COMMERCE - COURSE VII – I

MODULE III- SUPPORT SYSTEM FOR EFFECTIVE TEACHING LEARNING OF

COMMERCE SUBJECT:

Unit 5: Plan for effective teaching

Pedagogy is the art (and science) of teaching. ―The analysis of a given content material in
any subject any topic carried out well in the spirit of the science of teaching (Pedagogy) is
known by the term pedagogical analysis of the contents‖.

a) The responsibility of educators to transcend their traditional role and expand the scope of
their work towards an active participation to knowledge advancement, and

b) the role given to information and communications technologies (ICT) to act as mediating
artifact of emerging networked educational systems, supporting peer-to-peer collaboration as
well as learners' autonomy and responsibility for learning.

(incorporate NEP – 1986 Core Elements)

Unit Plan:

The planning for a unit is known as the Unit Plan. A unit may be defined as a large subdivision of the
subject matter wherein a principle or a topic or a property is at the centre of the well-organized matter.

While planning a unit, the following factors should be borne in mind:

1. Objectives with specifications( the why aspect of the unit)

2. Content analysis( the what aspect of the unit)
3. Learning activities ( the how aspect of the unit)
4. Testing procedures (Evidence of achievement)

Steps in Unit Planning: A unit should be viewed as a whole. The steps involved are:

a) Content Analysis: In unit planning emphasis is placed on analyzing its content into terms,
concepts, facts, situations, processes, generalizations, conclusions, principles, laws,
relationships etc. This analysis helps the teacher to have a thorough knowledge of the subject-
matter.
b) Objectives with Specifications: The second step is to find out the objectives with
specifications that can be realized through the content analysis.
 Specifications of Instructional Objectives in Commerce:
Knowledge objective
Understanding objective
Application objective
Skill objective
Interest objective
Application objective
c) Learning Activities: The third is to organize these activities that will best achieve the
specifications. To organize learning activities in the most befitting and beneficial manner in
an art as well as a science.
 Methods of Teaching Commerce
Discovery Methods
Encounter Methods
Expository Methods
Individualized Methods
Inspirational Methods
Natural Learning Methods
Project Method
d) Testing the procedures: This is the fourth and the last step in the unit plan, here the types of
evaluation tools and techniques are mentioned through which the teacher would get
eveiudenvce of the achievements of objectives on the part of the pupils.
 Formative and Summative Evaluation
Long essay type
Short essay type
Very short essay type
Objective type

 B) Criteria of a good commerce textbook

A textbook maybe described as being an aid to teaching and learning which is specially prepared by
experts for the use of students and teachers.

In the words of Kothari Education Commission,

“A good textbook written by a qualified and competent specialist in the subject and produced with
due regards of printing, illustrations and general get up, stimulates the pupil’s interest and helps the
teacher considerably at his work”

 Criteria of a good commerce textbook:

A) Academic B) Physical

Academic Aspects:

I. Selection of the content

a) Relevant content
b) Coverage of the course
c) Adequate content
d) Up-to-date content
e) Continuity and balance
f) Integrated content
g) Linking with life.

II. Organisation of the content

a) Division into units

b) Division into sections
c) Psychological approach
d) Cohereance in the subject matter
e) Flexible organisation

III. Presentation of the content

a) Attractive and appropriate title

b) Motivating presentation
c) Interesting and creative approach
d) Adequate terminology
e) Adequate provision for replication
f) Provision for suitable suggestions for teachers

IV. Verbal Communication or Language

a) Appropriate vocabulary
b) Short and simple sentences
c) Correct spellings
d) Correct punctuations
e) Grammatically correct language
f) Proper use of technical terms

V. Visual Communication(illustration)

a) Clear illustrations
b) Purposeful presentation of illustrations
c) Adequate illustrations
d) Supplementation of text
e) Variety of illustrations

VI. Learning Assignments( Exercises and Projects)

a) Adequate exercises
b) Wide coverage
c) Scope for projects
d) Real projects
e) Challenging exercises
f) Graded exercises

VII. Prelims ad Back pages

a) Appropriate title page

b) Suitable preface
c) Effective introduction
d) Correct table of contents
e) Bibliography
f) Suitable glossary
g) Index

B) Physical Aspects:
VIII. Size of the Book

a) Suitable size
b) Suitable volume

IX. Printing Layout

a) Suitable length
b) Suitable type
c) Appropriate margin
d) Aesthetic outlook
e) Appropriate spacing

X. Durability

a) Durable paper
b) Life of the book
c) Suitable price of paper

Unit 6: Learning resources in commerce

a) Commerce club: The organisation of commerce club may be given an important place in the
school‘s co-curricular activities. The club may be constituted for the development of the
interests of the students
Objectives:
1. To provide opportunities for creative activities and for the development of leadership
qualities to the students.
2. To help in developing positive outlook towards different occupations
3. To learn public speakinh, participartion in debates and other literary activities. etc

Organisation of Commerce Club: Every commerce club should be organized on the

basis of some rules and regulations and every member should strictly abide by it.

1. Patron
2. In-charge
3. Members
4. Organising committee
5. Constitution of the club

Activities:
i. Conduct meetings
ii. Tours
iii. Organisation of fairs and exhibitions
iv. Arranging extension lectures of learned personalities
v. Visit to industries
vi. Preparation of model
vii. Publish magazine. etc

b) Field Visit: Field trips correlate and blend school life with the outside world, providing direct
touch with person and with community situations.

A careful planned field trip involves:

i. Adequate preparation of the class

ii. Arrangements when necessary with those incharge of the ‗place to be noted‘

iii. A planned procedure during the visit

iv. Checking and synthesizing the results into the larger pattern of instruction etc

Places to Visit: Factories, Bank, etc

Planning the Visit: The large classes of make the excursion or visit difficult. Such trips have tobe
undertaken outsie the regular school periods

Execution: After planning the teacher is to excute it in reality. The trip itself should be so limited in
scope as to allow ample time for necesaray questions, expalnationms and observations.

Evaluation of the Field trip: the resulst of the visit shold be ascertained formally and informally if a
test or written report seems feasible.

Preparing the report:

Importance of Field trips: Field trips help in extending the curriculumin to the community in order to
give the children increased experience with things related with the curricular plan.

i. Unique source of knowledge

ii. Sponateous way of effective teaching

iii. Supplement the work of classroom teaching, etc

c) Use of technology in teaching of commerce

 Instructional Material:

Model – Models are three dimensional visual aids. If while teaching about an industry, bak
etc we take the students out to show these palces, they will understanbd tehm better.

Advantages of a Model:

It can be used as an effective aid when it is difficult to bring real object in the class

It makes teaching effective and interewsting‘learning becomes permanent. Etc

Precautions:

Model should be simple and comprehensible

It should be light and hnady

A model should be accurate.

POWER POINT:

PowerPoint is regarded as the most useful, accessible way to create and present visual aids; others
believe it has its own mind-set which forces presenters to spend countless hours thinking in
PowerPoint and developing slides.

Advantage—easy to create colorful, attractive designs using the standard templates and themes; easy
to modify compared to other visual aids, such as charts, and easy to drag and drop slides to re-order
presentation, easy to present and maintain eye contact with a large audience by simply advancing the
slides with a keystroke, eliminating the need for handouts to follow the message.

Disadvantage—speakers create slides so they have something to present rather than outlining,
organizing, and focusing on their message, the linear nature of PowerPoint slides forces the presenter
to reduce complex subjects to a set of bullet items which are too weak to support decision-making or
show the complexity of an issue, basic equipment required to present. You will need to have a
computer and projection equipment in place to display the slides to the audience.

Effective Use of PowerPoint

Slide presentation software such as PowerPoint has become an ingrained part of many
instructional settings, particularly in large classes and in courses more geared toward information
exchange than skill development. PowerPoint can be a highly effective tool to aid learning, but if
not used carefully, may instead disengage students and actually hinder learning.

Advantages

 Engaging multiple learning styles

 Increasing Visual Impact

 Improving audience focus

 Providing annotations and highlights

 Analyzing and synthesizing complexities

 Enriching curriculum with interdisciplinary

 Increasing spontaneity and interactivity

 Increasing wonder
Challenges

Although there are many potential benefits to PowerPoint, there are several issues that could create
problems or disengagement:

 Teacher-centered. Students often respond better when instructors have designed sessions for
greater classroom interaction, such as the use of student response clickers, designing PowerPoint
to facilitate case studies, or use the slides as a replacement for paper worksheets.
 Lack of feedback. PowerPoint-based lectures tell you nothing about student learning. Design them
to include opportunities for feedback (not simply asking if there are questions, but more actively
quizzing your students). This often takes the form of listing questions, not information, on the
slides themselves.

 Student inactivity. Slide shows do little to model how students should interact with the material on
their own. Include student activities or demonstrations to overcome this, either before or after the
slideshow presentation.

 Potentially reductive. PowerPoint was designed to promote simple persuasive arguments. Design
for critical engagement, not just for exposure to a ―point.‖

 Presentation graphics should be about learning, not about presentation.

 PowerPoint presentations should help students organize their notes, not just ―be‖ the notes. This is
a particular danger with students who grew up accustomed to receiving PowerPoint notes to study
from. Some may require convincing that notes should be taken beyond what is already on the
slides.

Mobile Learning: The term ―mobile learning‖ can be applied to any learning activity that utilizes a
mobile device (defined here as smartphone, tablet, or cell phone), from a simple text message to a
sophisticated augmented reality experience. Mobile learning seeks to utilize the near ubiquity and
unique capabilities of mobile devices to make course materials available to students wherever they
are, and to create new kinds of learning experiences. Mobile learning is not merely shrinking your
course on to a phone--it‘s about creating opportunities for students to take it with them into the world.

 Content: Providing instructional materials that students can access anywhere, or in specific
contexts (like instructor commentary for a museum trip).
 Capture: Using mobile devices to capture images, video, sound, GPS coordinates, and ideas
(as notes).
 Communicate: Being able to stay in touch with classmates anywhere or during specific field
activities.
 Compute: Using Devices to assist in calculating, language translating, and other
computational tasks.
 Combine: Using the previous four functions together in interesting ways, like augmented-
reality experiences that capture GPS location, orientation, and images, and supply relevant
content to the learner.

 Advantages of M-Learning
 One can access lessons, video clips and audio libraries from anywhere, including public places and
moving buses and trains.
 Interaction with fellow students and instructors will be a great help. It is an accepted fact that
learning is made easier when information is shared and questions answered through a sort of
combined study. This helps several students to work together on assignments even while
remaining at far-flung locations.
 Portability is a very big plus, as a PDA is compact and very lightweight, and enables a student to
take notes or enter all types of data directly into the device.
 There is a psychological factor; owning handheld devices increases student motivation and
deepens the commitment to using and learning with them. Further, the present generation of
students has a fascination with handhelds like PDAs, mobile phones and similar carry-around
devices. The learning material is mostly colorful and inviting which may prompt students to go
back and forth and practice more.
 It is a fact that most handheld devices are more affordably priced than larger systems, and already
a major percentage of the population owns them.
 Flexible hours of learning are indeed a great boon as students can access the system anytime 24-7
and from any location. What is more, teacher support can now be expected even outside
classrooms and other learning environments.
 Each student can learn at his or her own pace - some student may be slower learners. The students
who pick up things fast need not waste time going repeatedly through basic lessons.
 Yet another blessing is a huge saving in the cost of learning materials and also commuting
expenses.

Disadvantages of M-Learning
 There is the definite inconvenience of size, as the student has to learn while hunched over the
small screen of a mobile phone and PDA.
 There is no denying that the storage capacities of PDAs are limited.
 Anyone who has a mobile gadget knows that the short battery life and frequent changes of
batteries are a great nuisance.
 Add to this the absence of a common hardware platform; this makes it extremely difficult to
develop content for use by all.
 Devices may become outdated quickly and students have to keep combating obsolescence.
 There is limited wireless bandwidth and chances are that it may further decrease with the number
of users ever on the increase.
 In the M-Learning venue, students are incapable of printing, simply because it requires a network
connection. This is obviously not feasible in a number of real-life situations.

As a society, we have come to rely on technology to help in everyday life. M-learning is growing
powerful, not just for education, but for business and personal use as well. As technology grows and
gets better, we'll discover more ways in which we can use it.

Importance of Internet to Education

The Internet has introduced improvements in technology, communication and online

entertainment, but it is also incredibly useful for education purposes as well. Teachers use the
Internet to supplement their lessons, and a number of prestigious universities have opened up
free online lectures and courses to everyone. It has even allowed retired teachers to read to
and educate children in poorer countries. Widespread use of the Internet has opened up a
substantial amount of knowledge to a much broader range of people than ever before.

Enhanced Lessons

Teachers can make use of the Internet by giving students extra resources and material from
the Internet, such as interactive lessons and educational games. Many college courses use a
"hybrid" model where many lessons are done online, requiring fewer in-class meetings. This
saves students from having to commute to campus with their heavy textbooks every day.
Tests, homework, collaboration with students and research can all be done from any
computer with Internet access. Even for non-hybrid classes, the Internet is used as an addition
to normal studies.

Study and Research

The Internet contains a wealth of knowledge that is available instantly upon any search.
Because of this, the Internet has superseded libraries as a source for information gathering
and research. Many teachers will now ask students to visit specific websites to study from
home, and online encyclopedias provide masses of knowledge on almost every topic
imaginable. The variety of sources allows students to pursue subjects in much greater detail
rather than being limited to whatever the teacher sends home.

Communication

It used to be that students that forgot work, missed a lecture or couldn't remember an
assignment were out of luck until talking face to face with a teacher or a classmate. However,
the Internet allows instantaneous connection to your classmates and teachers. Improving
communication between students and teachers allows teachers to assist students without
having to stay after class. It also allows for students to have greater efficiency when working
on projects with their peers when everyone cannot attend or asking for clarification when
something is unclear.

Accessibility

A number of universities, such as Harvard, Yale and Stanford, have opened up free courses
on a variety of subjects that are accessible to anyone for free. These typically come in the
form of lectures on video, but some also have notes attached. This means there is easy access
to plenty of free lectures without emptying your bank account to pay tuition.

Internet :

Advantages:

1) Information on almost every subject imaginable.

2) Powerful search engines
3) Ability to do research from your home versus research libraries.
4) Information at various levels of study. Everything from scholarly articles to ones directed at
children.
5) Message boards where people can discuss ideas on any topic. Ability to get wide range of opinions.
People can find others that have a similar interest in whatever they are interested in.
6) The internet provides the ability of emails. Free mail service to anyone in the country.
7) Platform for products like SKYPE, which allow for holding a video conference with anyone in the
world who also has access.
8) Friendships and love connections have been made over the internet by people involved in
love/passion over similar interests.
9) Things such as Yahoo Answers and other sites where kids can have readily available help for
homework.
10) News, of all kinds is available almost instantaneously. Commentary, on that news, from every
conceivable viewpoint is also available.

Disadvantages:

1) There is a lot of wrong information on the internet. Anyone can post anything, and much of it is
garbage.
2) There are predators that hang out on the internet waiting to get unsuspecting people in dangerous
situations.
3) Some people are getting addicted to the internet and thus causing problems with their interactions
of friends and loved ones.
4) Easy to waste a lot of time on the internet. You can start surfing, and then realize far more time has
passed than you realized. Internet and television together of added to the more sedentary lifestyles of
people which further exacerbates the obesity problem.
6) Internet has a lot of "cheater" sites. People can buy essays and pass them off as their own far more
easily than they used to be able to do.
7) There are a lot of unscrupulous businesses that have sprung up on the internet to take advantage of
people.
8) Hackers can create viruses that can get into your personal computer and ruin valuable data.
9) Hackers can use the internet for identity theft.
10) It can be quite depressing to be on the internet and realize just how uneducated so many people
have become in today's society.

Educational benefits of social networking sites:

Today, technology provides a lot of opportunities for education that can be accessed by everyone
around the globe. The educational field has completely transformed ever since the Internet and
technology are included in the equation.
Due to the growth in social networking websites, educators are looking for their potential for use in
education, having the conscious that social networking sites may have the ability to endorse both
collaboration and active learning.
Thus, the affirmative effects of social networking in education are perceptive. Social networking sites
not only assist students but also offer great opportunities for communication between administrators
and teachers.
Using social networking sites, teachers can able to improve the involvement of their students in
studies and education, improve technological ability, provide a great sense of collaboration in the
classroom and make good communication skills.

The following are the popular social networking websites that have effective educational benefits:
EDMODO: Edmodo is the largest social networking website used mainly for education purposes. As
per the survey, more than 13 million people are using this website effectively. Edmodo provides
greater security for all its users. If an institution is using this website, then the institute will get a
security code from this website. Hence, the institute can share the code to the people whomever it
wants to access the website. This is how the website provides greater security to its users. Edmodo
encourages other activities such as posting assignments, conducting surveys and sharing images and
videos.

ACADMIA.EDU: Acadmia.edu is a science-related website built especially for scientists and the
respective college students. As per the study, more than 1.9 million people are using the website all
over the world. It is a platform mainly for academic researchers and aficionados to share research
materials and research papers to other website users. Using this website, the users can able to share
their research papers with other users in the same field, have contact with experts in the field and get
their help in a research. The website also shows the number of people accessed the papers and their
reviews to the users who post their research papers.

COURSE CRACKER: Course Cracker is a network that enables students, teachers and parents to
connect with each other resulting in the refinement of the learning process. The main objective of this
site is to improve the educational experience of users by using latest web applications and web tools.
This website allows the users to post their course material, quizzes, assignments and other sources
related to education and also give them permission to access the posted content.

STUDENTS CIRCLE NETWORK: Social circle network is one among the latest editions of the
club of social networking sites, consists of different course materials in the field of science, business,
engineering, computing and humanities. The website consists of nearly 10,400 intellectual courses,
targeting mainly students and teachers.
The following are the most popular social networking websites that promote education:

FACEBOOK: Facebook is a famous social networking site that has nearly a billion users all over the
world. This website is considered to be the best website for promoting education. In this modern
generation, you can find almost every student has an account in Facebook. The Facebook groups are
formed for schools and classes and thus the website allows both the teachers and students to share
their information, post queries and answers, set reminders about upcoming events, etc. The eminent
Facebook groups that are available are Wikieducators , E-Learning in developing and developed
countries, Teaching Critical Thinking and Active Learning.

LINKEDIN: LinkedIn is one of the largest websites created mainly for business relationships and
networking. This website is used by nearly a million of companies and professionals across the globe.
Not only LinkedIn educates its users, but also provides advantageous benefits to employers and job
seekers. Like Facebook, LinkedIn also has so many groups for educators.
These are the top 20 social networking websites that advances educations:

How social networking sites assist individual educators?

 Promotes creativity
 Enhances communication skills
 Develops collaboration and teamwork
 Provides access to information
 Increases awareness
 Develops social connection

By using social networking sites, students get the following benefits:

 Improvement of communication skills

 Improvement of technology skills
 Increase in the exposure of diverse views
 Develop a positive image
 Increase the engagement of learning

By using social networking sites, teachers get the following benefits:

 Increase the access to resources

 Collaborate with other staffs
 Exchange information and lesson plans
 Reach parents who are not able to come to school
 Form a partnership with schools in different states and countries
 Get feedback about school and events
 Communicate with parents effectively

As it is easy to access and use Social networking websites from anywhere in the world and at any
time, they have gained more popularity among people. Moreover, social media sites provide a vast
amount of information useful for educators and thus make students learn dexterously discriminate
between what information is useful for them and what is not.
Despite promoting education among students, social networking sites also help them for successful
employment. Students who enter into the workforce can able to use social networking sites to network
and thus find employment too.
Thus, social networking sites not only play a vital role in connecting people but also play an
escalating role in education.

Pros and Cons of Social Media in the Classroom

There‘s an ongoing debate about the role social media should play in education. Advocates point out the
benefits that social media provides for today's digital learners while critics call for regulation and for
removing social media from classrooms. Finding a middle ground has become a challenge.

As an educational tool, social media enriches the learning experience by allowing students and teachers to
connect and interact in new, exciting ways. Web sites such as Facebook, Twitter, and LinkedIn provide a
platform where users can dialog, exchange ideas, and find answers to questions. These sites are designed to
foster collaboration and discussion.

Despite these benefits, critics argue that there are serious risks to using social media in the classroom. What
are these risks—and do they outweigh the potential for opportunity?
MODULE IV: Professional development and evaluation

Unit 7: Professional development of commerce teacher.

A) Multifarious role and challenges faced by commerce teacher in teaching commerce.

The role of the present day teacher has become very challenging, complex and multi-faceted on
account of the following reasons:

(1) There is the explosion of knowledge and radical changes are occurring in the context areas of all
disciplines- humanities, sciences and social sciences.

(2) The teacher has to keep in view the new concepts like individualized instruction, micro-teaching,
programmed learning, teaching machines and team- leaching etc.

(3) The teacher had to make the proper use of the mass media like the radio and television.

(4) The teacher has to handle many children who come from better socio-economic groups and family
backgrounds and at times may be more informed than (he teacher who comes from lower socio-
economic strata

(5)The teacher must take into account the explosion of expectations. Students from weaker sections
of the society are coining in large numbers to receive education and they have to be treated on equal
fooling and given due care.

(6) The attitude of a teacher to life has to be democratic secular and socialist; the ideals set forth in
our Constitution.

(7) The present' teacher is supposed to have a broad view of the subjects he teaches. He cannot afford
to teach his subject in isolation.

(8) A teacher must adequately familiars himself with concepts like work experience etc.

(9) The present teacher is expected to be up-date and conscious of various explosions - explosion of
knowledge, explosion of population, explosion of frustrations, explosion of expectations and
explosion of technology etc.

• Multifarious Roles of a Teacher

(1)Parent surrogate

(2) Ego-supporter

(3) Guide

(4) Resource person

(5) Detective

(6) Facilitator of learning

(7) Limiter or reducer of anxiety

(8) Referee
(9) Group leader

(10) Inspirer and exemplar

(11) Judge

(12) Confident

(13) Friend and philosopher

(14) Upholder of the norms and values

(15) Moral educator

(16) Democrat

(17) Rationalist

(18) Secularist

(19) Initiator

• Challenges faced by commerce teacher in teaching commerce.

i)Craze for Medicine, Engineering , Management and IT courses,

(ii) One group of students believes that Unpopularity of commerce at competitive examinations:- the
syllabus of commerce at competitive examinations is not attracting even the meritorious commerce
students

(iii )Commerce graduates are not eligible for teacher training courses, such as B.Ed in many States
like Gujarat .Because mostly arts and science students get preference.

(iv) Commerce education is a living discipline and is totally different from other disciplines. Hence,
it must charter new routes to service the aspirations of the nation. . To man the economic development
of the country and to meet the growing needs of the society, there is greater demand for sound
development of commerce education in Indian Universities. But, what has been going in the name of
Commerce education is only liberal and general education.

(v) No preference or reservation for commerce graduate either in employment or in admissions to

professional courses like C.A, CWA, CS, M.B.A. etc. so reserve people can not get advantage of that
knowledge.

• Challenges faced by commerce teacher in teaching commerce…..

(vi It needs the means of additional costs and efforts. Poor students or economically backward
students can not afford the extra fees for computer classes, tuitions, or like this.

(vii ) High student low teacher ratio.

( viii) Lack of proper infrastructure: - it is sometimes remarked that many colleges are virtually
academic slums.
(ix) So far other short term courses have full material, facility of distant education and etc. like
this Instruction in regional media and adequate or availability of reading material in regional
media are not comparatively available.

(x). Inadequate teaching aids like commerce lab, CTV-Video films.

( xi ) Untrained and ill-equipped teachers.

( xii) It is more content oriented rather than skill and practice oriented.

(xiii ) Even the content (syllabus) is not up-to-date. with latest scenario, availability of E-finance,
etc. needs keeping pace with the changing business environment with latest technology to every
students. So many a time commerce graduates are found lacking communication and decision-making
skills.

• Challenges faced by commerce teacher in teaching commerce…..

(xvi). Knowledge must be improved time by time of teachers and visiting faculty. Lack of practical
exposure both to the teacher and teaching methods. I say that Perhaps commerce may be the only
practical subject which is theoretically taught without practical exposure.

(xvii.) There is a policy created by laws that in many cases students who are not able to get seats in
other courses like B.B.A. or B.P.N.A. or C.A. integrated course ,then and then they are compel
to opting for commerce without any interest. . In such a case it is futile to expect wonderful results.
They may be disappointed.

(xviii.) Commerce teacher is a jack of all trades: - perhaps he is the only person who is expected to
teach all the subjects. Like commerce, banking, entrepreneurship, business management or some time
economics as compulsory subject even if he or she may be interested in accountancy

• Thus commerce education as well as commerce teacher is facing innumerable problems

today. These problems have a direct bearing on the course objectives, course content and
course conduct. These problems need serious attention and close scrutiny. It is high time for
soul searching for an objective appraisal which will provide the basis for evolving a new
strategy for giving a better deal to commerce education in the years to come. Therefore, the
need for an all-out effort to re-orient and re-designing the commerce education in such a way
that it will be relevant for today and tomorrow

• b) Need and avenues of continuous professional development for commerce teacher.

Need of the professional growth

• Reorient oneself with update knowledge and latest development

• Acquaint and acquire latest strategies techniques, methodology of teaching economics.

• Develop proper scientific attitude ,temper and interest and learn ways of solving economic
problems.

• Acquire necessary knowledge ,abilities and skills necessary for organization of co-curricular
activities

• Acquire necessary competency in motivating the students for learning

• Acquire necessary skills for providing better guidance to students (E,P,V)

• Develop ability to contribute and participate in the construction and revision work of
economics curriculum ,revision of textbook, instructional material and scheme of evaluation

• Avenues for continuous professional development

1) School programmes-participation in various programmers of school/college may result

professional growth

 Observing classroom teaching…by senior colleagues or guest teachers

 Participating in the lively discussion ,seminars and workshops held in the institution for
improvement of economics education

 Seeking useful advice and help from the experienced teachers ,head of the dept and subject
experts for bringing improvement in own work

• Avenues for continuous professional development …..

2) Seminars and conferences/workshops –these may prove a potent source for the professional
growth of economics teacher. By Participating in such seminars ,conferences the teacher broadens
outlook and expands knowledge. Outside ones own institution these are being organized by the
extension dept of training colleges ,universities ,SCERT ,NCERT .These proves to be source of store
house of knowledge.

• Avenues for continuous professional development …..

3) Refresher courses and summer institutes(In service programme)---teacher may join refresher course
and summer institutes held by universities and central authorities. These helps in updating knowledge
and methodology of teaching economics

4) Contribution in paper and journals---a teacher contributes his/her work by communicating ideas in
black and white(scholarly exchange of ideas) …if one publishes article in journal of repute…others
will be benefited e.g Economics and political weekly, economics times(paper), yojana

• Avenues for continuous professional development …..

5) Setting up of association---for exchange of ideas ,views discuss on certain new topics related to
economics .even one can publish articles by establishing forum

6) Talk by eminent personality on various issues of economics ,contemporary economic problems and
teacher should attend the same

7) To go through professional literature an economics teacher should have a small library of its own
…even teacher should also try best possible to consult latest books on economics…presently retrieve
information online and refer e resources for updating the knowledge.

• Avenues for continuous professional development …..

8) Visits ---the economics teacher can induce knowledge about different economics trends ,problems
and systems to make visits to the different economic institutions. Even can conduct a small survey
with the help of students

• c) Role of teachers in inculcating values- global citizen, practical, social, cultural, ethical and
entrepreneurship.

• Entrepreneurship

An entrepreneur is a person who carries the risk of business and coordinates the activities of all other
factors of production

Entrepreneurs play a key role in an economy. These are the people who have the skills and initiative
necessary to take good ideas to market and make the right decision to make the idea profitable . The
reward for the risks taken is the potential economic profits the entrepreneur could earn.

• Importance of entrepreneur for commerce

• Self employment

• Initiatives for new productions

• Creating employment for others

• Improve market condition

• Increase in national income

• Increase in employment opportunities –in terms of quality and quantity

• New trade circles (import and export)

• Increase in negotiation and collaboration globall

• Qualities /role of an entrepreneur

• Proper planning and business activity

• Organizational ability

• Decision making ability

• Selling or marketing activities

• Coordination and overall supervision

• Budgeting and financial planning

• Calculating and Taking risks

• Innovative activities (business leader)

• Delegation of functions

• Teachers role in inculcating this value

Teacher can use different learning activities and provide varied experiences

 Teacher can arrange a talk of renowned businessman.

 Giving references of the business strategies followed by small and large scale entrepreneurs.

 Discussing the biography of famous entrepreneur

 Giving examples of various articles published in magazines, newspaper on success stories of

businessman

 Arranging debate, essay writing competition on skills required for entrepreneurs.

• Global citizen

• A global citizen is someone who identifies with being part of an emerging world community
and whose actions contribute to building this community‘s values and practices

• Many thinkers and writers have put forth their own ideas of what it means to be a global
citizen in the 21st century. There may be disagreements as to the particulars, but the overall
philosophy has several consistent points. Across the board, global citizens:

• Respect fellow humans, regardless of race, gender, age, religion, or political views.

• Appreciate diversity and the benefits it can offer any advanced society.

• View no single society or culture as inherently superior to any other.

• Global citizen…..

• Cherish the natural world and respect the rights of all living things

• Practice and encourage sustainable patterns of consumption and production.

• Work to eradicate poverty and inequality in all their forms.

• Support economic institutions that act transparently and in the public good.

• Strive to resolve conflicts without the use of violence.

• Feel responsibility to help solve pressing global challenges in whatever way they can

• Think globally, act locally

• Practical, social values

• Practical values : practical values relate more to the needs of various occupations at different
levels in the hierarchy of employment ---from clerical to management level.

• Social values: The study of commerce should enable an individual to appreciate that a man is
a social being and he must play an important role in bringing about social progress. Bad
business dealing ,corrupt methods ,smuggling and tax evasions are examples of anti-social
values which should be avoided as outcomes of a study of commerce. Profit motive should
not be the end and be all of all business enterprises.
• Cultural values

• Cultural values: commerce is an important aspect of the life of a nation . It explains the nature
of the society in its special aspect of a business and material prosperity. Commerce attempts
to relate production with consumption. Fair dealings ,good salesmanship ,honesty in business
and pleasing manners all go to make up the good cultural tracts of the individual in the
commercial field. Several philanthropists in India from the business community have set up a
large number of cultural and educational institutions in the country.

• Ethical values

• The set of established principles governing virtuous behaviour. In order to help assure that
the company maintains a good business reputation, many business managers concerned
about public relations will develop and promote a set of suitable ethical values for staff within
the company to keep in mind when doing business with the customers.

• Ethics is based on a set of moral and ethical values. These values must be absolute - that is,
you must take them seriously enough to override any human rationalization, weakness, ego,
or personal faults. When all else fails, you will always look back to these core values to guide
you

• Ethics concern an individual's moral judgements about right and wrong. Decisions taken
within an organisation may be made by individuals or groups, but whoever makes them will
be influenced by the culture of the company. The decision to behave ethically is a moral one;
employees must decide what they think is the right course of action. This may involve
rejecting the route that would lead to the biggest short-term profit.

• Unit 8: Evaluation of commerce subject.

a) Areas of continuous comprehensive evaluation in commerce

b) Preparation of achievement test( concept, criteria)

c) Diagnostic testing and remedial teaching in commerce.

Assignment (any one)

- Preparation of question paper including all types of questions.

- Preparation of diagnostic tests.

- Preparation of lesson plan for remedial teaching.

• a) Areas of Continuous comprehensive evaluation in commerce

Meaning of CCE

• Continuous and Comprehensive Evaluation (CCE) refers to a system of school based

evaluation of a student that covers all aspects of a student development.

• It is a developmental process of student which emphasizes on two fold objectives.

• These objectives are continuity in evaluation and assessment of broad based learning and
behavioural outcomes on the other.

• CCE …

• The term ―continuous‖ is meant to emphasize that evaluation of identified aspects of student‘s
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.

• It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of
corrective measures, retesting and feedback of evidence to teachers and students for their self
evaluation.

• The objectives of Continuous Comprehensive Evaluation:

• To help develop cognitive, psychomotor and affective skills

• To lay emphasis on thought process and de-emphasis 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 instructions.

• To use evaluation as a quality control device to maintain desired standard 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.

• Process Of CCE

• The CCE assessment includes both scholastic and co-scholastic assessment

• The desirable behaviour related to the learners knowledge, understanding, application,

evaluation, analysis, and creating in subjects and the ability to apply it in an unfamiliar
situation are some of the objectives in scholastic domain.

• The desirable behaviour related to learners Life Skills, attitudes, interests, values, co-
curricular activities and physical health are described as skills to be acquired in co-scholastic
domain.

• ASSESSMENT

• Both Scholastic and co-scholastic domains should be assessed in two ways,

 formative assessment and

 summative assessment.
• Formative assessment is carried out during a course of instruction for providing continuous
feedback to both the teachers and the learners for taking decisions regarding appropriate
modifications in the transactional procedures and learning activities.

• Summative assessment is carried out at the end of a course of learning. It measures or sums-
up how much a student has learned from the course. It is usually a graded test, i.e., it is
marked according to a scale or set of grades.

• TOOLS USED

• b)Preparation of achievement test( concept, criteria)

• Achievement tests are designed to measure the knowledge and skills students learned in
school or to determine the academic progress they have made over a period of time. The tests
may also be used to evaluate the effectiveness of a schools and teachers, or identify the
appropriate academic placement for a student—i.e., what courses or programs may be deemed
most suitable, or what forms of academic support they may need. Achievement tests are
―backward-looking‖ in that they measure how well students have learned what they were
expected to learn.

• UNIT TEST

• Effective instrument of evaluating :-

 Achievement of objectives

 The content

 The learning activities

we do not and should not evaluate only the content we should evaluate the total behavior of the
pupil

WHY UNIT TEST testing improves learning if results are used for proper feedback --–proper testing
----leads to good learning.

Testing should be preplanned , systematic and scientific.

• For an adequate unit test ,an adequate unit plan is necessary.

• If the unit plan is properly drawn, it facilities the setting of a unit test properly because a well
planned unit plan will give us

 A full idea of how much weight age is given to content.

 The objectives

 The form of questions---while planning unit test

• PURPOSE(NEED)

• A unit test serves the following purposes:

 Ascertains the effectiveness of teaching learning process

 Modifying his teaching strategy

 Assess progress in learning of learners

 Finding out the strengths and weaknesses of learner

 Opportunities for self evaluation

The unit test is a short test to be given at the end of teaching a unit and is not a random assortment of
questions

• STEPS FOR SETTING UP A GOOD AND MEANINGFUL UNIT TEST

• Planning (design) of the test

The design specifies weight ages to different areas:

1) Weight age to objectives

2) Weight age to different areas of content (subunits)

3) Weight age to different forms of questions

4) Weight age to difficulty level

5) Scheme of options

6) Sections in the question paper

• Steps cont…

• Editing the unit test:

1) Selection of test items

2) Grouping the test items (E,S,O)

3) Instruction to examinee

4) Preparing marking scheme and scoring key(for uniformity in assessing)

5) Scoring key e.g.32(d),33(d) …..

• Design of unit test

Selection of objectives and sub-units(content)

• Weight age to instructional objectives TABLE 1

• Weight age to Sub-unit(content) TABLE-2

Weight age to Forms of questions TABLE-3

• THREE DIMENSIONAL CHART(BLUE PRINT)

• Diagnostic testing and remedial teaching in commerce

• In general, after completing a particular unit/topic you conduct a test to assess the
achievements of learners. After evaluation you draw some conclusions and you find that some
of the students have fared very well and a particular group of students have achieved below
your expectations. Now you will have to find out the causes for this low achievement or slow
learning. There would be certain reasons for this low achievement. Now it is very essential to
find out the particular area where the difficulty lies or the particular concept where the learner
commits errors. To locate and identify the areas of learning difficulties leads to Diagnostic
Testing.

• After identifying the areas where the error lies, you have to find out the reasons due to which
the particular child/group of students have not responded well. At this stage you have to play
the role of a doctor. If a patient visits the doctor‘s clinic he suggests different tests relevant to
the symptoms observed by him. After getting reports he is in a position to identify and
diagnose the disease and then prescribe the medicine for it.

• Likewise, as a teacher, you have to first identify and locate the area where the error lies. The
process adopted for this purpose in educational situations is known as Diagnostic Testing.

• In diagnostic testing following points must be kept in mind :

i)Who are the pupils who need help?

ii) Where are the errors located ?

iii) Why did the error occur ?

• Importance of diagnostic testing

• Identify the weak links in teaching –learning process

• Finding out strength and weakness of learner

• Helpful for locating the causes

• Helpful for giving suggestion /measures

• Covering all domains

• Not allowing difficulties to occur (prevention).

• Levels of diagnosis

• Identification of pupils needing remedial action

• Finding the nature of difficulties

• Locating the cause of difficulties

• Providing remedial measures

• Not allowing difficulties to occur(prevention)

• The essential steps in educational diagnosis are

i) Identifying the students who are having trouble or need help.

ii) Locating the errors or learning difficulties.

iii) Discovering the causal factors of slow learning.

• Purpose of diagnostic testing

• It should reveal the inherent difficulties which the subject matter itself present to the learner.

• The specific difficulty he has in mastering it

• Inherent difficult subject---reconstructing and adjusting materials to the learners level

• Inherent difficulty in learners habit—ability to grasp a situation readily—involves practice

exercises ,perception ,recognition and other mental function.

Diagnostic testing involves a number of activities such as—

 Case study

 General observation

 Study of students activities etc.

• Remedial teaching…

• Meaning of RT: While diagnosis is the process of investigating the learners‘ difficulties and
the reasons for this, its follow up leads to actions that may help children make up their
deficiencies. This step is generally termed Remedial Teaching.

• Objectives of RT:

 To timely solve doubts of the students

 To solve the problems arise during teaching

 To develop good tendencies among the students

 To correct the emotional difficulties of students

 To overcome deficiencies in work, study and skills

• Remedial teaching

Teachers have to be skilled in preparing or arranging for such materials which may be used to
undertake corrective instruction and thus enhancing the quality of learning.

• Selection of Materials : The following points should be kept in mind while selecting
appropriate instructional material

1) The corrective material should be designed to correct the students‘ individual difficulties.
ii) You have to analyze the work of slow learners by means of observation, inter view and Diagnostic
Testing. A careful consideration of the three may help decide what kind of corrective material is to be
designed and whether material will be adequate to correct the specific difficulties of learners.

iii) The corrective material should be graded, self-directive and should permit students to work
independently. Written directions, which accompany the material, should be easily readable and
comprehensible by the students.

iv) The corrective material must permit individuals to progress according to their pace.

v) The material should encourage systematic recording of evidence of pupils‘ progress

• Steps in remediation

The program that coincides most closely with the experience of successful teachers and with a sound
psychology of learning calls for the following steps in the order indicated

• (1) teach,

• (2) review,

• (3) test for weaknesses wherever they appear,

• (4) follow with remedial drill units on the specific weaknesses revealed by the tests.