Pedagogy of Commerce

Pedagogy of Commerce

1. Foundations of Commerce

a) Nature of Commerce-Meaning, its dimension (the historical, scientific, aesthetic, recreational); and its scope

b) Learning of Commerce -Constructivists perspectives of teaching Commerce emphasizing Piaget and Vygotsky, critical and realistic Commerce education

c) Curriculum reform in Commerce

d) Contextual Issues in learning Commerce -Learning Commerce without burden, globalization, market sans (without) boundaries

2. Organizing Teaching-Learning in Commerce

a) A Commerce teacher

b) Understanding of classroom communication

c) Planning for teaching-learning in Commerce - analysis of aim and general objectives of teaching Commerce , lesson and unit plan d) Critical understanding of Commerce curriculum , syllabus and textbook

2. Strategies for learning subject matter content in Commerce a) Paradigm shift in teaching-learning of the subject viz. constructivist approach

b) Critical understanding of various strategies in teaching –learning of Commerce- Learning by exposition, Learning by discovery, inductive-deductive, guided discovery, cognitive apprenticeship, learning by scaffolding

c) Teaching problem-solving in Commerce - definition of problem, posing a problem, generating problem, modeling and model for problem solving, exploring various options for solving the problem

d) Learning in Groups- Cooperative and collaborative learning, addressing needs of heterogeneous classroom

3. Learning Resources and Organizing Activities

a) Material and situation based activities in Commerce

b) Preparation and utilization of Learning resources in Commerce

c) Use of ICT to enhance learning in the subject

d) Organizing Co-Curricular Activities in the subject area

4. Assessment of and for learning in Commerce

a) Issues in assessment in Commerce

b) Shifting Trends in assessment in Commerce

c) Construction of test design and subject question paper along with marking scheme

d) Diagnosing basic causes of difficulties in learning of Commerce -concept, generalizations, problem-solving and proof

e) Planning remedial teaching strategies based on the perceived causes, implementing and evaluating the strategies

Sessional Work

• Assignment(select any two of the following)(Concerned teacher can devise assignment as per requirement of the course)

1. Designing learning activities, appropriate strategies, selecting/preparing learning resources; assessment techniques and tools, etc.

2. Analysis of unit/chapter in subject textbook to identify the concepts, principles and processes and to understand the underlying the subject structures

3. Analysis of subject textbook of the concerned class taught by the pupil-teacher (content, exercises, activities, activities, activities and overall presentation of the book)

4. Critical analysis of teaching skills and strategies used in a lesson taught in a class or lesson plan in a nearby school

5. Identification of learning difficulties experienced by students in a lesson and evaluation of the diagnostic and remedial strategies adopted by the teacher in a nearby school