EDU 205.

20 : CURRICULUM AND RESOURCE DEVELOPMENT IN

COMMERCE EDUCATION
NO. OF CREDITS 3
CONTACT HOURS 60
MARKS : 60 (External 50 + Internal 10)
DURATION OF EXAMINATION : 2hrs

OBJECTIVES
On completion of this course, the prospective teachers would be able to:
• acquaint with the concept and functions of curriculum.
• gain a perspective on the principles and approaches of curriculum construction.
• identify different types of curriculum.
• become proficient in analyzing Commerce Curriculum.
• familiarize the nature and functions of various instructional resources
• explore e- resources to escalating the level of teaching performance.

MODE OF TRANSACTION
Lecture cum discussion, demonstration, group presentations, seminars, debates, and
assignments, holding camps, brain storming sessions, and peer group
discussion, Peer tutoring, Project, interaction with community, case study,
educational survey and dialogue, ICT based teaching and learning

COURSE OUTLINE

Module 1 –Curriculum (15hrs)

1.1 Curriculum- Meaning, definitions and Foundations
1.2 Curriculum and syllabus
1.3 Curriculum planning factors and Phases

Module 2 - Curriculum organization (15hrs)

2.1 Principles of Curriculum Construction
2.2 Approaches to curriculum organization- Concentric, spiral,

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 Topical, unit, psychological and logical.

Module 3 - Types of Curriculum (10hrs)

3. 1 Subject Centered-Community Based, Core, Explicit, Implicit curriculum
3.2 Differentiated Curriculum to meet individual differences- gifted
,slow learners, under achievers and learning disabled
3.3 Major highlights in NCF and KCF in respect of commerce education

Module 4 - Learning Resources in Commerce (10hrs)

4.1 Library and its organization
4.2 Community Resources –Significance, Types, Methods of
utilization, Role of teacher
4.3 Concept of e-learning , need and importance, m-learning, , e-
journals, you tube

Module 5 – Instructional supports (10hrs)

5.1 Text Book- Criteria for selection -characteristics
5.2 Teachers Hand Book /Sourcebook,
5.3 Improvised Aids
5.4 Smart board and their uses
5.5 Virtual classroom-role in Commerce learning

PRACTICUM (any one)

1. Prepare an e-learning material based on any topic in commerce at
higher secondary Level.
2. Prepare a video script for motivating learners from any one unit of Commerce
3. Construction of an improvised aid for the teaching of any
topic in commerce at plus two level

Module I CURRICULUM
Meaning
Curriculum is the crux of the whole educational process. Without curriculum,
we cannot conceive any educational endeavor. School curriculum of a country, like its
constitution reflects the ethos of that country.

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The concept of Curriculum
The term curriculum is derived from the Latin word "currere" which means
path. In this sense curriculum is the path through which the student has to go forward
in order to reach the goal envisaged by education. Usually the term curriculum is
understood to mean a group of subjects prescribed for study in a particular course. But
curriculum is not confined to this narrow concept. The curriculum should in no way be
considered as synonymous with courses of study. The courses of study list much of the
content to be learnt and referring some of the major activities but these form only part
of the curriculum. Curriculum should be considered as a broad-based term
encompassing every aspect concerning the study of the course. It is now considered on
the totality of experiences to which a pupil is exposed within the boundaries of the
school and outside.
Definition of Curriculum
Curriculum has been defined by different persons in different ways. Some base
the definition on its narrow scope while others define it in a much broader sense. Let
acquaint ourselves with some of the definitions of curriculum.
• Curriculum is a tool in the hands of an artist (teacher) to mould his
materials Pupils) according to his ideals (objectives) in his studio
(school). – (Arthur Cunningham)
• According to Munroe “curriculum embodies all the experiences which
are utilized by the school to attain the aims of education.”
• Curriculum is made up of everything that surrounds the learner in all his
working hours ( H.L. Laswell
Syllabus
Syllabus refers that a summary of topics which will be covered during an
academic course, or a text or lecture.
A syllabus, is an outline and summary of topics to be covered in an education
or training course. It is descriptive. A syllabus is often either set out by an exam
board, or prepared by the professor who supervises or controls the course quality. It
may be provided in paper form or online. Both syllabus and curriculum are often
fused, and usually given to each student during the first class session so that the
objectives and the means of obtaining them are clear. Syllabuses are used to ensure
consistency between schools and that all teachers know what must be taught and

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 what is not required. Exams can only test knowledge based on information included
in the syllabus.

BASISFOR
SYLLABUS CURRICULUM
COMPARISON

Meaning Syllabus is the document that Curriculum is the overall

contains all the portion of the content, taught in an
concepts covered in a educational system or a
subject. course.

Origin Syllabus is a Greek term. Curriculum is a Latin term.

Set for A subject A course

Nature Descriptive Prescriptive

Scope Narrow Wide

Set out by Exam board Government or the

administration of school,
college or institute.

Term For a fixed term, normally a Till the course lasts.

year.

Uniformity Varies from teacher to Same for all teachers.

teacher.

Major components or elements of curriculum

Curriculum is intimately related with all aspects of education. While education is a
developmental process, geared towards development, curriculum is the most crucial input
that provides with goal oriented direction to that process. Education primarily deals with
why and or for what purpose, but curriculum deals with what and in what way.
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Curriculum is the plan for guiding the educative process. This plan considers four
important components namely:
1. The objectives (decided by philosophical, sociologica, and psychological
considerations)
2. The content or learning material
3. Teaching learning strategies and activities (transaction)
4. Evaluation.
Foundations of curriculum development
THE INFLUENCE OF PHILOSOPHY TO CURRICULUM
It is the philosophy of a society that determines the ultimate aims of its
education.The social structure and its economic organisations are also based on
philosophical foundatrions. Philosophy considers such fundamental and profound issues
such as man’s place in the universe, the aims of nature, the aims of society, the relationship
between man and society, and so on. Various philosophies such as Idealism, Naturalism.
Pragmatism, Realism etc. have different views on these issues and hence different answers
too. This difference is sure to be reflected in the respective educational systems and their
curricula also.
Educators, curriculum makers and teachers must have a philosophy or philosophies
that are deemed necessary for planning, implementing, and evaluating a school curriculum.
The philosophy that they have embraced will help them define the purpose of the school,
the important subjects to be taught, the kind of learning students must have and how they
can acquire them, the instructional materials, methods and strategies to be used, and how
students will be evaluated.

Likewise, philosophy offers solutions to problems by helping the administrators,

curriculum planners, and teachers make sound decisions. A person’s philosophy reflects
his/her life experiences, social and economic background, common beliefs, and education.

When John Dewey proposed that “education is a way of life”, his philosophy is
realized when put into practice. Now, particularly in the Philippines, Dewey’s philosophy
served as anchor to the country’s educational system.

THE INFLUENCE OF PSYCHOLOGY TO CURRICULUM

Curriculum is influenced by psychology. Psychology provides information about the
teaching and learning process. It also seeks answers as to how a curriculum be organized
in order to achieve students’ learning at the optimum level, and as to what amount of
information they can absorb in learning the various contents of the curriculum.

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 The following are some psychological theories in learning that influenced
curriculum development:

1. BEHAVIORISM
Education in the 20th century was dominated by behaviorism. The mastery of the
subject matter is given more emphasis. So, learning is organized in a step-by-step process.
The use of drills and repetition are common.
For this reason, many educational psychologists viewed it mechanical and routine. Though
many are skeptical about this theory, we can’t deny the fact the influences it had in our
educational system.

2. COGNITIVISM
Cognitive theorists focus on how individuals process information, monitor and
manage their thinking. The basic questions that cognitive psychologists zero in on are:

▪ How do learners process and store information?

▪ How do they retrieve data and generate conclusions?
▪ How much information can they absorb?
With their beliefs, they promote the development of problem-solving and thinking skills
and popularize the use of reflective thinking, creative thinking, intuitive thinking,
discovery learning, among others.

3. HUMANISM
Humanism is taken from the theory of Gestalt, Abraham Maslow’s theory and Carl
Rogers’ theory. This group of psychologists is concerned with the development of human
potential.

In this theory, curriculum is after the process, not the product; focuses on personal
needs, not on the subject matter; and clarifying psychological meanings and environmental
situations. In short, curriculum views founded on humanism posits that learners are human
beings who are affected by their biology, culture, and environment. They are neither
machines nor animals.

A more advanced, more comprehensive curriculum that promotes human potential

must be crafted along this line. Teachers don’t only educate the minds, but the hearts as
well.

4. SOCIOLOGY AND CURRICULUM

There is a mutual and encompassing relationship between society and curriculum
because the school exists within the societal context. Though schools are formal institutions

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that educate the people, there are other units of society that educate or influence the way
people think, such as families and friends as well as communities.

Since the society is dynamic, there are many developments which are difficult to
cope with and to adjust to. But the schools are made to address and understand the changes
not only in one’s country but in the world as well.

Therefore, schools must be relevant by making its curriculum more innovative and
interdisciplinary. A curriculum that can address the diversities of global learners, the
explosion of knowledge through the internet, and the educational reforms and policies
recommended or mandated by the United Nations.

However, it is also imperative that a country must have maintained a curriculum that
reflects and preserves its culture and aspirations for national identity. No matter how far
people go, it is the country’s responsibility to ensure that the school serves its purpose of
educating the citizenry.

Approaches of curriculum organization

Arrangement of the syllabus / curriculum is called Curriculum Organization.

There are different approaches in curriculum organization. Some of the approaches have
been discussed below:
1. Logical Arrangements
A sequential arrangement of the topics of the syllabus is known as Logical
Approach. It is based on the logic.
a. Simple to complex: E.g. Cell-Tissue-Organs-System
b. Known to unknown: E.g. From the eatable thing ‘Apple’ to a letter ‘A’
c. Observation to activity: E.g. Demonstration to practical
d. Concrete to abstract
2. Topical Arrangements
It is the simplest approach to curriculum organization, where the topics from a
particular subject are selected and arranged in an order. Such topics are identified from the
text book of higher classes. Here the main topic content is divided in to various sub topics.
It is very easy to understand to the students. It is very effective in the lower level. It will
give the interest to the students because they can get idea in different directions.
For example, ‘banking’may be considered as a topic in commerce. It deals with
specific type service rendered to the public in terms of money transactions, meant for
making desirable changes and trends in the economic as well as commercial conditions of
the nation in general and the individuals in particular. A large number of concepts,

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principles, processes and skills are associated with this area, and thes can be considered as
related parts of a whole. Since these aspects are interrelated and maintain cetain logical
sequences and correlations. It is often advises that the topics should be mastered thorouly
before passing on to another topic. This is known as topic approach to curriculum
organization.
Unit approach
As evidenced from the example of topical approach a topic may be so complex and
might include a large number of items of varied difficulty, it is advisable not to cover all at
the very first instance.. A spiral approach may be adopted and study of the topic may be
distributed over distributed time span. For this each major topic may be divided into a
number of units. Though a unit is thus only a part of the same topic it can maintain a
wholistic nature , if the various ideas included in it are properly organized .
For eg: Savings bank can be a unit in banking, commercial banking may be another,
Banks and industrial development may be still another.Here the major topic is
‘banking’but it is analysed into a number of units based on the special area being discussed.
Each of these can be considered as an entity. But these can be meaningfully linked to give
the learners a wholstic idea of the topic banking. Such an approach will be more
psychological and have more sound. This approach in curriculum planning is said to be the
unit approach.
Generally speaking when a topic is complex and very large and involve a number of
units dealing with specific aspects that, could be meaningfully integrated It will be
advisable to have the unit approach. When this approach is being followed, care should be
taken to effectively link all the units of the same topic as and when opportunities arise.
4. Psychological Arrangements
When the sequential order is based on the psychological principles of teaching and
learning is said to be Psychological Approach. It is assumed that some topic will form the
basis for other topics. Psychological principles of learning such as readiness,
reinforcement, interests, and individual differences should be carefully followed while the
arrangements. The content arrangement is strongly based on the psychological principles
not simple and common sense.

CONCENTRIC AND SPIRAL APPROACHES

The whole curriculum is spread over a number of years. a general treatment of
almost all the topics are attempted at the beginning and it is developed in successive years
according to the mental development of the pupils. In the beginning of the course, the
whole aspect is given to pupils in a simplified way. In the next year more and more details

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of its parts are added. It follows the maximum of teaching, such as from whole to part,
simple to complex, easy to difficult etc. Among educationist of modern times, Burner is
the main exponent of the approach is maintained. Sometimes this approach is referred to
as concentric approach. But the term “spiral approach” is preferred to the other. The term
spiral gives the additional implication that while attempting gradation the linkage too is
taken care of and the continuing of the topic concerned is never broken. While conceiving
it as concentric only the widening of the scope is indicated but the linkage is not taken care
of.

3. Concentric Arrangements
Each and every year, the knowledge given about the concern topic is increased. First
year they can get the knowledge about the topic minimum, next year they will get deeper
and elaborately. Like this every year they will get the knowledge deeper and broader. E.g.
the knowledge about the Cell is increased every year. Here the students can learn the topic
repeatedly and thoroughly.

Concentric curriculum

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Conclusion:
Curriculum should develop the all round development / personality among the
students and also that should be keeping similar in all the states. A well-integrated
curriculum should be framed which include the study of science, language and humanities.
The correct combination of those can develops an all round personality.

The main principles of curriculum construction

The main principles of curriculum construction may be mentioned as under:

Highlights
Principles of Curriculum Construction are:

1. Principles of Child Centredness ;

2. Principle of Community Centredness ;
3. Principle of Activity Centredness ;
4. Principle of Variety ;
5. Principle of Co-ordinations and Integration;
6. Principle of Conservation;
7. Principle of Creativity;
8. Principle of Forward Looking;
9. Principle of Flexibility;
10. Principle of Balance;
11. Principle of Utility.
12. Principle of motivation.
13. Principle of preparation for life.
14. Principle of comprehensiveness.
15. Principle of renewal.

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1. Principle of Child Centeredness.
As modern education is child-centred the curriculum should also be child-centred. It
should be based on the child’s needs, interests, abilities, aptitude, age level and
circumstances. The child should be central figure in any scheme of curriculum
construction. In fact, curriculum is meant to bring about the development of the child in
the desired direction so that he is able to adjust well in life.

2. Principle of Community Centredness.

Though the child’s development and growth is the main consideration of curriculum
construction, yet his social behaviour is also to be suitably developed, both the individual
development and the social development of the child deserve equal attention. He is to live
in and for the society.

Therefore, his needs and desires must be in conformity with the needs and desires of
the society in which he is to live. The values, attitudes and skills that are prevailing in the
community must be reflected in the curriculum. However, the society is not static. It is
dynamic. Its needs and requirements are changing with the rapid developments taking place
in all fields. While working for the development, this factor cannot be ignored.

3. Principle of Activity Centredness.

The curriculum should centre round the multifarious activities of pupils. It should
provide well selected activities according to the general interests and developmental stages
of children. It should provide constructive, creative and project activities. For small
children, play activities should also be provided.!

The purposeful activities both in the class-room and outside the class-room should
be provided. It is through a net work of activities that the desired experiences can be

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provided and consequently desirable behavioural changes can be brought about in children.
4. Principle of Variety.

The curriculum should be broad-based so as to accommodate the needs of varied

categories of pupils, so that they are able to take up subjects and participate in activities
according their capacities and interests.

The needs of pupils also change from place to place. For example, the pupils in rural
areas, urban areas, and hilly areas will have different needs. The needs of boys and girls
are also different. So these considerations should be reflected in the curriculum.

5. Principle of Co-ordination and Integration.

Of course, the pupils are to be provided with selected experiences through various
subjects and activities but these must be well integrated. Various subjects and activities
have to serve the same ultimate purpose, the achievement of the aims of education. The
activities and subjects should not be put in after-tight compartments but these should be
inter-related and well integrated so as to develop the whole child.

6. Principles of Conservation.
One of the main functions of education is to preserve and transmit our cultural
heritage. This is essential for human progress. Culture consists of traditions, customs,
attitudes, skills, conduct, values and knowledge. However, the curriculum framers must
make a suitable selection of the elements of culture, keeping n view their educational value
and the developmental stage of pupils.

7. Principle of renewal

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 While conserving and transmitting the cultural heritage, education should cater to
renewal of the culture to suit the requirements of changing time. Hence curriculum should
be so constructed s to facilitate renewal of the society.

8. Principle of Creativity.
The conservation of culture helps to sustain the society. The culture should not be
simply transmitted but also enriched. There should be provision in the curriculum to
develop he creative powers of the child so that he becomes a contributory member society.
Raymont says, “In curriculum that is suited to the needs of today and of the future, there
must be definitely creative subjects.”

9. Principle of Forward Looking.

Education is to enable the child to lead a successful social life. So the curriculum
should not cater to the present needs of the child alone. The needs of his future life should
also be considered. The curriculum should also include knowledge, skills, experiences,
influences etc. which will develop in the child abilities and power to make effective
adjustments in the later life.

10. Principle of Flexibility.

In our age, rapid developments are taking place in various fields. Consequently the
needs of society are hanging. The content of curriculum cannot be same for all times to
come. It should not be static. It must be dynamic and change with the changing times. It
should reflect the latest trends in the field of education and psychology.

11. Principle of Balance.

The curriculum must maintain a balance between subjects and activities, between
direct and indirect experiences, between academic and vocational education, between

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compulsory and optional subjects, between formal and informal education, between
individual and social aims of education etc.

12. Principle of Utility.

Curriculum should be useful rather than ornamental. It should not only include
subjects which owe their place in it to tradition. The curriculum must have practical utility
for students. So there should be some provision for technical and vocational education in
the curriculum.

13. Principle of motivation.

The curriculum should be tailored to suit the needs and interests of the pupils. It must
be goal directed. It should thus motivate the pupils to actively participate in the learning
process with an innate desire that is with intrinsic motivation.

14. Principle of preparation for life.

The school curriculum should include such elements that would prepare children
for their future life. That is, they should be able to earn their livelihood sufficiently and
adjust themselves with the society efficiently. It should equip the child with the caliber to
meet the challenges of life.
15. Principle of comprehensiveness.
The curriculum should be comprehensive enough to confirm to the needs of various
individuals or communities. It must be broad- based to include a wide variety of subjects
suited to the needs of various types of pupils and societal needs

The various principles of curriculum construction should be kept in mind. Various

regional and national conditions should also be considered. Infact, all considerations which
will help in achieving the aims of education should be given due consideration.
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 Curriculum planning – factors and phases

Many factors affect curriculum planning, some of these include politics, computer
technology, the economy and religion and culture:

Politics

Changes in government or political strategies and policies affect the planning

of appropriate curriculum. Curriculum in schools and colleges needs to be approved and
meet the standards of the state. In addition, educational institutes require funding from the
government in order to have the right supplies and appropriate learning materials.

Computer Technology

Due to the huge impact that technology has over society, it is also a factor that can
affect the school curriculum as a lot more lessons are being taught using computer
programs. A lot of learning centers use computer technology to help children interact and
learn new skills. This is one of the major, and most changing, factors that can affect
curriculum in educational institutes.

The Economy

The state of the economy will affect the curriculum and schools as a whole because
if there is a dip in the economy, cuts may be made by the government with regards to
schools. The recent recession is a major reason why school facilities and parts of the
curriculum could be cut as there is not enough money to keep up with all a particular
school's needs.

Religion and Culture

It is very important to consider the range of students that will be attending the school
or college when planning the curriculum. Due to the diverse cultures and religions that
attend educational institutions, it is important to consider whether the curriculum could
offend their views or ways of living.

Phases of curriculum planning

1. Developing and deciding the goals.

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2. Translating goals into objectives.
a. Confirm with goals of curriculum
b. Able to identify learning outcomes from aims.
c. Sufficiently precise.
d. Observable and measurable.
e. Feasible in principle.
f. Appropriateness.

3. Choosing valid objectives

a. Social factors.
b. Vocational factors
c. Cultural views
d. Teacher factors
e. Student factors
f. Resource factors
4. Development of course outline.

5. Development of learning outcomes.

6. Developing teaching strategies.

7. Deciding student assessment and evaluation

Types of curriculum
1. Subject centered curriculum
Subject-centered curriculum design revolves around a particular subject matter
or discipline. For example, a subject-centered curriculum may focus on math or
biology. This type of curriculum design tends to focus on the subject rather than
the individual.

Characteristics of Subject Centered Curriculum

Following are the characteristics of Subject Centered Curriculum

➢ Learning subject matter is an end in itself

Listening to lectures, studying the textbooks and studying for examination are all
practices that show the influence of the subject centered curriculum approach. The subject
teacher considers it of great importance to cover the prescribed textbook. Since a specific

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amount of subject matter is to be learnt in a set time. If subject matter has been learnt, the
teacher and students feel satisfaction.

➢ There is a predetermined uniform standard of knowledge

Those who follow the subject centered approach strongly advocate minimum
standards. They advocate set standard for a class to be achieved by all students in order to
qualify the examination. In other words a time limit is placed on achievements and if the
pupil fails, the course must be repeated. The teacher attempts to bring the pupil up to the
set standard. Thus failures are required to repeat a grade or they are dropped out from their
institutions.

➢ Practice in skills is emphasized

Drill in specific skills is one of the typical characteristics of the subject curriculum.
Drill session, remedial work, review work, coaching classes are often devoted to such type
of drill. This drill is given in equal amounts to all pupils in the group.

➢ Emphasis is placed upon acquiring information for future use

The subject matter selected for a course, is considered to be of value in adult living
rather than child’s immediate needs. Thus adult problems are given more weight than
problems of children in youth.

➢ Progress is measured by how much of the subject a pupil has learnt

As the subject matter is an important thing to be learnt, learning is measured by how

well the subject matter has been mastered. Frequent tests are given to check the extent of
achievement by the students.

➢ Each subject is distinct entity (unit) with a logical organization of its own

Emphasis is placed on the acquisition of skills, facts and information in different

logically organized subjects. The members of the staff, teaching different subjects do not
plan courses together and they do not discuss common problems.

➢ Subject matter is selected by adults previous to the teaching, learning

situations

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 As the subject matter is taught in logically organized discipline, therefore, the
content of the course is selected before it is taught. For this purpose they receive help from
subject matter, specialists, supervisors, administrators and textbook writers.

Importance of subject centered curriculum

➢ Subject-centered design is beneficial for dedicated teacher.

➢ The teacher will be able to guide the teaching and learning process in the class
with a good teaching plan.
➢ Teachers will determine all teaching content.
➢ On the other side, students can acquire new knowledge adequately during the
whole learning process.

Advantages of subject centered curriculum

➢ It makes a subject more comprehensible

➢ It improves memory since it allows learners to place detail into a structural pattern.
➢ An understanding of fundamental principles and ideas facilitates a transfer of
training to similar principles.
➢ What students learn; they learn well.
➢ This approach is efficient in a field in which resources for staff development are
scant.

Disadvantages of subject centered curriculum

1. Separation of the Subjects

Subject-centered curriculum prevents students from understanding the wider context of

what they’re learning. In the traditional method of learning, students learn math in one
period, reading in another, science in another and social studies in yet another, separate
class. Every subject is taught as though it exists in and of itself without regard for how one
subject impacts another subject. Teachers provide math worksheets, which the students
work to complete. Math problems are devoid of real-world applications. The same goes for
other subjects studied. Students may learn the history of Native Americans but not how
history both past and current impacts this segment of the American populace in relation to
their culture, American culture and the world at large.

2. Lack of Integration

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 Life isn’t a series of separate events. How someone makes a decision depends upon
many factors including age, location, political climate and view and even how much sleep
you had the night before. No person is an island but is influenced by who that person is and
the environment around him. A traditional subject-centered curriculum so focuses on each
subject in an individual context, students don’t understand how one subject impacts another
subject or how each works together. Learning is fragmented into little boxes instead of
flowing together toward deeper comprehension of subject matter as a whole. Students are
not taught to use different aspects of their knowledge in an integrated fashion.

3. Passive Learning

In the traditional or subject-centered curriculum, students are discouraged from

entertaining a different point of view than what textbook or teacher presents. The subject
matter has already been chosen by experts in the different subjects, by school boards and
by teachers and deemed of value for students to learn. The subject matter is of critical
importance, while students become little more than receptacles to be filled, rather than
thinking, rational individuals who need to be part of the learning process. The subject-
centered curriculum fosters not excitement about learning and knowledge, but passivity.

4. System of Authority

The traditional subject-centered curriculum depends upon a system of authority. Students

are not part of the authority hierarchy. Their needs are considered only in conjunction with
type and difficulty level of the material. Subject-centered learning does not offer a wide
range of options that take into account ethic background, family situations that impact
learning or different learning styles of students. Material is covered and does not change
regardless of the needs of individual students or classes. The material must be taught and
students are expected to absorb the material in the time allotted. Testing, then, is often
based solely on regurgitating material and not on overall comprehension or the practical
use of the material in everyday life to solve problems.

2. The Activity Curriculum:

Most of the educationists have given priority on activity. Froebel, Montessori,
Pestalozzi, Comenius, Rousseau insisted upon introducing creative and productive work as
an integral part of curriculum. Rousseau said, “Instead of making the child stick to his

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books I keep him busy in the workshop, where his hands will work to the profit of his
mind”.

Comenius suggested that “Whatever has to be learnt, must be learnt by doing”.

Pestalozzi declared that verbal system of teaching neither suits the facilities of the child
nor the circumstances of life. John Dewey defines “activity curriculum as a continuous
stream of child’s activities unbroken by systematic subjects and springing from the
interests and personally felt needs of the child”.

In activity curriculum, .subject matter is translated in terms of activities and knowledge is

gained as an outgrowth and product of those activities. The child acquires knowledge, skill
and attitudes through different activities.

Nature and Characteristics:

(i) Learning through activity is more durable than through a theoretical discussion.

(ii) Activity has occupied a central position in the curricula of the advanced countries.

(iii) In this curriculum, provision is made for a series of activities in schools suitable to
various subjects.

(iv) Activities are organised on the basis of the interests and attitudes of the learners.

(v) The school becomes a workshop or a center of work for organizing different activities.

(vi) The spirit of project work, experiment and discovery should prevail in the school.

(vii) Activity should not be narrowly conceived.

Advantages of Activity Curriculum:

The following are the advantages of activity curriculum:
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(i) Education becomes meaningful when the learner finds activities according to his own
interest and attitude.

(ii) This type of curriculum promotes team work and cooperative activities.

(iii) It is based on the needs and capacity of the learners.

(iv) It provides emotional satisfaction.

(v) It promotes physical fitness, alertness and initiative.

(vi) It encourages school community relationship.

(vii) It develops the constructive and creative urges of the learner.

(viii) The teacher becomes more imaginative and resourceful.

(ix) The learners are made mindful of their progress.

(x) It provides opportunities for the learners to utilize their leisure time fruitfully.

(xi) It facilitates the development of different values like social, moral, aesthetic and
democratic values through activities and project works.

(xii) This type of curriculum can bridge the gap between work and education, work and
life, school and society etc.

Limitations of the Curriculum:

(i) It is not always possible to provide the necessary equipment and instruments for
organizing various activities.

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(ii) Necessary field study and work are not given due weight-age.

(iii) Students may also be interested only on the kind of work neglecting the others.

(iv) Sometimes more emphasis may be laid on practical activities and less on theoretical
knowledge.

3. Child Centered Curriculum:

The modern teaching-learning process aims at the all-round development of the

child-physical, intellectual, emotional, social, spiritual and so on. It has been giving stress
on the child or the learner as the center of all kinds of curricular and co-curricular activities.

The NPE 1986 has emphasized the child-centered approach, “A warm welcoming and
encouraging approach in which all concerned share solicitude for the needs of the child is
the best motivation for the child to attend school and learn”.

In child centered curriculum the child occupies a pivotal position. That is why, modern
education is popularly known as “Paedocentric” or child centered education, particularly
at the primary stage.

Characteristics of Child-Centered Curriculum:

The following are some of the characteristics of child-centered curriculum:
(i) In child-centered curriculum the teacher gives emphasis on the child rather than the
subject, he plans to teach.

(ii) Emphasis is given on the child’s abilities, interests, growth and development.

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(iii) The child’s experiences are taken as the basis of teaching and tools of various
curricular and co-curricular activities.

(iv) The learner is provided with all kinds of learning experiences according to his
capabilities and interests.

(v) The child is to grow on his own, but the teacher is to guide and motivate him.

The teacher is to identify the abilities and interests of the child and accordingly, to provide
and promote his learning experiences properly and efficiently.

The child occupies the center of the curriculum, which is the sum-total of all learning
experiences provided by the school.

Advantages:
The following are the advantages of child-centered curriculum:
i. This type of curriculum keeps more emphasis on the problem of the children rather than
subject matter.

ii. It helps correlation in learning.

iii. There is a scope for active participation of the child in the learning process.

iv. Play way approach helps the child to learn in a natural way.

3. Core Curriculum:
Traditionally core curriculum includes all required content areas in the school
programme. More recently, the term ‘core’ refers to type of course such as general
education, united studies, common learning’s, social living and integrated programme. A

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curriculum based on the essential learning and a common scheme of studies is referred to
as a core curriculum.

It refers to the body of knowledge, skills and attitudes expected to be learned by all
students, generally related to a set of subjects and learning areas that are common to all
students, such as languages, mathematics, arts, physical education, science and social
studies.

Core-curriculum definitions

➢ A set of school or college courses in subjects considered essential to a suitable

education, as in providing necessary skills or common cultural knowledge.

➢ The definition of core curriculum is a set of courses that are considered basic and
essential for future class work and graduation.

Math, science, English, history and geography are an example of core

``curriculum in a middle school or high school.

➢ The courses or other components of an educational program which

are foundational, prerequisite, or mandatory, as opposed to the elective, secondary,
or variable components of a program.
Characteristics of Core Curriculum:
The following are the characteristics of core curriculum:
(i) It requires a great degree of flexibility in respect of content.

(ii) It utilizes the problems of personal and social development which is common to all
youth.

(iii) The core curriculum is characterized by a common scheme of studies.

(iv) It encourages the use of the problem solving technique to face different problems.

(v) Learning experiences are based on local situations.

Merits of core curriculum

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 ➢ Common learning provided to all learners
➢ Common learning is essential for the learners to function effectively in the society.
➢ It act as the basis for further study.

Demerits
➢ Selection of content may difficult
➢ Often it does not provide essential material
➢ Assessment may also effect the performance of student
Hidden curriculum
Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons,
values, and perspectives that students learn in school. While the
“formal” curriculum consists of the courses, lessons, and learning activities students
participate in, as well as the knowledge and skills educators intentionally teach to students,
the hidden curriculum consists of the unspoken or implicit academic, social, and cultural
messages that are communicated to students while they are in school.
The hidden-curriculum concept is based on the recognition that students absorb
lessons in school that may or may not be part of the formal course of study—for example,
how they should interact with peers, teachers, and other adults; how they should perceive
different races, groups, or classes of people; or what ideas and behaviors are considered
acceptable or unacceptable. The hidden curriculum is described as “hidden” because it is
usually unacknowledged or unexamined by students, educators, and the wider community.
And because the values and lessons reinforced by the hidden curriculum are often the
accepted status quo, it may be assumed that these “hidden” practices and messages don’t
need to change—even if they are contributing to undesirable behaviors and results, whether
it’s bullying, conflicts, or low graduation and college-enrollment rates, for example.

Community based curriculum

Community based curriculum -refers to a wide variety of instructional methods and
programs that educators use to connect what is being taught in schools to their surrounding
communities, including local institutions, history, literature, cultural heritage, and natural
environments. Community-based learning is also motivated by the belief that all
communities have intrinsic educational assets and resources that educators can use to
enhance learning experiences for students. Synonyms include community-based
education, place-based learning, and place-based education, among other terms.
Proponents of community-based generally argue that students will be more
interested in the subjects and concepts being taught, and they will be more inspired to learn,

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if academic study is connected to concepts, issues, and contexts that are more familiar,
understandable, accessible, or personally relevant to them. By using the “community as a
classroom,” advocates would argue, teachers can improve knowledge retention, skill
acquisition, and preparation for adult life because students can be given more opportunities
apply learning in practical, real-life settings—by researching a local ecosystem, for
example, or by volunteering at a nonprofit organization that is working to improve the
world in some meaningful way.
A core concept explored across the disciplines through community-based projects is
the relationship between human and natural systems. Exploring this “missing link” in
traditional high school curriculum allows students to appreciate how the natural world
supports our social and economic activity in our region, from the power generated from
waterfalls and the commerce made possible by waterways, to
how neighbourhood development was impacted by our hills and wetlands.

Engaging students in learning through community-based learning: community service,

civics and citizenship, environmental education, student action teams, and work-based
learning.
Involving students, parents and other partners in curriculum-making. When
reviewing the curriculum, some schools organise forums to engage students, community
members and parents whose voices may be less frequently heard in curriculum
conversations.
Building links with organisations to develop the curriculum. These include other
schools such as a small cluster of primary and secondary schools developing a curriculum,
community and health services, business and industry, cultural organisations and local
government.
Students learn first-hand about community needs through ongoing service learning,
a method of teaching, learning and reflecting that combines academic classroom
curriculum with meaningful service. Research consistently shows that service-learning is
a powerful way to engage students with diverse learning styles and levels of academic
achievement, and that students who engage in service learning projects in high school are
more likely to be community leaders later in life.

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Explicit Curriculum

Explicit curriculum refers to the plan for learning set by a teacher or school board.
A class's explicit curriculum is what that class is designed to teach. This includes the topics
covered by the class and any documents included in the lesson plan, such as textbooks,
films and web sources. Explicit curriculum also refers to a teacher's plan for her class,
regardless of whether this plan is seen by her students.

Implicit Curriculum

Implicit, or hidden, curriculum refers to lessons that students take from teachers'
attitudes and the school environment. This learning can be either conscious or unconscious.
For instance, the location of a teacher's desk at the front of a classroom underscores his
authority and positions him as the center of the class's attention. A school's rigid class
schedule may make students perceive learning as an inflexible and authoritative process.
Implicit curriculum can also refer to how educational institutions reflect larger social
norms. A teacher who models a society's dismissive attitude toward a subject, for example,
will communicate that attitude to his students.

Explicit vs. Implicit Curricula

The difference between explicit and implicit curriculum is the difference between
what is formally intended to be taught by a class versus what happens to be taught by an
environment. The explicit curriculum refers to intentional instructive techniques. A teacher
can purposefully change the environment of her class as an intentional learning experience.
For example, she may have the class role-play a setting where normal classroom
restrictions do not apply. This explicit curriculum is still affected by the implicit
curriculum, because the underlying structures of the classroom and school continue to teach
students.

Teachers and administrators may be aware of how implicit curriculum operates

within their school. However, that operation is not a result of intentional decisions made
specifically to teach students. For instance, students may learn about authority from a
teacher's emphasis on tardiness. However, unless this is a specific teaching strategy that
has been set out ahead of time, it is an example of implicit curriculum.

Null Curriculum

Null curriculum is closely related to explicit and implicit curricula. It refers

specifically to any subjects that are not covered within the context of a class. This may
refer to subjects that are passed over due to a teacher's bias or larger social prejudices. It
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may also refer to subjects that are discouraged or explicitly banned from being taught by
school authorities. A teacher should consider her null curriculum carefully. By not teaching
a subject area, she communicates its irrelevance.

Differentiated curriculum & teaching

A differentiated curriculum is a learning program that, ideally, meets the
academic needs and interests of every student. This means that all the teaching
approaches outlined in the curriculum are flexible, so that the content being
taught is digestible and refreshingly challenging for each individual child.
Differentiated teaching is the teaching according to the difference in the capacity
of students in class. Usually a class comprises of below average, average and above
average students. The intelligent students should be given additional work apart from
average students.
The differential teaching is based on individual difference. So all the measures
applied to the calculation of individual differences are included in this teaching. The key
concept in using differential teaching is their technique of studying differences within the
same individual or between individuals in different groups.
Among the pupils in one school, there are certain to be a few who deviate widely
from the norm in one or more aspects. Some may be academically brilliant. Special pains
must be taken to make sure that the brilliant pupil is not ignored. He may be given special
responsibilities in the classroom. He may prepare and present demonstrations supervise
laboratory work, charge of classroom library. If he has leadership quality, he may take
charge of group working on special projects such as assembly programmes. Superior
students benefits greatly from field experiences, work on research projects, do advanced
courses.
Other activities are:
--Participating club activities
--Using leisure time for hobbies
--Reading more books
--Participating in exhibitions, contests etc.,
Differentiated instruction is a method of designing and delivering instruction to best
reach each student. Differentiating instruction may mean teaching the same material to all
students using a variety of instructional strategies, or it may require the teacher to deliver
lessons at varying levels of difficulty based on the ability of each student. Formative
assessment is an essential ingredient of this method.
Teachers who practice differentiation in the classroom may:
➢ Design lessons based on students’ learning styles.
➢ Group students by shared interest, topic or ability for assignments.
➢ Assess students’ learning using formative assessment.

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 ➢ Manage the classroom to create a safe and supportive environment.
➢ Continually assess and adjust lesson content to meet students’ needs.
According to Tomlinson, teachers can differentiate instruction through four ways:
1) Content, 2) process, 3) product, and 4) learning environment.
1. Content
Fundamental lesson content should cover the standards of learning set by the school
district or state educational standards. Some students in a class may be completely
unfamiliar with the concepts in a lesson, some students may have partial mastery, and some
students may already be familiar with the content before the lesson begins.
The teacher may differentiate the content by designing activities for groups of
students that cover various levels of Bloom’s Taxonomy (a classification of levels of
intellectual behaviour going from lower-order thinking skills to higher-order thinking
skills). The six levels are: remembering, understanding, applying, analysing, evaluating
and creating.
Students who are unfamiliar with a lesson may be required to complete tasks on the
lower levels: remembering and understanding. Students with some mastery may be asked
to apply and analyse the content, and students who have high levels of mastery may be
asked to complete tasks in the areas of evaluating and creating.
Examples of differentiating activities:
--Match vocabulary words to definitions.
--Read a passage of text and answer related questions.
--Think of a situation that happened to a character in the story and a different outcome.
--Differentiate fact from opinion in the story.
--Identify an author’s position and provide evidence to support this viewpoint.
--Create a PowerPoint presentation summarizing the lesson.
2. Process
Each student has a preferred learning style, and successful differentiation includes
delivering the material to each style: visual, auditory and kinesthetic and through words.
Not all students require the same amount of support from the teacher, and students could
choose to work in pairs, small groups or individually. While some students may benefit
from one-on-one interaction with a teacher or classroom aide, others may be able to
progress by themselves. Teachers can enhance student learning by offering support based
on individual needs.
Examples of differentiating the process:
--Provide textbooks for visual and word learners.
--Allow auditory learners to listen to audio books.
--Give kinesthetic learners the opportunity to complete an interactive assignment online.
3. Product
The product is what the student creates at the end of the lesson to demonstrate the
mastery of the content. This can be in the form of tests, projects, reports or other activities.
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Teachers may assign students to complete activities that show mastery of an educational
concept in a way the student prefers, based on learning style.
Examples of differentiating the end product:
--Read and write learners write a book report.
--Visual learners create a graphic organizer of the story.
--Auditory learners give an oral report.
--Kinesthetic learners build a diorama illustrating the story.
4. Learning environment
The conditions for optimal learning include both physical and psychological
elements. A flexible classroom layout is key, incorporating various types of furniture and
arrangements to support both individual and group work. Psychologically speaking,
teachers should use classroom management techniques that support a safe and supportive
learning environment.
Examples of differentiating the environment:
--Break some students into reading groups to discuss the assignment.
--Allow students to read individually if preferred.
--Research shows differentiated instruction is effective for high-ability students as well as
students with mild to severe disabilities.
--When students are given more options on how they can learn material, they take on more
responsibility for their own learning.
--Students appear to be more engaged in learning, and there are reportedly fewer discipline
problems in classrooms where teachers provide differentiated lessons.
--Differentiated instruction requires more work during lesson planning, and many teachers
struggle to find the extra time in their schedule.
--The learning curve can be steep and some schools lack professional development
resources.
Pros and cons of differentiated instruction
The benefits of differentiation in the classroom are often accompanied by the drawback of
an ever-increasing workload. Here are factors to keep in mind:

Pros
--Research shows differentiated instruction is effective for high-ability students as well as
students with mild to severe disabilities.
--When students are given more options on how they can learn material, they take on more
responsibility for their own learning.
--Students appear to be more engaged in learning, and there are reportedly fewer discipline
problems in classrooms where teachers provide differentiated lessons.
Cons
--Differentiated instruction requires more work during lesson planning, and many teachers
struggle to find the extra time in their schedule.
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 --The learning curve can be steep and some schools lack professional development
resources.
-Critics argue there isn’t enough research to support the benefits of differentiated
instruction outweighing the added prep time.
Difference between Differentiated Instruction &Traditional Instruction
DI is an approach that takes its philosophy from the root of its name: different. Every
classroom of 25 students has 25 different combinations of personality, interests, learning
styles and background knowledge about that content area. A differentiated classroom
would present students with choices in terms of how to learn a concept, how to practice
that concept, and how to show the teacher they know it. The planning is more time-
consuming, but DI is widely considered best practice as it seeks to meet the needs of all
students.

Traditional Teaching Differentiated teaching

1. A single teaching A variety of approaches to lesson delivery
approach to entire class.

2. Student who have already
mastered the material
wait until the rest of the
class catches up.
3. Students have little
choice in what they study
Students who have mastered the material are given
challenging assignments which strengthen their
understanding of the content
Students are given choice in their areas of study whenever
possible.

4. Students are all expected The teacher modifies the grading rubric by
to have the same taking into account varying levels of assignment among students
outcomes and progress is
judged using the same
guidelines for everyone.
5. Student practice looks Students have access to the content through a variety of learning
same for the entire class. styles.

Library and its organization.

It is an important function of the school to provide the children with extra

information when they want it.
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 For this information, they may require to consult reference or general books. Library
has come to stay as an established medium of extra information in the schools, particularly
in those schools which do not aim merely at preparing their pupils for the examination. No
regular school can afford to be without a library. It has become an integral part of every
good school. Library helps to foster in students a love for extra reading the co curricular
activities, group projects, work on assignments etc. need a good library.

Individual reading supplements teaching. By reading pupils gather information’s

which help them to understand the social world in which they live. They get answers to
some of their own questions, enlarge their imagination and continue their learning even
after formal education.

In library there should be three categories of reading materials:

(i) Text-books and reference-books.

(ii) Magazines and Newspapers.

(iii) Supplementary readers.

Teacher may guide the students in selecting books and journals and reading them. In some
cases students may discuss with the teacher what they have read and summaries.

Library facilities in schools

In our schools there are two types of libraries:

(i) General school library, and

(ii) Commerce department library.

(i) General School Library

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 In most of our schools, there is a general school library which contains bodes,
magazines on all subjects. In such a library there should be separate section for commerce
subject books. For teachers there should be good bodes on methodology of teaching,
historical background of topics and the contribution of famous persons in various fields of
commerce subjects. Some material on teaching of commerce can be obtained from
N.C.E.R.T.

In library, some books on recreational activities be available to students.

(ii) Commerce Department Library

If resources permit there should be a separate commerce department library. It may
be housed in one of the rooms of the commerce department. The librarian or in charge of
it must. Classify the books properly so that the students do not find any difficulty in getting
the books issued Commerce teacher should keep himself with the latest bodes or magazines
on the subject and make addition in the library. A number of copies of good book should
be purchased. A few copies of the prescribed text-book may be purchased for the use of
poor students.

Importance and need of commerce library

Importance of Commerce Library
Library has a key role in scheme of education. Class-room teaching must be
supplemented with the dissemination of knowledge through library. In commerce subjects
students are required to do a lot of practice which they can do so most efficiently in
commerce library can help the students tackle all types of problems emerging from
different topics prescribed in their syllabus. They are also acquainted with different types
of approaches in solving problems.

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Class-room teaching sometimes leaves many gaps and doubts.They can be removed if the
students make use of good books available in the library. Commerce teacher can help the
students in the selection of good books in the library.

A commerce library is not only does a source of learning and inspiration for students
but it also serve the need of teachers. A teacher must keep his knowledge ever fresh and
up-to-date; this is possible only by making a free use of commerce library. He can also
learn the latest methods of teaching of commerce subjects from the new books available in
the library. Thus a good commerce library helps to keep the lamp of commerce knowledge
burning so as to kindle light in the minds of the students as also the teachers.

Important efficient ways for the use of commerce library in school

In most schools, there are general libraries which encourage the students to make
use of libraries, but in such a library the students cannot get proper guidance for removing
their deficiency in a particular subject. For this a separate library of the subject concerned
is essential. A separate library for commerce is a great necessity for rendering proper help
to needy students. Such a library can be housed in a room in commerce department and
can be put under the charge of commerce teacher. There should be a period of library
reading in the time-table so as to enable the students of every class to make use of library.
A separate commerce library is essential because of the following reasons:

(i) Separate arrangement of commerce library helps to bring efficiency in the organisation
of library services.

(ii) Commerce teacher remains in constant touch with the latest books in commerce.

(iii) It provides a sense of separate identity to commerce and helps to inculcate interest in
the subject.

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(iv) The students get better library services.

(v) It helps the activities of commerce club.

(vi) It can be of great help to gifted and bright students.

Thus it is essential that all efforts be made to establish a separate commerce library in every
school.A well equipped library is useful only when it is properly used by the teachers and
students.

Suggestion given below will help in the proper use of commerce library.

(i) There should be an in charge of library bodes. Even if there is a librarian, the commerce
teacher should be actively associated with functioning of commerce library.

(ii) The commerce teacher should himself read library books only than he can suggest
bodes to the students.

(iii) While teaching in the class, the commerce teacher should make reference to related
books or magazines in the library.

(iv) The teacher should give some assignment or work based on certain books in the library.

(v) The students should be involved in the maintenance and classification of library room.

(vi) There should be certain meetings of commerce club where the students have to study
library books for active participation.

(vii) Library room should be made attractive.

35
(viii) There should be proper display of new books on the bulletin board, along with brief
comments.

(ix) There should be some provision in the time-table for library reading Teacher should
see that every students goes to the library and borrows books regularly from the library.

(x) There should be some type of test based on suggested bodes from the library.

Thus it is clear that a good commerce library is quite useful for developing good study
habits in students. Library also is quite useful to students for updating their knowledge and
develops a taste for the subject. To achieve maximum benefits commerce teacher shall
have to take pains by putting in more efforts.

Commerce library should contain useful visual aids needed in teaching of commerce
subjects. The educational material about commerce (e.g. pictures, charts etc.) is displayed
on the walls of library.

In commerce library there should be a good collection of useful books in commerce

subjects. It is the duty of the commerce teacher to make a wide selection of books for the
library. The books are kept in separate Almirahs under various heads:

(i) The Prescribed Text-Books of Commerce for different classes.

(ii) Books on Teaching of Commerce meant for teacher. Such books should be of high
standard, published in India as also in foreign countries.

(iii) Books of Recreational Activities. In our country only a limited number of such books
are published. Good books published in foreign countries are procured for this purpose.

36
(iv) Supplementary Books. We must not depend only on textbooks for complete and Ml
information. To make our knowledge most up-to-date we have to supplement our
information through variety of way.

(v) They may be reference books and other material, periodicals, reports, hand-books
and other material. Such material is stored separately.

COMMUNITY RESOURCES

The main aim of using the community resources is to give equal opportunity to all
the students to take part in such activities and to enrich their interest and understanding the
contributions made by other streams to the teaching of commerce. More over, it should
always be executed through the active and willing co operation of the students, staff and
school management.

MEANING

A community provides ‘concrete’, ’saleable’ and ‘tangible’ resources which are

extremely ‘dynamic’ ‘interesting’ and ‘meaningful’ for the teaching and learning of
commerce. It is not enough for a child to have knowledge about
factories,farms,council sessions, museums and commercial enterprises etc. He must have
the acquaintance with all these. A community is a child s laboratory for having first hand
learning about the ways of living. Community resources are the people and places members
of a given community can turn to for assistance in filling an unmet need. The organizations
can be public or private.

37
 TYPES

Commerce Association or Forum:Commerce Association or forum may be

organised in the school under the leadership of the commerce teacher. He should take
necessary initiative steps to run it. It should have elected president secretaries, cashiers,
executive members and general body members; it should conduct the various activities of
the department, i.e. other co-curricular activities.

1. It provides a valuable link between students and staff and makes a worthwhile
contribution to the smooth running of the departments.

2. It provides students with useful practical experiences in real situations.

3. It increase the relationship among students,

4. It provides opportunity to the students to take various responsibilities.

5. It may conduct the meeting with former students to know about their work and
experiences in business.

6. It can arrange the guest lectures with the great businessmen and professional men to
know about their jobs and services.

7. It can conduct film sessions related to work of committee and subjects.

8. It is the mother organisation for all activities related to commerce.

All the office bearers appointed by the students are responsible for the organisation of the
programme and thereby they gain useful business experience..

Exhibitions:

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 The commerce department can conduct exhibitions on important occasions. They
can exhibit charts, diagrams, graphs, models, pictures and scrap book collection of coins
and rupees used at various periods.

Debates and competitions:

The commerce association or department in the school can organise debates in commerce
subjects. It can also organise elocution and essay competitions on various topics in
commerce and in general. Students of other school inside and outside the town can also be
invited. It can also organise annual competitions in short hand and typewriting- Prizes and
certificates be given to outstanding students. Because of these competitions students may
get interest in studying the subject matter. It eliminates the stage fear of the students. It
provides an opportunity for improving vocabulary and expression.

Commerce Magazine:

The commerce association can also publish a school or its department magazine annually.
The commerce teacher can ask the students and teachers to contributearticles to the
magazine. This department, if possible can publish monthly or weekly written magazines.

Social service:

The commerce teacher can also organise social service scheme, this can be in the form of
laying village road, cleaning the temple, teaching the adult illiterates, conducting evening
special classes to the school children with the help of commerce students.

Vacation work:

The commerce teacher can make an arrangement with the hostel warden and business
agencies to engage the commerce students in their accounts departments during vacations.

39
This will train the students with the variety of experiences during the limited period.
Students with this experience can discuss with the other students to transmit their
experience.

The commerce association may also make the necessary arrangements for guest
lectures, panel discussions, workshops etc. He can invite nearby college or university
professors, bank managers, great businessmen, auditors and accountants etc., to give guest
lectures. He can also utilize the help of the above mentioned people to conduct a Workshop,
panel discussions etc. In addition to the above mentioned activities the commerce teacher
can organise other co- curricular activities according to the needs, interest, and co-
operation available from the students and others.

Mock "Job Application Interview"

Mock interviews on job applications may be organised in the schools. These may be
the practical applications of theoretical details furnished by the commerce teacher as how
to apply for some posts and how to face interviews. This activity may be organised for
students in the form of drama. Dramatic performances will have far-reaching effects on the
mind of students. They will remove the shyness and fears of interview mania and will
enables students to farewell in the interview which they may face later on.

For the success of these activities, interested and talented students may be selected
and involved in inviting applications for vacancies of posts of assistants, clerks,
stenographers, accountants; salesmen etc. Other students, who are not involved in the
activity directly, should apply for various posts. All applications should be scrutinized and
various types of questions should be framed, which may be asked in the interview by the
members of the interview board. Students should also be trained efficiently how to reply
to different questions put to the candidates in interview in order to make the function more

40
attractive, real and life like proper dress for the students participating in the activity may
be arranged from the professional firms dealing in different materials used in drama and
other functions.

One of the commerce teachers or a businessman may be requested to act as the

chairman of the interview board. At the first instance, interview can be taken in private or
in the presence of a group of students, where the 'deficiency may be pointed out for
improvement. Thereafter they should be analyzed and weakness of students may be
removed or overcome before the students apply for actual posts later on in their life.

USES IN TEACHING AND LEARNING IN COMMERCE

The following are the few uses of using community resources.

1. It gives through knowledge about the subject matter.

2. It develops a sense of individual and collective responsibility among the students.

3. It develops the ability to work with others

4. It utilizes the leisure time in s better way.

5. It helps the students to become a good citizen

6. It creates and maintains good teacher student relationship

7. It makes school life more attractive and encouraging.

8. It develops good relationship between school and home,

9. It gives experience in leadership and organisation.

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10. It strengthen the knowledge acquired in the classroom

11. It brings out the inner potentialities of the students.

12. It develops the self-confidence among the students.

13. It develops the feeling of belonging adjustment adoptability in ail situations.

As a whole it develops the all-round personality of the students and a spirit of service; the
students learn how to organise, plan conduct the various community related activities.

ESTABLISHING LINK AMONG SCHOOL, RESOURCES AND COMMUNITY

The potential activities in school/community linkages fall into three main categories.

1.Community as a Source of Student Curriculum Based Learning

The community offers many opportunities to add value to curriculum based learning.
There are many examples where community activities and issues have been incorporated
into the school curriculums.

2. Incorporating Learning into School Contribution to Communities

Students contributing to their local community can foster learning. For example,
community volunteering program allows students to experience community service and
gain skills. Schools could offer student skills to community members such as in computer
training. Community events involving the school such as eisteddfods or festivals create a
community profile for schools and build the experience of students.

Community involvement can also build student interaction with particular groups in
the community such as senior citizens, indigenous people or people from a non English

42
speaking background. It can build the involvement of students in young people’s
organisations.

This interaction not only enriches the educational experience of students but also
redefines students and the school as key community assets - as young citizens, not just
adults in the making.

3.Community Involvement in the School

Community members can add to the life of the school and to educational outcomes.
Several schools have established community mentors that participate in classroom
interaction and school activities.

Schools have also been seen as centres for community learning where community
members and organisations can assess school facilities for meetings and learning activities.

4.The Role of Teachers

Community linkages can help orient new teachers. Community situations can also
be used in the professional development of teachers. Teachers may also play a role in
assisting community organisations or in helping the local community manage local issues.

Bringing the community can be brought nearer to the school in the following ways:

a. Parent teacher association.

The co-operation between the school and the home can serve various functions. On
the one hand, the parents come to know what work the school is doing for their
children, and on the other the teachers begin to appreciate the value of what the home
is doing for the pupils. For the around development of the child, meaningful co-

43
 operation between the school and the home is necessary. PTA is the most effective
means of promoting this co-operation.

INVITING GUEST SPEAKERS

Commerce is a very wide subject. It requires expert ideas from eminent scholars in
their subject specialization. In such a situation guest speakers should be called upon to
deliver lectures which will help the students to enrich their knowledge. For subject like
Tax, Marketing, Company Law etc. people like Chartered Accountants, Marketing
managers, Lawyers etc can be called upon respectively to share their practical experience.
Students get opportunities to hear eminent persons who discuss the actual problems
regarding various occupations.

FIELD TRIPS

Educational visits to banks, insurance office, factories, business houses, stock

exchange markets, super markets, production centres and exhibitions help students to
explore their environment. It helps the teacher to teach lessons with suitable practical
examples. Experiences gained by these visits are not easily forgotten. Since it is practical
experience it provides opportunity to acquire knowledge and understand the subject. It
links not only the class room subject but also provides general education. It provides useful
contacts with the real world.

Every visit should be preceded by preparation in the form of a short introductory

talk explaining the nature and object of the visit and suggesting special points or factors
to be looked for. At the time of the actual visit the teacher should correlate the subject
matter with the real field. It is equally important that the result of the visit should be
consolidated by questioning and discussion so that it may fulfill the designed purpose. The
teacher can ask the students to write one assignment about the field visit. Visits without the
44
preparation and follow up will, serve only the entertainment purpose. The teacher must
also realise the responsibility at the time of conducting field visit. He should get the parents
consent in the written form for pupils to take part in visits outside the school He should
also get the official permission from the head of the institution and from the higher
authority of the place in which he is going to conduct a field visit.

VISITS TO BANKS AND FINANCIAL INSTITUTIONS

Visits to the local banks may be arranged so that, students may be able to learn the
different activities of the bank. As soon as students reach the bank, they should be taken to
the particular place and introduced to person or a person, who has been provided by the
bank to explain various activities of the bank or its services to the public. If the work of
the bank does not suffer, they may be introduced to the person at each counter

Thus visits to the bank provide good opportunities to students to learn working of
the bank and get an idea of its real working.

EXCURSIONS

Excursions to industrial Centres:

It is very difficult to explain in details about the actual working of various industries
in India. Whatever explanations are given by the teachers are theoretical in nature. They
cannot become real and lasting unless they personally see the proper working of various
departments of the industry. Students may be taken to the place, where raw materials are
kept. They may be shown the various processes through which the raw material passes.
Ultimately they should be shown the finished products. In these processes students will
actually observe the working of each section. The working of each section should be
explained by the person incharge of the section.

45
 The important reason why students should be taken to the factories and other
industrial concerns is that they may be able to see the factories and also see how goods are
produced from raw materials. Thus excursions to industrial centres will benefit students
and enrich their experiences about the working of the industries in India.

Excursion to Places of Geographical importance:

Excursions to places of Geographical importance should be arranged to explain to students

the need and importance of locality and regions of the country and their valuable
contribution in national as well as international interests, with special reference to its
impact on trade, commerce and industry of the country. Students should be shown the
places, which are the sources of supply of raw materials of various kinds to large number
of industries. Side by side students should also be explained the significant contribution
and impact of the goods, exported to other countries of the world. Only by visiting the
places of geographical importance, students can have permanent contrived real
experiences, because they visualize the presence and availability of plenty of raw material
in different parts of the country.

VISIT TO INDUSTRIES

Visits to important industries and big business houses may be arranged at regular
intervals the students of commerce are able to get the real knowledge as to know how the
business work, They may be lead to the different sections of the business and should
actually watch how the papers of business transactions are actually prepared. For example,
they may see how debit and credit notes are prepared, how the invoice prepared, how the
hundi and bill of exchange is prepared and how they are entered into several books of
accounts and how the accounting books of maintained in that firm. The system of filling
and the labour saving devices may be explained to students.

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E-Learning
Electronic learning, or e-learning, is education based on modern methods of
communication including the computer and its networks, various audio-visual materials,
search engines, electronic libraries, and websites, whether accomplished in the classroom
or at a distance. Generally speaking, this type of education is delivered through the medium
of the World Wide Web where the educational institution makes its programs and materials
available on a special website in such a manner that students are able to make use of them
and interact with them with ease through closed or shared, networks, or the Internet, and
through use of e-mail and online discussion groups.

Definition
E-learning is “a learning method and a technique for the presentation of academic
curricula via the Internet or any other electronic media inclusive of multimedia, compact
discs, satellites, or other new education technologies”. The two parties participating in the
educational process interact through these media to achieve specific educational objectives.
During the 1980s, the compact disc (CD) began to be used in education, but the fact that it
lacked the quality of interaction between the student, the material and the teacher was an
important flaw in the opinion of a number of educators. This problem was only resolved
with the appearance of the Internet which justified the adoption of e-learning because it
fulfilled the condition of immediacy or simultaneity.
E-learning assists in the transformation of the educational process from the stage of
learning by rote to one characterized by creativity, interaction and the development of
skills. The student, in e-learning, is able to access educational materials at any time and
from any place, thereby transforming the concepts of the educational process and learning
to go beyond the limits imposed by traditional classrooms into a rich environment in which
there are numerous sources of learning. Sources of programs of e-learning include experts
in the field, ministries, corporations and other organizations concerned with the
dissemination of technical applications in education. Programs are offered by way of closed
or shared networks, as well as over the Internet, and e-mail and discussion groups are
among the techniques and mechanisms employed in e-learning.

Advantages of e-learning in education

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The online learning style is best suited for all. This is a revolution in learning genre. The
information, now, can be accessed, talked, absorbed and shared anywhere. E-Learning has
made education easy for everyone including office-goers, housewives etc. without
compromising much.
• E-Learning is effective and powerful. It makes information easy to grasp and
absorb. It imparts enhanced ability to learn and implement among the learners.
The Audio-Visuals help in remembering knowledge for a longer time.
• E-Learning let you be in sync with modern learners. This keeps you updated with
the current trends.
• Traditional classrooms, have mischievous elements to disturb the class. Whereas,
eLearning provides expeditious delivery of lessons. There is no procrastinator in
eLearning. It is a quick way of learning!
• Lectures can be taken at any time and any number of times. In traditional classes,
revisions are not that easy. Unlike traditional learning, if you have missed any
lesson, you can always have it online.
• E-Learning allows teachers a higher degree of coverage to deliver the content
regularly. This ensures consistency in learning.
• E-Learning is cost-effective as this method quick and easy. Long training period,
infrastructure, stationary, travel expense etc is reduced.
• It is a benefactor to those who feel nervous and disconnected in groups. It helps
you learn without having to give up the comforts of the environment you are at
ease with.

Different types of e- Learning

There are fundamentally two types of e-Learning:
1. Synchronous training
Synchronous, means “at the same time,” involves interaction of participants with
an instructor via the Web in real time. For example – VCRs or Virtual class rooms that are
nothing else but real classrooms online. Participants interact with each other and instructors
through instant messaging, chat, audio and video conferencing etc. and what’s more all the
sessions can be recorded and played back. Its benefits are:
• Ability to log or track learning activities.
• Continuous monitoring and correction is possible
• Possibilities of global connectivity and collaboration opportunities among learners.
• Ability to personalise the training for each learner.
2. Asynchronous training

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 Asynchronous, which means “not at the same time,” allows the participants to
complete the WBT (Web-based training) at their own pace, without live interaction with
the instructor. Basically, it is information that is accessible on a self-help basis, 24/7.
The advantage is that this kind of e-Learning offers the learners the information they
need whenever they need it. It also has interaction amongst participants through
message boards, bulletin boards and discussion forums. These include computer based
training,(CBTs) modules on CD-ROM’s, Web based training accessed through intranet
(WBTs) or through well written articles and other write ups. Its advantages are:-
•Available ‘just in time’ for instant learning and reference.
•Flexibility of access from anywhere at any time.
•Ability to simultaneously reach an unlimited number of employees.
•Uniformity of content and onetime cost of production.
A new form of learning known as blended learning is emerging. As the name
suggests it is an amalgamation of synchronous and asynchronous learning methods. Using
both online training through virtual classrooms and also giving CD’s and study material
for self-study is now being increasingly preferred over any single type of training
E-Resources
E-resources is short term for Electronic Resources or electronic information
resources. These are collections of information in electronic or digital format that are
accessed on an electronic device, such as a mobile phone, computer, etc.
E-learning materials
An electronic book (variously: e-book, eBook, e-Book, e-book, digital book or e-
edition) is a book-length publication in digital form, consisting of text, images, or both,
readable on computers or other electronic devices.
Digital text book
A digital textbook is a digital book or e-book intended to serve as the text for a class.
Digital textbooks may also be known as e-textbooks or e-texts. Digital textbooks are a
major component of technology-based education reform. They may serve as the texts for a
traditional face-to-face class, an online course or degree, or a massive open online course
(MOOC)
Electronic journals
Electronic journals also known as e-journals, e-journals, and electronic serials, are
scholarly journals or intellectual magazines that can be accessed via electronic
transmission. In practice, this means that they are usually published on the Web. They are
a specialized form of electronic document: they have the purpose of providing material for
academic research and study, and they are formatted approximately like journal articles in
traditional printed journals. Many electronic journals are listed in directories such as the

49
Directory of Open Access Journals, and the articles indexed in bibliographic databases and
search engines for the academic discipline concerned.
Some electronic journals are online-only journals; some are online versions of
printed journals, sometimes with extra video and interactive media material.
Most commercial journals are subscription-based, and/or allow pay-per-view access.
Many universities subscribe in bulk to packages of electronic journals, so as to provide
access to them to their students and faculty. It is generally also possible for individuals to
purchase an annual subscription to a journal from the original publisher.
An increasing number of e-journals are available as open access journals, requiring
no subscription and offering free full-text articles and reviews to all. Individual articles
may be found online for free in an ad-hoc manner: in working paper archives; on personal
homepages; and in the collections held in institutional and subject repositories. Some
commercial journals find ways to offer free materials. They may offer their initial issue or
issues free, and then charge thereafter. Some give away their book reviews section for free.
Others offer the first few pages of each article for free.
Most electronic journals are published in HTML and/or PDF formats, but some are
available in only one of the two formats. A small minority publish in DOC, and a few are
starting to add MP3 audio. Some early electronic journals were first published in ASCII
text, and some informally published ones continue in that for
Digital library
A Digital Library (also referred to as digital library or digital repository) is a special
library with a focused collection of digital objects that can include text, visual material,
audio material, video material, stored as electronic media formats (as opposed to print,
microform, or other media), along with means for organizing, storing, and retrieving the
files and media contained in the library collection. Digital libraries can vary immensely in
size and scope, and can be maintained by individuals, organizations, or affiliated with
established physical library buildings or institutions, or with academic institutions.[1] The
electronic content may be stored locally, or accessed remotely via computer networks. An
electronic library is a type of information retrieval system.
Advantages
•No physical boundary. The user of a digital library need not to go to the library
physically; people from all over the world can gain access to the same information, as long
as an Internet connection is available.
•Round the clock availability. A major advantage of digital libraries is that people can
gain access 24hrs to the information.
•Multiple access. The same resources can be used simultaneously by a number of
institutions and patrons. This may not be the case for copyrighted material: a library may

50
have a license for "lending out" only one copy at a time; this is achieved with a system of
digital rights management where a resource can become inaccessible after expiration of the
lending period or after the lender chooses to make it inaccessible (equivalent to returning
the resource).
•Information retrieval. The user is able to use any search term (word, phrase, title, name,
subject) to search the entire collection. Digital libraries can provide very user-friendly
interfaces, giving click able access to its resources.
•Preservation and conservation. Digitization is not a long-term preservation solution for
physical collections, but does succeed in providing access copies for materials that would
otherwise fall to degradation from repeated use. Digitized collections and born-digital
objects pose many preservation and conservation concerns that analog materials do not.
Please see the following "Problems" section of this page for examples.
•Space. Whereas traditional libraries are limited by storage space, digital libraries have the
potential to store much more information, simply because digital information requires very
little physical space to contain them and media storage technologies are more affordable
than ever before.
•Added value. Certain characteristics of objects, primarily the quality of images, may be
improved. Digitization can enhance legibility and remove visible flaws such as stains and
discoloration.
•Easily accessible.
Disadvantages
Digital libraries, or at least their digital collections, unfortunately also have brought
their own problems and challenges in areas such as:
•Equity of access – the digital divide.
•Interoperability between systems and software.
•User authentication for access to collections.
•Information organization.
•Interface design.
•Digital preservation.
•Training and development.
M-learning
M-learning or mobile learning is defined as "learning across multiple contexts,
through social and content interactions, using personal electronic devices. As a form of
distance education, m-learners use mobile device educational technology at their time
convenience.
M-learning technologies include handheld computers, MP3 players, notebooks,
mobile phones and tablets. M-learning focuses on the mobility of the learner, interacting

51
with portable technologies. Using mobile tools for creating learning aids and materials
becomes an important part of informal learning.
The value of mobile learning / Advantages -Tutors who have used m-learning
programs and techniques have made the following value statements in favour of m-learning
•It is important to bring new technology into the classroom.
•Devices used are more lightweight than books and PCs.
•Mobile learning can be used to diversify the types of learning activities (or a blended
learning approach).
•Mobile learning supports the learning process rather than being integral to it.
•Mobile learning can be a useful add-on tool for students with special needs. However, for
SMS and MMS this might be dependent on the students’ specific disabilities or difficulties
involved.
•M-learning is convenient in that it is accessible from virtually anywhere.
• Sharing is almost instantaneous among everyone using the same content, which leads to
the reception of instant feedback and tips.
• The highly active process increases exam scores, and cut the dropout rate
•M-learning brings strong portability
•It replaces books and notes with small devices, filled with tailored learning contents
•Relatively inexpensive opportunities, as the cost of mobile devices are significantly less
than PCs and laptops
•Multimedia content delivery and creation options
•Continuous and situated learning support
•Decrease in training costs
•Potentially a more rewarding learning experience
•New opportunities for traditional educational institutions
•Readily available a/synchronous learning experience
Smart board
A Smart board is an electronic, interactive whiteboard used in tandem with a
computer and projector. Smart boards are a great tool to keep your audience alert and
interested in your presentation! They’re quickly replacing whiteboards in classrooms and
corporate offices. You can draw, browse the Internet, and display information on them.
Because they're connected to your computer, they have the capability of saving your work,
notes, and presentations and sharing them with others. You can even access information
online with the touch of a finger.
How to Use a Smart board

52
1. Connect your Smart board to a computer. You’ll need to have the Smart board
software installed and connected to your computer before getting started. Most
schools and businesses will install it for you, but you can also install it yourself.
Follow the setup wizard instructions to install the software and connect the Smart
board to your computer. Refer to the user guide that came with your Smart board for
more information.

3. Open Smart board Notebook on your computer. This is the program that operates
your Smart board from your computer. You can plan lessons, write notes, and save
files with it. Open it by clicking the Notebook icon or file on your computer.

2. Connect your Smart board to an LCD projector. This will let you use the Smart
board as a projector so everyone can see it. The setup wizard for the Smart board
will have specific instructions, but for most projectors, you’ll have to connect it to
your computer first before linking it to your Smart board. To link it to your Smart
board, open Notebook, then select the Projector option from the drop-down box.

3. Turn on your Smart board and log in. Press the “on” button on your Smart board.
You log on via the software program on your computer, so open the program and
follow the login instructions. Your login will be determined by your organization,
so ask your office administrator if you aren’t sure what yours is.

4. Calibrate your Smart board. You’ll need to calibrate your Smart board before
using it to be sure it’s aligned properly. To calibrate your Smart board, press the
keyboard and right mouse buttons at the bottom of the board at the same time. Then,
pick up one of the Smart board pens and tap it against the target that appears
onscreen.[1]
a. You may be given several targets to tap!

53
 6. Download additional programs if applicable. Your Smart board may offer
optional programs that provide extra features like personalized handwriting display
or multicolor writing options. If you have any of these programs, download them to
your computer and open them with the Smart board program.
Learning Smart board Techniques

1.Control the board by touch. You can use your fingertips just like you would with a
standard mouse. Tapping your fingertip on the board once will activate the cursor, and from
there you can try other functions.
• To select an icon or open a file, tap your finger on the icon twice in quick
succession.
• If you want to right click something, hold your finger down in one spot.
• For dragging and dropping files or icons, hold your finger down on it, then drag it
to where you want to drop it.

2.Use the formatting toolbar to access specialty tools. The formatting toolbar is visible
at the top of your Smart board and also within Smart board Notebook on your computer.
Each button controls a different function. All you have to do is tap the button on the board
with your finger to activate them.[3]
• There are dozens of possible buttons depending on your software, but some are
more common than others. Save, Pen, Erase, and Undo/Redo are some of the most
popular. Tap each icon to perform the command.
• Many of these buttons are common functions in other programs. If you aren’t sure
how to use them, talk to your office administrator or consult your Smart board
user guide.

3.Use the Smart board pens to write. The Smart board pens are stored in a pen tray below
the board, just like on a regular whiteboard. Pick one up and hold it up to the board. When
a box appears on the screen, that means you’re ready to write.[4]
• You can write and draw just like you would with an ordinary pen.
• To change colors, put the pen back in the tray and pick up a different color.
• You can’t scroll when you’re in writing mode, so be sure the screen is where you
want it to be before you pick up the pen.
• To exit writing mode, put the pen back in the tray.

54
 • You can also activate the pen function by tapping the pen button on the toolbar.
This will also bring up specialized pen functions, like Draw Shape or Handwriting
to Text.

4.Use the eraser to erase any mistakes. The pen tray will also have an eraser. You’ll use
this just like a regular eraser—simply press it against the writing you want to erase and rub
it back and forth until it disappears.[5]
• You can also use the eraser to trace a big circle around everything you want to
erase. Just tap the middle of the circle with the eraser and watch it disappear!
5.555
5.Use Notebook to open the Internet, PowerPoint, or videos on the Smart board. Go
to the Smart board Notebook on your computer. You’ll be able to access browsers and
other programs via the drop-down box in the upper left corner. If you want to display a
saved file, click Open in the drop-down box, then choose your file.
• Smart boards are becoming more popular in schools as they make learning
interactive and can help teachers tailor the curriculum to students of all different
learning styles. For instance, tactile learners can touch and write on the board,
while visual learners can observe the projections and other visual elements.[6]
• Additionally, Smart boards make presentations more engaging. Rather than
clicking through pre-set slides, presenters can touch and manipulate the
information on the board, bringing it to life for the viewers.

6.Save your work. Tapping the screen once with your finger and selecting Save Ink or
pressing the file icon in the toolbar will bring up the Save menu on your computer. Simply
select Save File on your computer to save your Smart board notes.
• If you want to save a screenshot of the entire Smart board, tap the camera icon on
your toolbar. It will automatically save the file in your Notebook on the computer.

7.Share your work with others, if desired. After saving a file in Notebook, you can save
it to a thumb drive or send it as an attachment to anyone. Just drag the file into your drive,
email, or messaging program.
Maintaining Your Smart board

55
1.Log off after every use. Logging off after you’re done helps protect your privacy and
security. You log off a Smart board by logging off of the program on your computer. This
might vary depending on what kind of computer or software you have, so be sure to ask
your office administrator or refer to the user guide if necessary
2.22222
2.Calibrate your Smart board once a month. Smart boards can become misaligned after
frequent use, especially if you aren’t the only one using it! You should calibrate your Smart
board every month or so, or whenever you experience problems with alignment and
calibration
3.Clean your Smart board weekly with glass cleaner or alcohol-free wipes. Smart
boards can get sticky and smudgy very quickly. Use glass cleaner or alcohol-free wipes to
clean yours off every week or as needed. Be sure to turn the Smart board off before cleaning
it—you can scramble the screen by wiping it too quickly.

Improvised aids
Improvisation is an art of identifying, developing and using suitable materials in the
absence of the real one for effective teaching and learning of various concepts.
Improvisation could mean making of instructional material or teaching aid by teachers
where the original materials are not available or where there are available but not
functional. Improvisation is the local provision of an object or material to meet a particular
need. Improvisation is an art of sourcing for and providing substitute materials for the
original ones using what is locally available in the absence of standard materials usually
aimed at meeting the specific instructional objectives.
What is a Virtual Classroom?
Virtual Classrooms are online platforms that allow interaction between teachers and
students. With the use of different tools and features, virtual classrooms imitate the learning
environment and feel of physical classrooms.
It is basically a software that allows a person (teacher) to transmit audio-visual
information (courses) live through the means of the internet. Generally, it also allows the
interaction of students amongst themselves and the teacher via text messages sent in a
dedicated chat window. In this way, virtual classroom software replicates the feel of real
classrooms.
Also known as the Virtual Learning Environment (VLE), the virtual classroom is at
its root a web conferencing software modified to better adhere to the teaching-learning
56
process. It is a software that can be installed on almost any laptop or PC and requires basic
knowledge of computers and the internet.

Benefits of virtual classroom

1. Access to coursework from anywhere at any time

You have the freedom to study and complete your coursework 24/7 from anywhere and
at any time that suits your busy schedule. If you’re out of town on business, you can do
your schoolwork back at the hotel, while you’re waiting for a connecting flight, or between
meetings. All you need is your laptop or other digital device.

Once you log in to the student portal on your online university’s website, you’re at
school. You can access assignments, post homework, watch faculty presentations, join
student discussions, conduct research, contact your teacher and classmates, get assistance
from student support services, receive feedback, and access your test grades.

2. Combination of structure and freedom

Online degree programs are built on a structure of weekly assignments and due dates
that you must meet, whether it’s taking an online test; posting homework, papers, and
projects; watching a faculty presentation; or participating in a discussion with fellow
classmates. However, within the program’s structure you have the freedom to choose the
best times to participate that sync with your schedule.

3. Effective time management

An online education provides a welcome environment for working adults who need to
balance work and family with the new demands of going back to school. Right away, you
save hours every week not having to commute back and forth to classes on a campus—and
that’s just the beginning. Going back to school sharpens your time-management skills,
because you have to be disciplined and find the time to study.

4. Expanded world view

Online degree programs attract students from across the U.S. and around the world, who
bring different perspectives from diverse cultures. You may have opportunities to work on
group projects and collaborate with international classmates. Insights into other business
cultures, attitudes, and problem-solving approaches can inform your own approaches to
problems and opportunities.

57
5. Asynchronous discussions with classmates

Comparing his online EdD experience with his previous on-campus master’s program,
Gardiner recalled the frustrations of having a real-time discussion with classmates. By the
time he had formulated his thoughts and was ready to add to the conversation, the topic
had changed. In a virtual classroom, that’s never a problem. Since most of the classwork
is asynchronous, online discussions aren’t cut off when the bell rings. “I can formulate my
idea while I’m out for my run and post it when I return,” Gardiner said.

6. Immediate feedback on tests

When you’re enrolled in one of the many online degree programs available, you don’t
have to worry and wait for days for test results. You take your tests online, and they are
usually scored when you finish. You can quickly see where you did well and where you
need improvement. When you submit papers and projects, you’ll use a private “drop box”
where your teacher will access your assignments confidentially and provide written or
video feedback.

7. Sharpened digital skills

While increasing your knowledge and skills in your area of study, you’ll also be honing
your digital skills on the most sophisticated online learning technology. As you continue
to learn and study in an online world, you’ll become confident and highly productive using
interactive online tools such as online tests, drop boxes for homework, collaboration tools,
e-mail communications to faculty and fellow classmates, and video presentations by
faculty.

The most common tools you can find in a virtual classroom are:

• Videoconferencing

• Online whiteboard for real-time collaboration

• Instant messaging tool

• Participation controls

• Breakout rooms

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Although teaching and learning in a virtual classroom provide an experience similar
to the physical one, it requires new pedagogical approaches and a redesign of the
instructional model that includes the following characteristics:

1. Virtual Classroom’s high Interactivity

2. Collaborative Learning

3. Student-Centered Instruction

4. Variety of Content Presentation and Learning Activities

5. Psychologically Safe Environment

6. Positive and Constructive Feedback

1. Virtual Classroom’s high Interactivity

Training in a synchronous virtual classroom can only be successful with the

active participation and engagement of the learners. This creates a positive learning
environment and helps the participants achieve the expected outcomes. During the
virtual session there should be opportunities for frequent interaction between learner
and tutor, learner and other learners, and learner and content. Over the course of the
virtual session, the tutor should encourage the students to participate every 3-5
minutes. This can be achieved by a variety of activities such as brainstorming, small
group discussion, collaborative and individual tasks, Q&A sessions, hands-on
experience, etc.

2. Collaborative Learning

Collaborative learning means that the learners work together to achieve a

common goal, exchange views, clarify the meaning of concepts, or solve problems
together. It creates opportunities for cooperation in skills development. The
emphasis is placed on interaction in which common understandings are subject to
discussion and are developed precisely through exploring the differences in the
participants’ level of knowledge, skills, and positions. Applied in the virtual
classroom, this approach is associated with an active process of the collective
construction of knowledge using the group as a source of information, a motivational
agent, and a means of mutual support.

3. Student-Centered Instruction

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 The lecture, which is a classic teaching format, often makes students more
passive as the focus is on the content and the students must work independently with
little opportunity for collaboration. This approach is more applicable to
asynchronous virtual teaching – the tutor creates video lectures and self-directed
activities, which the learners cover at their own pace. Synchronous virtual classes
require student-centered instruction in which the learners and the tutor interact
equally – active participation, collaborative work, and communication are
encouraged in this type of classroom. The tutor creates opportunities for both
independent learning and learning from one another, and guides the learners in
developing and practicing the skills they need. This increases the motivation level
of the learners, as well as their interest in the learning activities.

4. Variety of Content Presentation and Learning Activities

This approach is related to differentiated instruction, which takes into

consideration the differences in the needs, levels, and learning styles of the learners.
It favors the creation of a more personalized learning experience and individual
success. When a teacher uses various sources to present the content – text, images,
diagrams, audio, video, etc. – this can greatly improve the learning process by
providing a flexible learning experience that is tailored to the various needs and
preferences of the students. Presenting the content through various types of media
retains the attention and interest of the learners.

Blending different types of learning activities within one virtual session also
creates opportunities to meet a wider range of the needs of the students. Switching
between individual work, small group collaboration, and class discussions addresses
the specific learning preferences of all of the students – either to work alone, to
interact with the others, or to express themselves in front of a larger group.

5. Psychologically Safe Environment

Interactions in a virtual classroom create the sense of a more informal and

safer emotional environment as the learners usually participate from the comfort of
their homes. The learning process is much more focused because of the absence of
the usual physical distractions that are found in the conventional classroom.

Psychological safety leads to better learning outcomes. It also fosters

creativity, confidence, and a willingness to experiment on the part of the learners.
The virtual teacher also has a crucial role here – they need to encourage safe
discussions, mutual respect, equal opportunities to participate, and the free sharing
of different viewpoints. The teacher can enhance the psychological safety of the
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learners and make things more personalized by adding options for self-directed
learning, as well as by communicating more frequently with every student through
a Learning Management System.

6. Positive and Constructive Feedback

Unlike asynchronous virtual platforms, the synchronous virtual classroom

allows for immediate feedback from both the tutor and the other participants in both
an individual and a general way. The key role of the tutor here is to create an
atmosphere of positive feedback by guiding the group’s interaction. The need for
feedback, which acknowledges the positive aspects of the learners’ performance and
gives valuable comments and recommendations for improvement, benefits the
education and progress of the students. It also builds the habit in the group of trying
to maintain a positive and constructive tone. All of these factors are vital in assisting
the learners to overcome their mistakes without feelings of negativity, as well as by
fostering confidence and inspiring them to achieve their full potential.

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