to create an esthetic or atmospheric effect.
During presentation:
 Keep the screen above the heads of the participants.
 Keep the screen in full view of participants
 Make sure you are not blocking any ones view when presenting.
 Darken the room appropriately by blocking out sunshine and dimming nearby.
 Turn the screen off between slides if you are going to talk for more than two.
 Talk to the audience, not to the screen.
 Include only related figures and diagrams.
 Use simple lettering style in writing.
 Emphasize the key messages.
 Use of diagrams, graphics, tabular image, pie chart to give clear idea on topics.
 To visualize an item, it is otherwise difficult to explain only in words.
Purposes
(1) To supplement and enrich teachers own teaching to make teaching-learning more concrete.
(2) To serve an instructional role in itself.
(3) To create interest among the group.
(4) To make teaching as an effective process.
(5) To highlight important points.
(6) To provide outline for materials covered in presentation.
(7) To develop concepts and sequences in a subject matter area.
(8) To gains attention of the student.
(9) To permits face to face interaction with the students.
Teaching aids should be:
(1) Meaningful and purposeful\
(2) Motivates the learners
(3) Accurate in every aspect
(4) Simple and cheap
(5) Up-to-date
(6) Easily portable
(7) Large or small in size
Advantages
(1) Audio visual aids help in effective perceptual and conceptual learning.
(2) Audio visual aids helpful in capturing and sustaining attention of students.
(3) Audio visual aids arouse interest and motivate students to learn.
(4) Audio visual aids are helpful in new learning.
(5) Audio visual aids help in saving energy and time of both the teachers and students.
(6) Audio visual aids provides near realistic experience.
(7) Audio visual aids can meet individual demands.
(8) Audio visual aids are useful in for education of masses.
b) Community resources such as Industry, Banks, Business hub, Exhibition:
Introduction
Community Resources are the assets in a community that help meet certain needs for those around the
students. These assets can be people, places or structures, and community services. Community
resources include learning resources such as industry, banks, business club and exhibition.
Following are the Use of Community Resources such as industry, banks, business club and
exhibition:
(1) Teachers always face the task of pulling together all the diverse understandings of learning resources
such as industry, bank, business hub and exhibition etc towards students and their effective learning
experience to the classroom.
(2) A learning activity must have a purpose or reason for holistic development of the students and
community resources are such learning resources which are the beneficial part of curriculum.
(3) The Industries as a community resource provides a shared memory and experiences for the students.
(4) The Industries and Industrial visits offer students practical knowledge and hands-on learning
experiences that are essential for better understanding of their work positions, processes, and
functions.
(5) The Industries as a community resource help students to improve their skills and competencies to
become employable.
(6) The Industries as a community resource helps students to become capable to identify their professional
talents and thus can recognize the most potential areas for them to work.
(7) Community resources such as bank provide students to learning banking process, banking concepts
and systems.
(8) Bank as community resources helps students to learn and explore online banking and related facilities
so that they can use this in future transaction.
(9) In exhibitions, Students generally learn through interactive exhibits and engage in exhibiting models,
charts, 3 D projects, samples and sculptures etc.
(10) The exhibitions are appealing and effective tools for teaching for commerce and for generating a
positive attitude toward learning these subjects.
(11) Through exhibition students can consider these community resources to learn and develop skills,
improve their standard of living, modify their learning pattern, improve expression and natural self-
development.
(12) Through exhibition students will be able to trigger or generate their creative thinking, critical
analysis and abstract thinking regarding the ways in which to access and utilize community
resources.
(13) Business Club is designed to provide members and students with opportunities to develop
leadership, innovative thinking, experimental and learning experiences.
(14) Business Club provide exposure to different business professions to students through presentations
from guest speakers, both inside and outside the classroom.
(15) Business Club provide a social organization for students to develop social relationships with their
peers as well as with prospective business partners and employers in the future.
(16) Business Club helps to relate what is learned in the classroom to the business world.
Course 4: Commerce Education
Module 4: Evaluating Student-Learning and Professional Growth of Teacher
4.4.1: Concept and Importance of Continuous and Comprehensive Evaluation,

Formative and Summative Evaluation as Constructivist Perspective
What is Continuous and Comprehensive Evaluation?
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of
students that covers all aspects of students' development. It is a developmental process of evaluation
which emphasizes on two fold objectives. Continuity in evaluation and evaluation of broad based
learning and behavioural outcomes.
In this scheme the term 'continuous' is meant to emphasise that evaluation of identified aspects of
students' 'growth and development' is a continuous process rather than an event, built into the total
teaching-learning process and spread over the entire span of academic session.
The second term 'comprehensive' means that the scheme attempts to cover both the Scholastic and the
Co-Scholastic aspects of students' growth and development. Since abilities, attitudes and aptitudes can
manifest themselves in forms other than the written word, the term refers to application of a variety of
tools and techniques and aims at assessing a learner's development in higher order thinking skills such
as analyzing, evaluating and creating.
Evaluation during the course of studies or formative evaluation must be based on a variety of
evidences and lead to diagnosis of learning gaps and their remediation. The scheme is thus a curricular
initiative, attempting to shift emphasis from memorizing to holistic learning.
It aims at creating citizens possessing sound values, appropriate skills and desirable qualities besides
academic excellence. It is hoped that this will equip the learners to meet the challenges of life with
confidence and success. It is the task of school based co-scholastic evaluation to focus on holistic
development that will lead to lifelong learning.
The school curriculum has two broad areas to take care of all the developmental aspects of the child
which includes cognitive, affective and psychomotor. Subject like language, mathematics, science and
social studies helps mainly the cognitive development of the child.
Many other activities are necessary for development of the affective and psychomotor domain. Those
activities like games and sport, art and music, craft work etc. are termed as co-scholastic activities.
Instead of co-curricular activities, the term co-scholastic activities are used as both cognitive and non-
cognitive development can take place by exposing the child to the lesson on scholastic subjects and
non-scholastic subjects.
The objectives of the CCE:
 To help develop cognitive, psychomotor and affective skills.
 To lay emphasis on thought process and de-emphasise memorization.
 To make evaluation an integral part of teaching-learning process.
 To use evaluation for improvement of students' achievement and teaching - learning strategies on the
basis of regular diagnosis followed by remedial measures.
 To use evaluation as a quality control devise to raise standards of performance
 To determine social utility, desirability or effectiveness of a programme and take appropriate decisions
about the learner, the process of learning and the learning environment.
 To make the process of teaching and learning a learner-centred activity.
SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 1

Merits of CCE are as follows:
 More Valid: It is more valid than external examinations as it covers all the topics of the syllabus
through evaluation on daily as well as periodic basis.
 Regular and Punctual: Students will become regular and punctual. They will try to do their
assignments and class work to the satisfaction of all concerned.
 Discipline: The problem of indiscipline will remain subsided.
 More reliable: It is more reliable than external examinations as it covers all the topics of the syllabus.
 Motivational Value: It motivates the pupils to work regularly and thoroughly. They are motivated to
work throughout the year.
 Diagnostic Value: It enables school authorities to diagnose pupils’ difficulties in learning and provide
opportunities to find out needs, interests, abilities and aptitude of the learners.
 No undue strain: Undue strain upon the students is relaxed.
 Positive results: It aims at finding out what the child knows, what s/he can do and what intelligence
s/he possess rather than finding out what s/he does not know, what s/he cannot do and what
intelligence s/he does not posses.
Demerits
 Time consuming: Continuous Comprehensive Evaluation is time consuming.
 Heavy work load of teachers: The short term evaluation increases the work load of teachers.
Moreover, it demands training, efficiency and resourcefulness on the part of the teachers.
 Incomplete without external examination: In the absence of external examination/ a public
examination at the end of the year it would be incomplete.
 Shirkers of work: Shirkers of work in the teaching profession may not work and the standards of
teaching-learning may go down.
Formative Evaluation:
Formative evaluation is the process of gathering ongoing information (what teachers see and hear)
during instruction to determine what students know and can do, and to provide descriptive feedback to
improve learning and inform teaching. Feedback is generally directly connected to student learning
goals and referenced to student-generated criteria. Evaluation/Assessment for learning is formative,
and involves both teachers and students in ongoing dialogue, descriptive feedback, and reflection
throughout instruction.
Importance/ Benefits of Formative Evaluation
Formative evaluation (sometimes referred to as internal) is a method of judging the worth of a
program while the program activities are forming (in progress). This part of the evaluation focuses on
the process.
 The role formative evaluation permits the curriculum developers, learners, and instructors to monitor
how well the instructional goals and objectives are being met.
 Its main purpose is to catch deficiencies so that appropriate interventions are placed in at every level of
the process. For instance at the planning stage, formative evaluations of curriculum designs and
syllabuses help developers take important decisions before the documents are used for developing of
instructional materials.
 Formative evaluation is particularly useful in analyzing learning materials, student learning and
achievements, and teacher effectiveness. Formative evaluation is primarily a building process which
accumulates a series of components of new materials, skills, and problems into an ultimate meaningful
whole.
 It provides feedback to the student on how they’re performing (which will hopefully motivate them).
 It provides feedback to the trainer on those areas where they might need to focus more attention on to
reinforce particular learning points.
 Paul Saettler concludes that formative evaluation is used to refine goals and evolve strategies for
achieving goals.

 The timeliness of results enables teachers to adjust instruction quickly, while learning is in progress.
 The students who are assessed are the ones who benefit from the adjustments.
 The students can use the results to adjust and improve their own learning.
Assessment FOR Learning (Formative):
The purpose is:
 To promote further improvement of student learning during the learning process
 To involve students in the ongoing assessment of their own achievement
Summative Evaluation:
Summative evaluation is the evaluation, or judgment reached at the end of a topic, theme, unit,
semester, term, or school year based on performances/products and formative assessment data.
Evaluation/Assessment of learning is summative, and involves determining the quality of the learning
that has taken place at the end of a unit or theme, term, semester, or school year. Specific learning
outcomes and standards are reference points, and grade levels may be the benchmarks for reporting.
Importance/Benefit of Summative Evaluation:
 The summative evaluation (sometimes referred to as external) is a method of judging the worth of a
program at the end of the program activities (summation).
 The focus is on the outcome. That is at every stage of curriculum development there must be a
summative evaluation to judge the worth of the outcome of that stage.
 For example the stage of piloting the curriculum, the process is evaluated at the end of the cycle to
decide whether it had met the set standards.
 Summative evaluation, is used to assess whether the results of the object being evaluated (program,
intervention, person, etc.) met stated goals.
 Its existence (learners will need to be aware of it from the start) provides motivation and helps create
an appropriate learning environment.
 Positive results give the trainees a boost in confidence and can act as a springboard into subsequent
behaviour change back in the workplace.
 Trainers can identify those areas where results are consistently lower and can then consider alternative
delivery methods – helping to develop the training for future events.
 The results provide a measurable way of determining the success of the training programme, directly
comparable from one intake to the next.
 The aim of summative evaluation is to prove that learning has occurred.
Evaluation/Assessment of Learning (Summative):
The purpose is:
 To measure student achievement at a point in time for reporting and accountability
 To sort students in rank order.
 To maximize student learning through standardized tests, etc.
4.4.2: Construction of Test Item (Open-Ended and Structured) In Commerce and

Administration of Test
The questions are the primary tools in collecting necessary information from the respondents of the
test. By making the right choices on the type of the questions, we can be able to extract only data that
are related to the purpose or goal of the test. Before constructing questions, we must be knowledgeable
about each type of question used in the test like close ended or open ended.
Test:
According to Anthony J. Nitko, “Test is a systematic procedure for observing persons and describing
them with either a numerical scale or a category system. Thus test may give either qualitative or
quantitative information.”

Test commonly refers to a set of items or questions under specific conditions. It is a measurement
given to know the ability of the students. A series of questions intended to measure or give indication
of examinee's mental ability, aptitudes or personality and educational achievement. A test may be
administered orally, on paper or even in computer. Tests vary in style, rigor and requirements. A test
may be administered formally or informally. An example of an informal test would be a reading test
administered by a parent to a child. An example of a formal test would be a final examination
administered by a teacher in a classroom. The test construction general strategies are Inductive,
Deductive, and Empirical.
Question Sequence:
 Questions should flow logically from one to the next.
 The researcher must ensure that the answer to a question is not influenced by previous questions.
 Questions should flow from the more general to the more specific.
 Questions should flow from the least sensitive to the most sensitive.
 Questions should flow from factual and behavioural questions to attitudinal and opinion questions.
 Questions should flow from unaided to aided questions.
 According to the three stages theory (also called the sandwich theory), initial questions should be
screening and rapport questions. Then in the second stage, all questions should be product specific.
 In the last stage, questions should be asked like demographic questions.
Steps in Test Construction:
1. Identify instructional objectives and learning outcomes.
2. Outline the subject matter and topics to be covered.
3. Prepare a table of specifications.
4. Select appropriate type of tests.
5. Construct test items.
6. Order the length of the test items.
7. Prepare the answer sheet and scoring key.
8. Edit the test items.
9. Prepare the final form.
Characteristics of a Good Test:
The following are the characteristics of a good test:
1. Validity - It means that it measures what it is supposed to measure.
2. Reliability - A test is reliable if we get the same results repeatedly.
3. Comprehensive - It covers all the items that have been taught.
4. Appropriate in difficulty- It is neither hard nor too easy. You can prepare a Table of Specification
(TOS) for the proper distribution of test items.
5. Clear - Questions and instructions should easily be understood by the students.
6. Appropriate in Time - A good test should be finished on a given time allotment.
7. Economy - It makes the best use of the teacher’s limited time for preparing and grading and it makes
the best use of the pupil’s assigned time for answering all items.
Administration of Test:
The purpose of the Administration of Test is to assess an individual's cognitive ability to perform basic
tasks, such as planning, decision-making, problem-solving, evaluating information, time management
and recognizing effective written communication etc.
 Alignment Competence:
o Writing the answer according to the actual requirement of the questions
o Focus on Key words & Tail words effectively (Elucidate – Explain, Comment, Examine,
Critically examine, Discuss, Analyze, Illustrate, Review, Argue, Justify etc.)
 Context Competence:
o Contextual understanding of the Questions
o Formation of answer, choice of words and proper statement
 Content Competence:
o Content of the answer in the contextual framework
 Language Competence:
o Language should be simple and clear
o Appropriate words at proper place, Word limits, enrich vocabulary.
 Structure – Presentation Competence:
o Proper systematization in the structure of the answer, Proper consideration of priority and focus of
given ideas.
o Logical structure of sentence and their connectivity
o Proper visibility of idea through facts, data, diagram, figure, examples, illustration according to the
requirement of the question.
 Introduction – Conclusion Competence:
o Impressive beginning and Ending of the answer. Self opinion only when asked for it.
o Incorporate your opinion from different perspective in a balance manner.
Open-Ended Test
Open-ended questions are ones that require more than one word answers .i.e.; Open-ended questions
are those which require more thought and more than a simple one-word answer. The answers could
come in the form of a list, a few sentences or something longer such as a speech, paragraph or essay.
Open-ended questions require a response with more depth and a lengthier response. Open-ended
questions are also helpful in finding out more about a person or a situation, whether it's during an
interview, at a party, or about company etc.
Such questions usually begin with a how, what, when, where, and why (such as "What factors you
take into account when selling a product?" or "In your opinion, what is the reasonable price for this
item?") and provide qualitative information. Open ended questions are asked generally
during exploratory research and where statistical validity is not a prime objective. An open-ended
question might ask the person being surveyed to give a description or explanation of a particular
problem they are having.
For examples:
1. How will you help the company if you are hired to work for us?
2. How do you go about booking tickets for a flight?
3. How do you go about purchasing a home?
4. What is purchasing power parity?
5. What are you planning to buy today at the supermarket?
6. What are the strategies of the other companies/ industry to bring their brand name in market?
In open-ended questions, there are no predefined options or categories included. The
participants should supply their own answers. Open-ended questions also produce a higher cognitive
load in the sense that the respondent has to think harder to come to an answer. This can create a lower
response rate.
Advantages:
 Participants can respond to the questions exactly as how they would like to answer them.
 The researcher can investigate the meaning of the responses.
 It is Ideal for qualitative type of research.
 It permits an unlimited number of possible answers.
 Respondents can answer in detail and can qualify and clarify the responses
 Unanticipated findings can be discovered
 It permits adequate answers to complex issues
 It permits creativity, self-expression, and richness of detail
 It reveals a respondent’s logic, thinking process, and frame of reference

Disadvantages:
 Time-consuming.
 Responses are difficult to code and interpret.
 Different respondents give different degrees of detail in answers.
 Responses may be irrelevant or buried in useless detail.
 Comparisons and statistical analysis become difficult.
 Coding responses is difficult - articulate and highly literate respondents can only answer the test.
 A greater amount of respondent time, thought, and effort is necessary
 Respondents can be intimidated (scared) by questions
 Answers take up a lot of space in the questionnaire.
 Some examples of open-ended questions include:
 Completely unstructured - For example, "What is your opinion on questionnaires?"
 Word association - Words are presented and the respondent mentions the first word that comes to
mind.
 Sentence completion - Respondents complete an incomplete sentence. For example, "The most
important consideration in my decision to buy a new house is . . ."
 Story completion - Respondents complete an incomplete story.
 Picture completion - Respondents fill in an empty conversation balloon.
 Thematic apperception test - Respondents explain a picture or make up a story about what they think is
happening in the picture
Structured Test:
A structured test questions are also known as a standardized questions, standardized interview or
a researcher-administered survey. It is a quantitative research method commonly employed in survey
research. The aim of this approach is to ensure that each interview is presented with exactly the same
questions in the same order. This ensures that answers can be reliably aggregated and that comparisons
can be made with confidence between sample subgroups or between different survey periods.
Structured questions are a means of collecting data for a statistical survey. In this case, the data is
collected by an interviewer rather than through a self-administered questionnaire. The choice of
answers to the questions is often fixed (close-ended) in advance. Closed-ended questions limit the
answers of the respondents to response options provided on the questionnaire.
Structured questions take many forms and include:
 Single response with nominal or ordinal categories (e.g. From the following list please select the
category which includes your household income)
 Multiple response (e.g. From the following list of pizza toppings please any or all that you regularly
use)
 Scaled questions (e.g. The President is doing a good job – Strongly Agree to Strongly Disagree or on a
scale from 1 to 10, with 10 being the most preferred appearance. Examples of types of scales include
the Likert scale, semantic differential scale, and rank-order scale.
 Dichotomous or two-point questions (e.g. Yes or No, Unsatisfied or Satisfied)
 Numerous variations on these primary types.
Advantages
 They require a lower cognitive load on the respondent. They reduce the amount of thinking that a
respondent needs to undertake to complete the task.
 This structured question generally leads to higher response and more accurate data.
 They are easier for the researcher to code and statistically analyze.
 Time-efficient.
 Ideal for quantitative type of research.
 The answers of different respondents are easier to compare.
 The choices can clarify question meaning for respondents.

 Respondents are more likely to answer about sensitive topics.
 Less articulate or less literate respondents can also answer the test.
 Replication is easier.
Disadvantages
 Respondents with no opinion or no knowledge can answer anyway
 Respondents can be frustrated because their desired answer is not a choice
 It is confusing if many response choices are offered
 Misinterpretation of a question can go unnoticed
 Distinctions between respondent answers may be blurred
 Clerical mistakes or marking the wrong response is possible
 It may force respondents to give simplistic responses to complex issues
 It force people to make choices they would not make in the real world
4.4.3: Professional Development for Commerce Teachers Through

1. Participation in Seminar, Conferences
2. Computer and Online Resources
3. Collaboration of School with Colleges, Universities and Industry
4. Books, Journals and Periodicals
5. Reflective Practices of Commerce Teachers
6. Industrial Field Visits
7. Use of Feedback from Learners, Colleagues and Self
Teacher professional development is the process of teachers enhancing their skills to raise the quality
of instructing and learning in classrooms. The ultimate aim of teacher professional development is to
improve pupil or student learning.Professional development is regarded as an essential component in
maintaining and advancing individual personal and professional abilities. In Learning and Teaching: A
Strategy for Professional Development (2001), professional development is defined as "any activity
that increases the skills, knowledge or understanding of teachers, and their effectiveness in schools."
Quality professional development of teachers serves to enhance student achievement, with teacher
education, ability and experience Professional development can contribute to the creation of a positive
school culture.
1. Participation In Seminar, Conferences
(i) Seminars:
A seminar is a lecture or presentation delivered to an audience on a particular topic or set of topics that
are educational in nature. Seminars intend to impart knowledge and skills to the participants/teachers.
It is usually held for groups of 100 to 200 individuals. Seminar is a form of academic instruction,
either at a university or offered by a commercial or professional organization. It has the function of
bringing together small groups for recurring meetings, focusing each time on some particular subject.
Seminars are educational events that feature one or more subject matter where experts are delivering
information primarily via lecture and discussion. The Instructor has prepared the concepts and
techniques they will present and discuss through a combination of visual materials, interactive tools or
equipment, and demonstrations.
(ii) Conferences:
Conference refers to a formal meeting. It is a prearranged meeting for consultation or exchange of
information or discussion (especially one with a formal agenda). Conferences are oriented to sharing
of opinions and thoughts on the chosen subject matter. A conference involves consultation and
discussion on a number of topics by delegates, various dept. heads, teachers etc. Conferences often
features keynote presentations delivered to all attendees, as well as multiple break-out sessions.
Attendees often expect to receive information about industry trends and developments.

The development of teachers by participating in seminars and conferences are:-
1. To update individual’s knowledge of a subject in light of recent advances in the area;
2. To update individuals’ skills, attitudes, aptitude, personality and approaches in light of the
development of new teaching techniques and objectives, new circumstances and new educational
research;
3. To enable individuals to apply changes made to curriculum or other aspects of teaching practice;
4. To enable schools to develop and apply new strategies concerning the curriculum and other aspects of
teaching practice;
5. To exchange information and expertise among teachers and others, e.g. academics, industrialists, stock
exchange and other various areas,
6. To help weaker teachers become more effective.
7. To develop leadership skills including listening, communicating, expressing, experiencing, focusing
and observing skills.
8. To build co-ordination and co-operative teaching and learning approach, positive attitude, self-
confidence and self-esteem.
9. To have an opportunity to meet other people who share their interests, ideas, Expert Knowledge etc.
2. Computer and Online Resources:
Teachers and students are using computers and online resources to perform different tasks quickly and
easily. The use of computers makes different task easier. It also saves time and effort and reduces the
overall cost to complete a particular task. Computers are used today to store, retrieve, process, and
transmit data and information of all types. An online resource is typically data and educational in
nature, any support software available online can also be considered a resource. In general, Web pages
and documents on the Internet that provides useful information. Online resources are Websites, You
Tubes, e-commerce, online learning, online worksheets etc.
Computers and online resources helps us teachers in professional development as:
1. To explore ideas and concepts in more depth, such as by using a multimedia CD-ROM or DVD with
interactive exercises.
2. To communicate with others on work/courses. Online conferences offer a way to contact other
students and staff for information, discussion and mutual support.
3. To allow analysing data, see pictures or diagrams, hear experts talking, or solve problems.
4. Teachers can develop many computer skills like dealing with various documents, PPTs, online
courses, online modules, working on various websites and web pages, basic and advanced functions of
computers etc.
5. Teachers can make use of technology as Electronic books and tablets may remove the need for
physical textbooks, journals etc.
6. To provide a means of learning about the subject in a different way, such as by creating web pages to
learn about computing.
7. Student/teacher and student/student interaction tend to increase with the use of computer in commerce
classroom.
8. Teachers can prepare materials for their lessons and activities. With access to the Internet, teachers can
prepare interesting worksheets without relying solely on books and offline reference material. The
Internet also allows teachers to access websites with suggestions for lesson plans.
9. Computers enable teachers to provide more individualized, tailored learning programs.
10. Computers enable teachers to use interactive whiteboards, Power point presentation, Slides etc. with
which a teacher can project self made material or other material from a website or an interactive game.
11. A computer enables teachers to keep accurate and secure records of student’s progress, such as grades
and scores.
12. Teachers can refers many e-journals, e-book, presentation, articles and reference material to enhance
the teaching and learning process.

13. Technology could also be used for the purpose of improving professional development. For instance,
video cameras can be used to promote self-assessment and/or peer coaching.
14. Electronic networking services provide rich databases for educators and e-mail and social networking
sites can help teachers and administrators connect with colleagues to discuss problems and suggest
solutions.
15. Teachers can use staff development videotapes to improve their knowledge and skills.
3. Collaboration Of School With Colleges, Universities And Industry
1. Teachers are exposed to new and different resources. They have the opportunity to new educational
and career development.
2. Teachers can get the opportunity to train many of the colleges, universities and industrial professional.
3. Teachers have the opportunities for professional development, exposure to new techniques and
technology, developing professional relationships and knowing expectations of college instructors for
student.
4. Teachers can enhance their content knowledge, quality teaching, research-basis, collaborative and
coordinating technique by collaborating school with colleges, universities and industries.
5. Teachers will update according to diverse learning needs, student learning environments, family
involvement, evaluation techniques and teaching and learning skills and ability.
6. Teachers have opportunities for active learning, content knowledge, greater communication
experience, and the overall coherence of staff development are the main characteristics of professional
development.
7. Teachers will able to make their time management by collaborating school with college, universities
and industry. She can manage trip or industrial visit for real world experience to students and other
professional teachers etc.
8. School collaborating with college, universities and industry can lead to better-prepared students for the
college and industries.
9. School-college, industry collaborations also can help create mutually beneficial ties for program
development and professional development for classroom teachers and their college faculty peers.
10. The relationships can also aid high school student recruitment for companies, industries and teachers
job in colleges or universities.
11. Collaboration and corporations give teachers sheer confidence and self motivation to enhance the
quality of life, personality development and create a good name.
12. Professional development in teachers makes them open-minded, impartial, can assess students on the
basis of performance not on personal qualities, develop good interactive and expressive skills, positive
and innovative thinker, built motivational skills which will also benefit students.
13. The use of coaching, mentoring and peer-networking mechanisms have proved their value in
enhancing teacher professional development and performance in schools and colleges.
14. Electronic networking services provide rich databases for educators and e-mail and social networking
sites can help teachers and administrators connect with colleagues to discuss problems and suggest
solutions.
4. Books, Journals And Periodicals
(i) Books : A book is a set of written, printed, illustrated, or blank sheets, made of ink, paper,
parchment, or other materials, fastened together to hinge at one side, in simple words book is a
collection of printed pages bound inside a cover (hard or soft) that you could place on a shelf in your
library, or in a store. In library and information science, a book is called a monograph, to distinguish it
from serial periodicals such as magazines, journals or newspapers.
(ii) Journals: Journals are a good source of primary information. Journals are periodic publications that
contain a number of articles published on a regular basis at certain intervals; usually monthly or
quarterly and in some cases, bi- annually. There are a variety of different kinds of journals produced in
the world of scholarly and scientific publishing. A journal can mean a record or events like a diary.

Some journals publish articles that report on the outcomes of academic research while others provide
practical information to practitioners in the field. These may be classified under three broad headings:
 Professional or Trade Journals
 Popular Journals
 Scholarly Journals
(iii) Periodicals: A periodical is anything that comes out with regular issues. A daily newspaper, a
weekly news magazine, a monthly journal, and an annual book series are all examples of periodicals.
Some periodicals are published in ways that make them more valuable to scholars. Periodicals that are
"scholarly", "refereed", or "peer-reviewed" all have articles that are reviewed by experts in the subject. For
other types of periodicals, the articles may be reviewed by a professional editor who is not an expert in the
subject.
5. Reflective Practices of Commerce Teachers
 Reflective practice is the capacity to reflect on action so as to engage in a process of continuous
learning. Reflective practice is paying critical attention to the practical values and theories which
inform everyday actions, by examining practice reflectively and reflexively. This leads to
developmental insight. Reflective practice can be an important tool in practice-based professional
learning settings where people learn from their own professional experiences, rather than from formal
learning or knowledge transfer. It may be the most important source of personal professional
development and improvement.
 Reflective practice can be a beneficial process in teacher professional development, both for pre-
service and in-service teachers. This digest reviews the concept, levels, techniques for, and benefits of
reflective practice.
 The primary benefit of reflective practice for teachers is a deeper understanding of their own teaching
style and ultimately, greater effectiveness as a teacher.
 It include the validation of a teacher's ideals, beneficial challenges to tradition, the recognition of
teaching as artistry, and respect for diversity in applying theory to classroom practice.
 Reflective practice has also been defined in terms of action research. Action research, in turn, is
defined as a tool of curriculum development consisting of continuous feedback that targets specific
problems in a particular school setting (Hopkins & Antes, 1990).
 The teacher educator as researcher and role model encourages students to put theories they've learned
into practice in their classrooms.
6. Industrial Field Visits
Industrial Field Visits is a journey by a group of people to a place away from their classroom,
industry, factory, bank, companies etc.The purpose of the trip is usually observation for education,
non-experimental research or to provide students with experiences outside their everyday activities.
Professional development in teachers include communication skills, highly developed interpersonal
skills, organisational skills – including scheduling, time management, logistics and problem solving –
and a passion for the product, place or experience.
7. Use of Feedback from Learners, Colleagues and Self
1. The term feedback is often used to describe all kinds of comments made after the fact, including
advice, praise, and evaluation. Feedback is information about how we are doing in our efforts to reach
a goal.
2. A teacher is a facilitator; is a person who helps a group identify and solve problems by structuring the
discussion and intervening when necessary to improve the effectiveness of the group's processes and
outcomes. Facilitators, sometimes called moderators, maintain a neutral approach to topics and issues
and serve the whole group in an unbiased manner.
3. Receiving students/ learners feedback facilitates the learning of the students and it will help our self to
be aware of any difficulties that students/ learner will be having with teacher’s instruction.

4. Through feedback from learners, students, colleagues and self; the teacher will able understand the
current dynamics of the workplace, students and colleagues.
5. Feedback will reveal stress-causing issues and underlying friction between students, colleagues.
6. Feedback will save money and training cost and helps in boosting the morale, self confidence and self
esteem of teachers and its productivity.
4.4.4: Teacher as a Researcher: Learning to Understand how Children Learn

Commerce through Research, Action Research in Commerce
Teacher as a Researcher:
Teacher’s professional development promotes the view of the teacher as a researcher of his/her own
educational experiences as away to reflect and internalise the innovations promoted in the classroom.
As ICT tools and products are involved in many classroom innovations, teachers alone or as partners
of researchers in educational research, are able to use the research outcomes to help with planning and
improving pupils learning experiences with ICT, and to make them appropriate to their needs within
the curriculum framework of the school.
Learning to understand how children learn Commerce through research
Teachers should inculcate the values, standards and practical aspect of commerce in children. The
objective of commerce education is to satisfy the skill or vocational needs of pupils and to provide
basic understanding of the various principles, procedures and practices related to business. Students
also have to foster an understanding of the economy, of the community in which activities related to
business and industry take place. Thus, commerce should be taken as both knowledge and a skill
subject. NCF (2005) suggested that school must provide opportunities to learners to question, enquire,
debate, reflect and arrive at concepts or create new ideas. Expectations of teachers and their role are
shifting from being a source of knowledge to being a facilitator in the child’s construction of his/her
own knowledge.
Action Research in Commerce
Action Research
According to Stephen M. Corey- “The process by which practitioners attempt to study their
problems scientifically in order to guide, correct and evaluate their decision and actions is what a
number of people have called action research.”
According to Jane Franseth- “Action research is a systematic examination conducted by individual or
groups studying their own practice in search of sound answer where to unsolved problem in their work
and aimed at improving their own performance own jobs.”
Action research is usually participative. This implies a partnership between the researcher and the
client. Action research in commerce includes an increased depth of knowledge about the research
process, e-commerce, business organisation, market (buying and selling), ventures, amalgamation,
prices etc. Action research develops insight in identification of research problem and preparation of
research proposal and develops scientific aptitude and rational attitude toward solving a problem.
Action research incorporated a significant amount of extra work for the researcher which is reward as
it resulted in richer and more credible findings.
The Action Research Process
Educational action research can be engaged in by a single teacher, by a group of colleagues who share
an interest in a common problem, or by the entire faculty of a school. Whatever the scenario, action
research always involves the same seven-step process. These seven steps, which become an endless
cycle for the inquiring teacher, are the following:
1. Selecting a focus or area of problem
2. Clarifying theories
3. Identifying research questions
4. Collecting data

5. Analyzing data
6. Reporting results
7. Taking informed action
Step 1—Selecting a Focus or area of Problem
The action research process begins with serious reflection directed toward identifying a topic or topics
worthy of a busy teacher's time. Considering the incredible demands on today's classroom teachers, no
activity is worth doing unless it promises to make the central part of a teacher's work more successful
and satisfying. Thus, selecting a focus, the first step in the process, is vitally important. Selecting a
focus begins with the teacher researcher or the team of action researchers asking:
What element(s) of our practice or what aspect of student learning do we wish to investigate?
Step 2—Clarifying Theories
The second step involves identifying the values, beliefs, and theoretical perspectives the researchers
hold relating to their focus. For example, if teachers are concerned about increasing responsible
classroom behavior, it will be helpful for them to begin by clarifying which approach—using
punishments and rewards, allowing students to experience the natural consequences of their behaviors,
or some other strategy—they feel will work best in helping students acquire responsible classroom
behavior habits.
Step 3—Identifying Research Questions
Once a focus area has been selected and the researcher's perspectives and beliefs about that focus have
been clarified, the next step is to generate a set of personally meaningful research questions to guide
the inquiry.
Step 4—Collecting Data
To ensure reasonable validity and reliability, action researchers should avoid relying on any single
source of data. Most teacher researchers use a process called triangulation to enhance the validity and
reliability of their findings. Basically, triangulation means using multiple independent sources of data
to answer one's questions. The key to managing triangulated data collection is, first, to be effective and
efficient in collecting the material that is already swirling around the classroom, and, second, to
identify other sources of data that might be effectively surfaced with tests, classroom discussions, or
questionnaires.
Step 5—Analyzing Data
Teacher researchers will methodically sort, sift, rank, and examine their data to answer two generic
questions:
 What is the story told by these data?
 Why did the story play itself out this way?
By answering these two questions, the teacher researcher can acquire a better understanding of the
phenomenon under investigation and as a result can end up producing grounded theory regarding what
might be done to improve the situation.
Step 6—Reporting Results
After analyzing data we found results which need to improve or modify. We need to report that results
in tabular form, scale form or on a document which makes a contribution to a collective knowledge
base regarding teaching and learning which also frequently proves to be among the most rewarding
aspects of this work.
Step 7—Taking Informed Action
Taking informed action, or “action planning,” the last step in the action research process, is very
familiar to most teachers. When teachers write lesson plans or develop academic programs, they are
engaged in the action planning process. Although all teaching can be classified as trial and error,
action researchers find that the research process liberates them from continuously repeating their past
mistakes. More important, with each refinement of practice, action researchers gain valid and reliable
data on their developing virtuosity.

Commerce Module 3 and 4

Uploaded by

Copyright:

Available Formats

Commerce Module 3 and 4

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Commerce Module 3 and 4

Uploaded by

Copyright:

Available Formats

Course 4: Commerce Education

Module 3: Facilitating learning of Commerce

4.3.1: Narration/Explanation and Demonstration Method of Teaching for

Benefits of Cooperative Learning:

4.3.5: Using Learning Resources for Teaching Commerce

4.4.1: Concept and Importance of Continuous and Comprehensive Evaluation,

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 1

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 2

4.4.2: Construction of Test Item (Open-Ended and Structured) In Commerce and

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 3

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 5

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 6

4.4.3: Professional Development for Commerce Teachers Through

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 7

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 8

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 9

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 10

4.4.4: Teacher as a Researcher: Learning to Understand how Children Learn

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 11

SVB’s SCER, Dombivli (E)/Course 4- Commerce Education /Module 4 Page 12

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.