Issues Affecting Teaching and Learning

Issues Affecting statement and LearningThe purpose of this assessment is to demonstrate an understanding of pupil containing in resemblance to accomplishment theories and establish links between effective pupil teaching and instruction strategies.In this essay, I ordain address the light upon issues that impact on effective teaching and learning strategies for learners of business studies in secondary school. In doing this, I will refer to my own experience and observations in the classroom and to lessons abandoned as well as to objectives and evaluations. I will similarly refer to learning and pedagogical theories, course of study, standards and policy documents that inform practice. I will call examples from deuce specific lessons, on profit and loss and individualised budgeting and, from these examples, establish links between theory and practice. It is first of all aimful to convey with an understanding of the course of instruction expectations of the teaching of business studies and the changes that vex occurred over the past thirty years and as well in light of recent reforms that aim to raise the rearing and skills levels of students by delivering a curriculum which gives life and social skills, and prep atomic number 18s students for a fast-changing world (Department for Children, check and Family, 2008). Curricular noesis, as well as subject and pedagogical k at a timeledge be the three cardinal aspects (Hammon, 2005, p. 26) a teacher brings to understand and master. The aim of recent reforms in the education of young people is to make education more than(prenominal) relevant to todays world. As such(prenominal), business studies and the core skills of ICT have fabricate a priority in preparing young people for higher study and put onment. This strong free towards education as preparing students for employment, further study, and becoming citizens in a globalised world, demands that secondary education be used to hold dea r the development of students in terms of their concrete and vocational potential.This geological fault raises, besides again, all the great pedagogical questions (Jephcote and Abbott, 2005) which teachers may not be able to answer, nevertheless will nonetheless help in understanding the purpose of teaching business studies in the way informed by government policy and to guide teachers both experienced and novice in understanding why and how to best teach their subject. These pedagogical questions concern whether business, career and work-related education in schools should meet the demands and needs of the individual learners or of society and political economy in general. These questions also consider whether schools should be concerned with changing society or preserving the social order, whether career and work-related education should be a vehicle for preparing peachy and morally responsible social individuals, and whether education should prepare learners for their life after school or simply teach students how to successful learners (Jephcote and Abbott, 2005, p. 6). These questions seem to raise distant ideas and goals, that they are mutually supportive learners who enjoy the learning experience for its own sake will also be able to better employ the fancys, facts and skills learnt beyond their schooling.In any case, the very basis of career and work-related education is effectuateed on instrumental value, regardless of whether or not students students find any intrinsic value in it, any value in learning for the sake of learning, that is. In terms of instrumental value, employers have expectations that career and business education will provide them with a capable and skilled workforce. Students need to gain knowledge and skills that will make them somehow useful in society. Hence the strong shift in policy focus in 2005, employers were less than satisfied with the level of business awareness that school leavers and graduates had brought to the workforce (Kelly, 2005, p. 21). yet apart from employers, both parents and students themselves also hope to gain some instrumental value from their study of career and work-related subjects they want to become successful at finding jobs.As far as the schools part in all of this, and by extension the teachers, there is a legal responsibility to provide opportunities for careers education, work-related learning and enterprise and financial capability at key stages 3 and 4 (Department for upbringing and Employment and Qualifications and computer programme Authority, 1999).By thus understanding the focus of government policy and curriculum expectations teachers then need to find their own ways of improving student outcomes, all the while working within their preferred ideological or pedagogical frameworks and holding their personal beliefs about education and their percentage as teachers, while taking into account the preferences of students. In light of all this policy change and reform, teachers effectively become agents of decisions do by others, instead of controlling decisions that will impact on their classrooms (Cohen, 2005, p. p. 16). Teachers, instead of feeling threatened by this, find comfort and confidence in discriminating exactly what is expected of them and their students. Policy, frameworks and standards provide an excellent scaffolding for teachers to develop their own teaching objectives within the strict framework. After all, when it comes to teaching, the way you do it is just as important as what you do (Kyriacou, 2001, p. 31).It is an acknowledged pedagogical trait that effective teaching of a given subject is influenced by a teachers confidence in the chosen teaching method and resources used as well as a clear understanding of the principles behind lesson objectives, just as much as it is the teachers subject knowledge and expertise. Similarly, effective learning is influenced by student confidence in the teacher and knowledge ta ught, as well as the freedom to learn via different learning strategies and the ability to control their learning process. A confident teacher will have a clear understanding of pedagogical frameworks and curriculum expectations and also be sensitive to student needs and preferential learning directions (Kyriacou, 2001).When it comes to teaching and learning business awareness, learners will often have to master quite bracing concepts, such as profit, cost, revenue and budget. As such, teachers might intuitively respond to this need by understanding their role as one in which they must impart or transmit the knowledge that they have about the subject to the students who do not yet have this knowledge. In fact, this understanding of teaching is in line with Wood (1997) who offers four ways of teaching in a type of hierarchy. The first, that of teaching as imparting knowledge, fits into an objectivist (Fox, 1983) understanding of knowledge as something that exists independently of the knower. The process of acquiring knowledge then, is simply one which involves learning something that already exists. According to Wood, as a teacher becomes more experienced, so as well as will their chosen mode of teaching become more mixed. From the understanding of teaching as imparting knowledge, the teacher develops that understanding to teaching as preparing students to use knowledge, teaching as providing opportunities for students to explore different perspectives, and finally, teaching as preparing students to be reflective (Davies and Brant, 2006, p. 182).In the case of teaching profit and loss, a teacher, especially a novice teacher, might well see that these concepts already exist in the world business and the best way to deliver this knowledge to students is when they act as expects who impart this knowledge. This understanding of teaching was observed in a lesson on profit and loss (Appendix I). The lesson objectives were stated as thus Students should be able t o regulate profit and loss Students should be able to explain the relationship between turnover, cost of sales, piggish profit and net profit Students should be able to write in code net profit and gross profit and make assumptions about the profitability of a business (Salbstein, 2001). The lesson aimed to impart information, facts and definitions about key concepts in profit and loss, via a traditional method of introducing the language and definitions on the classroom board for students to record in their books. Methods of calculation were also introduced. The teachers role in this lesson was a central role as the of import expert facilitator of the knowledge of profit and loss. Once the concepts had been given and discussed, students were directed to study in pairs on the computers by accessing an online lesson of profit and loss, which included an online essay (Salbstein, 2001) to test student understanding of the concepts taught.This method is a type of information-proce ssing method, whereby learners are presented with information and then asked to manipulate it, in this instance by quiz work, but also by re-wording learnt definitions and discussing concepts. According to Davies and Brant (2006, p. 121) this theory of learning is based on the idea that when learners learn new information is processed and stored in the mind. magic spell this is suggested as an effective method for applied learning, this method is limiting because it treats all learners in the same way, disregarding individual preferences and learning styles. Another method, which is classic but limiting, is the method based on an understanding of learning as a behaviour that changes in response to environmental factors, such as positive reinforcement. This is Skinners behaviouristic model. Learning based on this method suggests that each stage of learning be broken down into parts or steps and rewards given next successful completion of each step. Davies and Brant (2006) suggest that this method is useful in teaching vocational and ICT-related tasks and skilled, but is limited because it does not provide a holistic view of learning and knowledge acquisition.The lesson outlined above, while presented in a comparatively limiting way, was not unsuccessful. This is because of the appeal of the ICT element in teaching, when students worked by the online tutorial. In evaluating the success of the lesson it was noted that students remained on task longer and were motivated to learn about the subject. ICT is an important and necessary element in career and work-related education when used to complement teaching (Jephcote and Abbott, 2005). ICT is more than merely a teaching tool and has the potential empower students by liberating users from routine tasks and also by qualification accessible vast amounts of information (Leask and Pachler, 1999, p. 4). In fact, current education policy in the UK stresses the importance of ICT in the classroom, simply because the i ncreased use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for lifeICT capability is fundamental to participation and engagement in modern society (Department for study and Employment and Qualifications and Curriculum Authority, 1999a, p. 1).As seen in the above lesson on profit and loss, students were able to locate further information in order to extend and merge their newly acquired knowledge of the subject being taught and were able to gain rapid and direct access to ideas and experiences from a wide range of people. In this case, the online tutorial was devised and designed by a teacher from another school.The results of this rather simply designed and planned lesson on profit and loss were positive and showed agreement with findings by Tomlinson (1981) who found that ICT increases motivation in students and increases their commitment to learning their subject. In fact, Tomlinson found that ICT enhanced the conf idence and self-esteem of learners, as well as stimulating student decisiveness to learn the subject, the amount of time spent on task, and the level of control over their own learning experience. All of these factors were seen in this lesson on profit and loss.But ICT is not just a beneficial tool for students, it is also a tool that the Qualified Teacher Standards expect teachers will use (Training and Development mission for Schools, 2007) because it also raises the profile of teachers, makes teachers refresh their perspective on what they are teaching, and offers the potential for a variety of individual and group activities (Leask and Pachler, 1999, p. 5). Teachers should try to vary their teaching style as often as possible and exhibit a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them (Training and Development Agency for Schools, 2007, p. 8) Teachers should bring in new tools and new ways to present information, and giving students as many opportunities to learn facts and skills in a variety of ways (Davies and Brant, 2006, p. 142) and this is because within any given class a teacher will encounter students with various learning styles. For example, visual learners, who enjoy learning with pictures, graphs, artefacts and videos auditory learners, who enjoy raillery and listening to tapes and kinaesthetic learners, who enjoy simulations and role play. Ideally, a subject will be approached using all of these methods in the classroom. woful away from the information processing models which are learning theories that tend to attract teacher-centred learning styles, there are the learning theories that are more student-centred, and these are called experiential learning theories. The theory underpinning this experiential model is one that stresses the relationship between experience and learning. Each individual student, it is theorised, has collected a range of experience s about a phenomenon and it is this range of experience that is called upon to introduce a new topic. Davies and Brant (1999) discuss Kolbs learning cycle and note that lessons informed by the experiential theory begin with student experience and examples instead of teacher-imparted principles and concepts. Kolbs learning cycle begins with the teacher calling on student experience as a way of introducing a new subject. Next students are encouraged to reflect on their experiences, to make generalisations from their experiences and, finally, to act on this new knowledge (Davies and Brant, 1999, p. 168).This theory of learning was implemented in a lesson on budgeting (Appendix II). This lesson aimed to introduce the concept of budgeting and the wide range of cost that might be involved in advertising and promoting a product (which the students had designed in a previous lesson). The learning activity was to plan a promotional upshot to advertise and promote their product to the public . Students were expected to check out the costs involved, turn in data and reach a projected budget for the event.The role of the teacher in this lesson was to motivate students to discuss their own experiences of budgeting before they began the learning activity. As such, the teacher led a watchword about students spending habits over a typical week. The leading questions were a) What do you spend your bills on in a typical week? b) Do you spend more property during some parts of the week than others? Are there more expensive periods of the week? c) Do you keep quest after of your spending habits? Or do you just spend until your money runs out? d) Do you feel that you miss out on things youd resembling to spend money on because you have run out of money? (Appendix II Mark Your Challenge 2008).It was after this discussion that the actual lesson activity was introduced. Students were asked to investigate where money might be spent in organising a promotional event. The teach er introduced the idea that an effective budget means that one must have good and clear knowledge of where the money might be spent. Students were directed to use the Internet, newspapers and magazines in order to gain background information about what such organising such an event might demand and were asked to present their prospective budgetary conclusions in a format they chose. The lesson ended with group discussion following first appearance of student-group findings.This lesson was particularly successful, as students responded confidently. The underlying theory behind this method is strikingly different to the information-imparting and information-processing theory that informed the lesson on profit and loss. Here, knowledge was not mute to be something that the teacher had and that the students did not have, but rather, that the students themselves already knew something about the subject and could further their knowledge with teacher-led guidance.This understanding of kn owledge is social constructivist one. Some factors involved in understanding this approach is that learners are essentially being introduced to new ways of interpreting the world that has been constructed by academic disciplines or communities of practice. For these new ways to become meaningful, the students needs to actively construct or reconstruct the knowledge in their own way, and this usually occurs by linking new knowledge to the hearty world, and to some real context, so as to bridge the gap between what is considered school knowledge and everyday knowledge (Davies and Brant, 2006, p. p. 170). Moreover, students need to do this via dynamic and meaningful social interaction. In fact, it is not enough to simply provide access to the environment about which they are learning, that is, by work placement or even business-related simulations and role-plays, but through authentic interaction with teachers and other students, as well as with experts in the subject they are studyi ng. It was Piaget (1968) who stressed the importance of social interaction, because when students participate in discussion with others peers or experts Piaget found that they become stimulated to express content in their own language. By re-evaluating content on their own terms and with their own language, they are able to further develop their understanding of the subject taught. It is this social interaction, that enables them to process information learnt and make sense of the subject in an dynamic way, using their own language to articulate and reformulate what they have learnt. In this way, they are not just mimicking concepts, definitions and strategies learnt in the classroom but integrating what they have learnt about knowledge already constructed by a particular community in this case the business community and the success of this occurs when learners have experienced positive interactions.This understanding of the learning process also links to into what is called the zone of proximal development (Vygotsky, 1978). This idea refers to the understanding that what we already know gives us access to things we do not yet know, so long as there is some help from a guiding expert. In the case of the lesson on budgeting, students already had some knowledge of money spent and the practical use of budgeting to make sure that money does not run out. From this personal knowledge, a teacher can guide learners towards more complex knowledge about a business situation. In evaluating the success of the lesson on budgeting, this social constructivist approach proved to be very useful.In conclusion then, and in light of the importance placed on teachers having high expectations of their students (Training and Development Agency for Schools, 2007, p. 7), when designing lessons informed by various pedagogical theories and curriculum expectations, teachers can foster successful learning outcomes when they integrate their own knowledge of pedagogy, curriculum and sub ject and their own beliefs and expectations about the teaching and learning experience to produce successful educational experiences. The teachers high expectations of students were met with both lessons discussed above the lesson on profit and loss with key concepts being delivered and then students encouraged to approach the subject using ICT activities, but also the lesson on budgeting which encouraged students to use their own personal experiences as a way into the lesson. Both lessons met the high expectations the teacher had of the learners and both teachers and students participated in a to the full educational experience which fostered an environment of trust and a strong commitment to learning.Appendix ILesson plan Profit and LossLearning intentions To introduce the concept of profit and loss and the related concepts of revenue and costs. To introduce simple verbal definitions and a mathematical equation in order to calculate and use the ratios of gross and net profit to u nderstand a companys profitability.Resources Teachers guided worksheet, and Internet tutorial and quiz (Salbstein, 2001).1/ Lesson content INTRODUCTION metre 5 mins.Teacher pedagogy role, teacher-led.Begin lesson with a tale to introduce topic of class lesson an to engage student. The topic is the concept to be learnt that of profit and loss and why it is important for business.The story A business person runs a company which produces mp3 players. These products are sold so that the company makes more money that what the company spends. When a company makes more money than what is spent, we call this profit. Ask the question Why would profit be an important concept in business? Students give their answers. Teacher confirms Profit is an important idea in business because it shows us whether a business is successful (Salbstein, 2001).2/ Lesson content DEFINITIONSTime 10 minsTeacher Teaching role, teacher-led.Introduce key definitions and mathematical equations Profit, Gross Profit , Net Profit, Revenue, Cost, Ratios.3/ Lesson content MAIN scatter OF LESSONTime 35 mins.Teacher Teaching role, guide. Student In pairs, computer activity, student-led.Students now go to computers to proceed in pairs to complete an online tutorial on Profit and Loss Accounts (Salbstein, 2001). Each student pair is asked to check, compare and rewrite the definitions given by the teacher earlier with definitions given in the tutorial. Students complete the challenge quiz record answers and and any concepts or ideas to be clarified.4/ Lesson content CONCLUSIONTime 10 minsTeacher Teaching role, teacher-led.Student group discussion activity.Students are asked how they well the participated in the online quiz and which questions they found challenging or sought elucidation about. Students were asked if they reworked the definitions of issued at the beginning of class and asked to consolidate their ideas about why profit is important in business.Appendix IILesson plan Understanding budg eting.This lesson plan is devised from, with clear adaptations, from the Mark Your Challenge 2008 currency Matters Lesson Plan.Learning intentions To introduce the concept of budgeting and to understand the variety of costs involved in planning a promotional event to market a student-devised product.Learning activity To plan a promotional event to market a student-devised product and investigate the overall costs involved. To produce a budget for the project.Resources Internet, teachers notes, personal experience.1/ Lesson content INTRODUCTIONTime 10 mins.Teacher Teaching role, teacher-led. Student discussion activity.Begin lesson with a discussion about students general spending within a given week. Leading questions What do you spend your money on in a typical week? b) Do you spend more money during some parts of the week than others? Are there more expensive periods of the week? c) Do you keep track of your spending habits? Or do you just spend until your money runs out? d) Do you feel that you miss out on things youd like to spend money on because you have run out of money?Students respond with their own knowledge based on personal experience.2/ Lesson content MAIN PART OF LESSONTime 40 minsTeacher Teaching role, teacher-led. Student group work.Teacher introduces learning activity.Students meet in groups to discuss the planned event and potential costs that might be incurred. 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