_,-

~
Th eo rie s of
UNIT3 -
Entrepreneurship
~
II

EP11:tlit\1J;it•UtJ ..ii,tsiW::
J.1.1. Introduction . , . . . .. _
. al strategies are the techn iques instru ctors ·•use , t ,,
In~~cttoln structional strategies shou ld prov ide effec tive and p.;"~~li
ver
trammg. n vuuctiv
b e
learm.ng y:
ing style s and other need s of each learner.
1) Adapting to the learn
2) Actively engaging learne_rs in the l~arn ing proce ss.
3) Helping learners becom e indep ende nt learn ers.
sub-
4) Supporting learners in reach ing their objec tives (plan items,
goals and goals).
5) Preparing learners to transition to their goal.

Instructional strategies, accor ding to Albe rta Learn ing, are "techniques
s.
teachers use to help students beco me indep ende nt, strategic learner
s
These strategies become learn ing strate gies when student
to
independently select the appro priate ones and use them effectively
accomplish tasks or meet goals ."

The strength of instructional strate gies is that they determine how

teachers can go about realizing their own teach ing objectives
and
impro ving their teaching practice.
s.
Instructional strategies are derived from diffe rent educational theorie
Here are some examples of 4 key instru ction al strate gies as identified
by
GaylaS.K eeue :
I) Direct Instruction: This is what some refer to as the
traditio_nal
meth od. Direct instruction is prim arily teach er centred and cons~s~1s
of di~ect lecturing or vertical teaching. It is a fonn of ~xP!:t

te~chmg that consist~ of repetitive pract ice, didactic quesuoJU f;;

~nil _a~d ~emonstr~tmn. This strate gy is particularly useful
prov1dmg 1nformat1on, or devel oping step- by-st ep skills .'
!
2) lnte~active Instruceion: As its name indic ates, this ~trate~
~ons1st~ of creating learn ing envir onme nts conducive I ce
mteractmns and discu ssion s. It posit s that learn ing takes P a
 -·,
~ ;~ ug h interacti~,e- ····
co rnmu . . n
. . . n1cauo
n ca n ha pp en
irtteractJo 0
e an d
51
_
di sc us si on s, c~~I ~f fe re nt foons [ kn~wle dg or cl tht s
group a orative pr . nc luwo di ng : ope n
di sc us sio ns et c. OJec t rk h osect
· w ol e class
· tial Leanung: O
I) £s pe ne n fllinal w k . experi .
te am in g is D ew ey 's ''E ~ e. of the ..Se d or s m '
•
s th . ·•l "- rt en ce sa.
Ed uc ation" Th stren ltal
. ht e pn m ac y of th e ... . · 1s ategy
highi ig Pr oc ess of 1earnin .
g ov er th
· Th e is t0 enhanc od uc t of
1eanung. th · e purpos . stu de nt s
, otei vpr
m ati o
I in
.
crease ctorr ld re te nt io n ra te s b e
y connecti ng classroom learning t
n an d
. lifi s. This can ha
thetr e w : x u g h engaging students
i~
ab ou t th ei r : ~
reflexive thinking 0
in ne pe ne nc es and how to leverage
what they learned in th e pa st
w contexts.

J) Independent Stetud y: Gayla de fin es th . of

ch ar e pu ts sftr:tegy as "the range
instructional m ho ds w hi
os r
1
e. u. ~rovided tolia foster
I
'
the development
.
of in
t.
d.
1v
In
·d
1 u
de
al
pe nd en
rp
st ud en t anu1at1ve, self-re. I d '
t st ud y ca n aJso inc u e
nce

and ·self-•im pr ov em en .
f s
h.1
P W tth an ot he r in di vi du al or as part of a
ea rn in g in pa rtn er
small gr ou p. "

d Live Eve nts

Role Play, Simulatiotsn aran
e instructional strategies that
d liv e ev en
ole-plays, si m ul at io ns an er ed ne ss. Here ar e some of th
e
se st ud en t ce nt
be us ed to in cr ea e in ve ste d in designing these
ef fo rt an d tim
reasons th at te ac he rs ' engagement, empowerm
ent an d
ns cr ea te st ud en t
ing op tio
.
eammg; r
l th re e str at eg ie s th e op po rtu ni tie s fo
1) Multlsensory: In
al
lis te n, to uc h an d fe el te nd to be present.
st ud en ts to se e, he ar , as st ud en ts ac t ou t or ta
ke
em en t is pr es en t
G en er al ly , m ov en . Ta ct ua l fe el in gs ar e of te n
m et hi ng ha pp
ac tio ns to m ak e so so m e so ci al /h um an inte
raction
al l th re e te nd to ha ve
ac tiv at ed , as
ve rs es le ar ni ng al on e.
levance
d Em ot io ns : Th es e le ar ni ng options build re
2) Re le va nc e an otions .
e co nt en t, cr ea tin g an in cr ea se d pr es en ce of em
for th
d to be
fo rm ed du rin g a sp ec ifi c emotional state ten
"M em or ie s te r on.
si ly re ca lle d du rin g a si m ila r em ot io na l sta te la
ea
g an ar gu m en t, yo u ea sily recall similar previous
Fo r example, du rin ro le- pl ay ing. activities e~ an ce
ul ~t io ns an d
ar gu m en ts . Thus, sim em or ie s to the kinds of emotJonal
ey tie m
learning be ca us e th
ll later be us ed ."
co nt ex ts in which they wi
 BBA fourth Semes1er tRoie p
52 . luy Jnu
SkiUs: Students take act1ons and make d . Sitn~1,
3) Proe ess .d. ec 1,- " 11
. trt1ctional approaches prov1 mg an opportunit)' 1 _s1011s . ...
ms . . al . . o Pra 'n
ri1 skills such as cnt:Ic thmkmo 'Clke lt
e unicatino reading others. etc. It' s ofte;·diffiProhle111 .~~i,
comn1 °' . . . 1cu1i ·~01
these skills in other mstructtona.l strategies. to 110~1-

Dunkel Chilcott (Effective Use of Simulations i 1

Jane d . I· . . ~ n t.1e CJ·
differentiates role-plays an smm auons. ,lssrl\·.

Simulations are designed to replicate a real-life situation

students assume roles where they analyse data. make d ,· : ha1-,
. h . . T ec tsio •.
solve the problems inherent m t ,e s1_1u~t:1on. ~rou~hout the sirnuns.~:
students respond to the changes w1thm the situation by st d .lau\'
.. d b • ll Yl!l
consequences of their dec1s10ns an su sequent actions ,uict _g l·.
·bl I u·
future problems and poss1 e so u ons. • Pred,c ,;.
·l::

When role-playing, students act out a predetermined set of .

. h t . . t'1 en•
knowing the outcome of thetr c arac ers act:Ions. Playino . \i
1
acquaints the student with the historical scenario and dev:i ~ _r~:
awareness of the factors m ·
· fl uencmg · ·
a d ec1s10n made ar thatl ps. -i
Students can practice "walking in someone else's shoes." (Role-pla~Int
the decision to use the atomic bomb in World War II is an exrunple./!

Students' actions determine the outcome of a simulation. While ~

situation being simulated has existed. exists or could exist in tlie re.ti
world, in the simulation the outcome is impacted by the decision~~
students make. (Passing laws in a mock Congress is an example llf 3
simulation.)

Live-Events (Real World) add to multi-sensory. relevance. emotion.,

and process skjlJs, the presence of the real environment and re.ti
consequences. While in the stock market simulation, students can milke
a decision that loses the initial investment each was given to stan. no
real "losses" have occurred.

Using real-world examples and tackling real-world problems in tht'

classroom can make learning more meaningful to students. And ii c.in
help spark excitement in gaining knowledge about imponanl i:-;sut'S.

There is research to support the value of authenticity when reacltl'~

use real-world problems and scenarios. Not only does it make !Iii
Iesson more meaning - students hut they ben1me Pr1ipt•rll·
. f uI tor
111111
engaged. They also become more aware of the choices rile)' c '
make in society.
 ,()I jt ·s, of l\11lll"Pll'lll'lln,hi1·1(ll ·
1111 Il
flll .
1r1l
.. urc
a kw ll-11~:hi1w str·it . .
t-- ' 1..:g1cs lo h .·
I ,..;roPlll. t •ng lh1: r"• I
111~· . h N , . _ ,, Wo I . \\
C
I)
I ook lo t C ews: rht· first 1>1· r d 111\o y
J • ,\Cc tint '
lltlr
,~hen: will always he snme thin ' . ' You c..,n lnok . .
conned to whnt you are teachingg ab 1n tht' 1s 1n th
. news that You . c nc:ws.
l out 1n the cl·, ' Cc\]\ find \
"ssroom o
If yott 're learning about the weather . d
. . . , . . i.ln storrns like .
10rnauos, tht:n talk ,,bout HulTlc·ut • K . hurricanes '.lnd
. . . .
()klahom,t II you clle leanH.ng about ' c atnna or 10
r·l • h rnados
'"'
in
. .. • c1sm. t en t lk
Police ktllm gs that :u·e happening in the a about the
George Fl oyd met . •ct news or the · f
cnt. m amous

Reading about the stories of real-life storms · ..

. . O
actually occuned can help students connect better rtos1tual.
h
lons that
h
. . th . w
learnin
.
g m e classroom. This helps students recognize th eyth are
at t
. at ese
are issues that really happen outside of the classroom. and th t h
. . . b k
are not Just stones m a text oo . a t ey

2) Invite Guest Speakers to the Classroom: One of the best ways

that you can connect the students to real-world experiences is to
invite a guest speaker into the classroom. Guest speakers have a
wealth of knowledge and give students a real insight into a specific
topic better than any textbook or article can.

Teachers are constantly getting asked why they have to learn this or
why they have to lean that. A guest speaker. like an electrician. is
the perfect person to show students why they have to learn math.

A politician is a perfect example of why it's important to learn how

to write persuasive essays. Students can learn a lot about real life
from someone who is actually in it.

A guest speaker can also be a model for student success. Getting to

know someone who has succeeded in some aspect of life can readily
inspire. Students may feel that they might be able to follow a similar
path.
3) Take a Class Field Trip:
Allow students to experience and observe
the world around them by taking them outside of the classroom.
This can be through technology, such as a virtual field trip - where
students can get an inside
look at something like the White House or
a spacecraft through digital media. Physically taking students
outi;ide of the classroom helps them learn to observe the world
through h .
t etr own eyes.

~
 DV' • • -- 1 i:lt)Q ,

. and Debriefing
,·h,.
ss'"'1it~ Y-
~4
faCI·11·tat1ng . ,, ,,~ 1
1·
3 t.3. . ·tator Role ~ll\tl 111eo
· es: factb of the game ~acilitator has I>erha I\
G8111.mPortant role . the past. It ts very much diffe Ps n~
dire
deb
Thfefi ••·entlY stressed tncber or lecturer, because the faciij~ent ft~ ~
su 1c f a tea d · h tat ~ ,an 11
~
1
aditional ro e o t,ehavioural processes ~nn~ t e game Ot In ~\ faC I
tr 'tive to the . u·ons of the game like 1n reality an(! ,~'t1
sens_i . r ve the s1tua · ~t a~
3J
participants 1 • . ,
lso be capable of 1ntervenmg Whe pe
d . debne n t\ecrt,._.
. fi1ngs .unpon-:.-.
The fac1·1·1tator sboul atime•out Dunng •.'Q, 3 ct
3llle for a d th -~,t · t col
to stop the g . ssed and reflected upon, .an eoretica\ ~nc,~'l
should be discu.._,. hen appropriate to enlighten the discu . 0w1~\ ed·
should be presenwu w ssion. ~ bY
. . . s special talents that should be consciously ,IA
facilttaung requtre 'lt\'el1t., V•
and uained- ~ th
~
• •• the role of teachers is likely to change in the futu fa
At uruvers1ue5 th le of a coach, as students will "----ref~
that of a lecturer to e ro . . . . . ""WlllC 1tw..
. ed • nrniPr.t work and self-driven leamtng acttvtttes. ~"-II
C
mvolv tn r-_.,_
II
a general trend at universities away from focusing exclu .
We see ard al . 1 d' 1. s1vc\i
on theoretical knowledge .tow_ s. so •~c u •~g 3:PP ic~on as~
and even training proficiencies m coping with mdustnal issues.
individually and collectively.

This shift of teachers' role is conducive to letting more teachers ~

trained as facilitators. In general there is a need to put increased
emphasis on training of teachers to be proficient in the role of a coach((
a facilitator.

Concerning games in enterprises, the question whether to use an

external or an internal facilitator has been discussed at length. However,
there is general agreement that it is important that the facilitator and mi
game fit together.

As a~rca<ly. ~inted out, there is a need to develop games which sup~

crcutavc thmkmg. However, this puts pressure on the facilitator .
..,, · I · · · ve01e~
r or examp ~· •.n. cases where the game includes process unpro . thC
uspcrts. the fHc1hlalor should know the game well enough to gU1de .~1
, • • t • • , S lf Ul
pur11np11111s 111 11cir cxpcnmentations for new process design.· ~ in a
1~dUt~I gumc IS not ~·u1~n_
0
h k of ucconunooating innovati~e sot~ .~·othtf
1
~eruun nrcu. the tuc.·. thlulor should .tin--t•f rh~ oru1ic1pants
 ' E11lll"1'ft' IIC:Ul ll l11p (I J 1111 l) c;:5 - ~
I,.,,,11••, II ➔

·f .' :ind ."'.~•ybe save the c,ri gimil ideas to be dj scussed in

.('I 11111 s,
1
11
't
d ·itl ings. Partic ipants m<1y become quite di sappointed , if the game
d'-' ' e1t allow thc m lo i11c ludc their creative ideas, especia lly if the game
1
c: 1n_1 . • for has c:ncouragcd c reativity .
f;1CI IIf ti

.4. JJcbriefin~
1
J.wnric.:•fing is an cxrcncncc that e nables your learners to connect
.
.. . ·s with learning outcomes.
T . 1s
his
. . .
often attributed and closely
'ac 1 "<,;tcd to experiential learning and how learners make sense of their
I VI 1It.:,

c,;un 11\onal
1
experience. The debriefing process is one that is facilitated
· expenentia
structor thruug h t h 1s
t: due•• •
· process.
· · I Ieammg
1
bY an 11 .
. fing activities can take on multiple forms and formats and
ocbn\ different mediums. Activities can fun, practical, and engaging.
r_hroug atter how they are implemented, they are intended to help
No m
:,.tatc learning growth, and development.
fact 1 '

. arily the periods during which the game is run are considered the
d
Ortn • .
t essential and consequently should take up most of the time. An
~o~ative view states that the running of the game merely is a
1
a \ ssary step to provide a common experience for the debriefing
nec_od In any case, the debriefing is essential for achieving the
pen .
objectj ves of the game.

Some of the elements of debriefing include:

1
1J Analysis of inc idents of the game session, including exchange of
information to create a commonly shared understanding of what
went on.
2) Rc:llection on the meaning of the im:ic.Jents to contribute to a
collective learning procc~~ -
3) Tramfcr to own situation, e.g. hy comparing the incidents in the
game with those of the participants' daj)y work .
4) Development of new solutions. either an improvement on the basis
of the current system. or an innovative solution .

lf the g:.amc 1, run at different gcographicaJ locations, speciaJ means

shou_ltl he udoptetl to ensure a t:oJlccti ve learning proct!SS during the
debnetinvo ""' · ·
-~s1om,. c .g . rntcradJvc · ·
v1·d co. anJ JOlllt ·
exercises •,or
anaJy,i, and improvement~.

J;, role of the faci l1tator i, very important in Lhe dt'bricfing process. The
·-• ·
t it.ator guides the
· con versauon ·
· Wlthout ·
lectunng. c Jan·r.1es 1mormalJon.
b
r 56
BBA Fou rth Sem este r (Ro le Pia y and S1·rn
. Ii stem. ng and - ·••IJI
•lli()h
.des constroctive feed bac k, use s act ive ' 1s trust ·•l 1
prov 1 abJe to pro mo te Jeanun g anct · Wotth ·'J
tful The facilitator mu st. be d., h' d' y .
isc,.~~~i<I/J11
respec thre• and org aru se 1as 10n .
. non- atening l~I
ma
.
ntif y per tine nt ele me nts kof the .simuI atio
The facilitator mu st ide
. . Th I . nt
ectJves. . e ro e 1s to as per tme nt u . o disc
and relate to the obJ_ q estions, &i~\1
feedback, and clar ify info rma tton . \

3. 2. EX ER CI SE

3.2.1. Short Answer Type Questions

1) Exp lain instructional strategies.
2) Wh at is debriefing?
3) Lis t the few elem ent s of deb rief ing
.

3.2.2. Lo ng An sw er Ty pe Qu est ion s

Liv e Eve nts as inst ructional str .
1) Dis cus s Role Play, Sim ula tion and ateg1es.
2) Dis cus s facilitating and deb rief ing
sim ula tion gam es.
3) Dis cus s the role of the fac ilita tor
in deb rief ing .