Learning
Strategies
Variety of
learning strategies can be used for transacting the content which will open the
new ways of constructing knowledge to the Commerce students to enlighten the
knowledge explosion in Commerce. In view of this objective the following action
oriented learning strategies are introduced at the higher secondary level. Some
of them are explained below.
1. Project
Method
Project is one
of the most appropriate strategies for learning commerce. It consists of a
sequence of activities of a learner to collect, tabulate, analyse and interpret
relevant data so as to evolve findings to solve the felt problem. Project
Method is based on the idea that true knowledge is acquired not merely by
reading books and attending lectures but by the learner themselves. Learning by
doing and learning by living are two cardinal principles of this method. It is
a creative way of self learning which help to develop the full potential of the
learners.
Stages
I Selection of
topic
a . Identify the
Problem
A project has to
be done on a felt problem in the classroom learning situation. It should not be
done for the sake of project work, but for problem solving. Most of the project
work areas evolve from the academic discussions in the classroom For example,
b Formulate a
Suitable Title
Based on the
identified problem, a suitable title has to be formulated. The title must be
specific, clear and appropriate to the subject.
II State the
Objectives
In view of the
problem identified, the learner wants to gather some information relating to
the problem. This will help the learners in understanding the problem better.
III Planning
This can be done
through a discussion in the class.
a Formulation of Hypothesis
Planning can
begin with formulation of hypothesis.
b Methods and
techniques
Methods and
technique should be based on the objectives and hypothesis of the study. The
nature of study, suitability of tools, methods of learning etc should be
related to one another.
c. Identify the
Source of data
Based on the
objectives data may be collected from primary or secondary sources. Primary
sources include real field of study. The data can be collected through
observation, questionnaire, Interviews etc. Secondary sources include published
documents namely report, news articles, paper reports etc.
d. Collection of
Data
Data may be
collected through various methods, for which tools have to be prepared.
e. Analysis and
Interpretation of data
The data so
collected should be tabulated, analysed and interpreted to derive possible
conclusions. Collected information from the interview should be processed for
analysis and interpretation.
f. List out the
findings
The conclusion
derived be systematically listed to arrive a suggestions or conveying of useful
information.
IV. Execution of
project
An outline of
the project based on the components discussed above may be drawn. The project
activities may be carried out according to the plan with necessary
modifications as and when required.
V. Preparation
of Report
The report of
the project should be prepared in a self explanatory for future reference,
containing charts, pictures, document files etc. The report may be prepared in
the following format
1 Title page
2 Authentication
certificate
3
Acknowledgement
4 Content
5 Body of the
report
a. Introduction
Stating the
problem, objectives, hypothesis and relevance of study.
b. Methodology
Methods and
techniques, source of data, tools used for the study, details of collected
data.
c. Analysis and
interpretation of data
Tabulation of
data, analysis and interpretation
d. Findings
6 Suggestions if
any
7 References/
Bibliography
8 Appendices
(questionnaire, observation schedule, checklist,
interview
schedule.)
VI Presentation
of Project
Through a
project presentation, the learner is getting accepted. Ideas can be
communicated and shared with others. It can be presented in
a commerce club
meeting.
2. Assignment
Assignment is
some specific work assigned to the students as part of their academic
enrichment. These are learning activities undertaken as a continuation of
classroom activities to achieve learning outcomes. They should be completed in
time bound manner. They help to lead the learner to higher level of learning
from the present status. It may vary from writing an essay to organizing project
works. Challenging assignments can motivate the students to involve in group
dynamics and achieve fruitful results. The
teacher may act
as a guide. Assignments may be given on individual or group basis.
Assignments
include preparation of notes, preparation of charts, models, collection of
materials from industrial and financial institutions etc. Assignments develop
skills of reference, observation, enquiry and reporting etc. It ensures the
affective utilization of leisure time of the students.
3. Seminar
Seminar is a
learning method involving an in-depth analysis of a specific topic, preparation
of a paper and presentation before the students. The paper is presented by
either one student or a group of students. After the presentation, there will
be a discussion/ interaction in which all students can participate. The
students get an opportunity to clear their doubts and make clarifications.
Seminar helps to develop communication skill and to overcome stage fright.
Stages
1. Selection of
topics
The topic of
seminars should be relevant to the subject of study.
2. Assignment of
topic to individual student or teams The topic may be prepared by a one student
or a group of students
3. Collection of
relevant information Information required for seminar can be collected from
various sources namely websites, News papers, Magazines, T.V, Radio
etc.
4. Preparation
of the draft paper Based on the information collected, the presenter may
preparea draft paper and submit it to the teacher for comments. Revise the
draft paper based on the comments by the teacher
5. Finalisation
of the paperThe student may submit the revised draft to the teacher for
approval.
6. Program
scheduling Now the task of the students is to fix the date, time and venue
of the seminar.
For this a seminar convener may be selected from the students.
7. Seminar paper
presentation The student/students shall present the paper in the seminar. One
of the students can moderate the seminar. In initial stages the teacher may
moderate the seminar.
8. Discussion /
Interaction A panel of respondents from the students makes comments on the
topic. This will be followed by a general discussion.
9. Summing up
the deliberations
The moderator
sums up the deliberations
10. Evaluation/
Feed back
Both teacher and
students evaluate the programme.
11 Preparation
of final report
It should
contain all the points covered in the seminar along with the additional points
discussed and consolidated.Individual report is needed.
4. Debate
Debate is one of
the effective learning strategies for commerce classes. It is based on the
modern psychological concept of social constructivism. Debate is a creative and
collective process of eliciting all related facts of a topic. It also enables
the participants to enrich their knowledge through healthy dialogues. In a
debate, there will be minimum two groups and a moderator. The skills of
critical thinking, positive interaction etc of the students can be developed through
this learning method. It avoids stage fear of students and enhances
substantiating abilities of the learner.
Stages
1. Topic
Selection
The topic of the
debate should be relevant and having potential for different viewpoints.
2. Selection of
panels
At least two
panels of students may be selected to argue for and against the topic. Special
care should be taken to select the students keeping balance with their
individual differences like intelligence, gender, social status in the class.
(The ideal number in a panel may vary from three to five)
3. Selection of
a moderator
A student
representative should be selected to moderate the session where as the teachers
will act as a guide. In the initial stages teacher may act as the moderator.
4. Collection of
information
The panel of
students should be guided by the teachers to collect as enough information from
news papers, Magazines, Websites, Govt. reports, TVs, Radios etc.
5. Conducting
the debate
The teacher acts
as overall guide and student representative as moderator will facilitate the
debate. Both the panels can raise their views and arguments on the topic. The
rest of the students can participate as observers. They can make interventions
topresent their views only with the permission of the moderator. The moderator
should be well aware of all the aspects of topic but should take an impartial
and independent position. He should be able to inspire the panels to elicit as
much information as possible and in case of necessity from the observers also.
The moderator should take special caution to
control and
avoid any sort of personal conflicts.
6. Conclusion
The Moderator
should conclude the debate by expressing his final version based on the views
evolved from the debate. Then the teachers can make his/her observations
comments and suggestions.
5. Field trip/
Study tours Field
trip provides direct and contrived experience to the learners. It is based on
the principle that ‘Seeing is better than hearing’ It gives an opportunity to
students to observe the real life situation of the topic. It also enables the
students to retain the learning longer and to make the topic more interesting.
For instance, visiting industrial unit. e.g. MILMA would enable students to
know different
production
processes, functional divisions, levels of management, product diversification,
marketing strategies, accounting process, packaging etc. Both field trip and
study tours give an opportunity for the students to understand the real life
situation. However there is slight difference between these two. Field trip is
a short visit to a local
area with a
specific purpose. On the other hand study tour is a trip with more than one
objective. It requires extensive planning and preparations.
Stages
1 Selection of
venue
2 Getting
permission from concerned organisation.
3 Planning and
Scheduling of the trip – which consists of preparation of tool for study whom
to be introduced date, time, expenses etc.
4 Assigning task
to the group leaders
5 Actual visit
6 Monitoring the
visit by the teachers
7 Reporting
8 Evaluation
Brain storming
Brainstorming is
one of the best methods of creative problems solving. It facilitates generation
of ideas quickly. It stimulates fresh ideas and enables participants to break
loose from fixed ways of responding to problems.
Brain storming
Rules
1 No response is
wrong
2 Welcome as
many responses as possible, quantity is required
3 Every response
is accepted without discussion or judgment
4 No criticism
is allowed
5 Allow to work
on others idea
Once
brainstorming has elicited quantity sufficient number of responses, the
students may be guided to use their
analytical and synthesing skills to determine best ideas.
Steps in brain
storming
The following
steps may be used to run a brain storming session
1 Presentation
of the problem
2 Provide
relevant information
3 Record the
ideas put forth by the participants
4 Combine
similar ideas
5 Evaluate each
idea/solution
6 Selection of
the best solution
It is important
to note that the last step is not an essential part in brainstorming when it is
used as an instruction strategy.
Discussion
Discussion is a
strategy in which students learn by sharing experiences and opinions with each
other. The teacher has to carefully plan the lesson to reach desired learning
outcomes and guides the discussion through questioning and summarizing. The group
interacts in response to questions. The flow of communication can be smoothened
among all the learners.
Organisation of
Discussion
The following
stages are involved on the organisation of discussion.
1 Introduction
It should be
initiated by the teacher. As much as facts and features that can be elicited
should be drawn The topic for discussion may be pinpointed and the key areas
are to be developed
2 Development
In this stage
the teacher can use
• Lead points
• Follow up
interactions
3 Transitions
In this stage,
the key points may be reviewed. Participation of all learners may be ensured.
4 Summarisation
/Conclusion
At
this stage teacher may provide additional support material to ensure the
achievement of the objectives.
Role Play
In role-play the
students have to project themselves into simulated interpersonal situations and
act out the part of the persons and situations assigned to them. It is a very
useful strategy to develop interpersonal skills and strengthen learning in
identified areas.
Practical Work
Knowledge about
business process, procedures and practices is vital for students of commerce. A
student has to supplement his classroom learning with field work and practical.
For example, practical knowledge about the procedure for setting up and
registration of
a small scale unit, for raising medium term loan from a financial institution,
for registration of brands, for importing equipment and machinery etc. is a
test of one’s proficiency in Business studies. It can be acquired through
interaction with experts, field visit, analysing application forms observation
role play and projects. Practical work helps the students in gaining this
knowledge and experience. The student has to collect the knowledge and document
it along with all the specimens, forms etc. in blank. It will make his learning
current and purposeful. Acquainting students with numerous advantages of
computerised accounting and their application in business also form part of
practical work in the field of accounting. Practicals based on each unit should
be given to the student and make them to record in a book, following the steps
such as input, processes, output.
Case study
A case may be a
person, institution or a community. Case study is an indepth analysis of an
actual event or situation. It presents real pictures of situations with facts,
objective information or data. Learners analyse the case to interpret, predict
and revolve issues associated with it. The case study provides the learner an opportunity
to analyse and apply concepts, data and theory taught from the class. Learners
can work individually or in groups. By studying realistic cases in the
classroom, students develop new insights into the solution of specific
on-the-job problems and also acquire knowledge of the latest concepts and
principles used in problem solving.
Case may be
presented by the teacher or may be provided in print form. A simple case study
may have the following steps.
• Collection of
data
• Conversion of
data into information
• Analysis of
the case in groups
• Presentation
of the findings by each group leader
• Evaluation
Collections
Collection is
continuous learning activity which ensures students participation and involvement in whole. In
commerce, collection can be of pictures, brochures, advertisements, ideas,
documents etc. Collection of materials provides direct experience to learners.
An exhibition can be conducted to display the collected materials which strengthen
various concepts among learners. In addition to the above mentioned learning
strategies, there are many other learning strategies which can be used in
appropriate situations to enrich learning process such as interview, problem
solving etc.
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