Learning Strategies –Commerce

Learning Strategies –Commerce

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 prepare a 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 paper

The 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 or 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 to present their views only with the permission of the moderator. The moderator should be well aware of all the aspects of topicbut 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.