An effective business lesson should include a transmission of knowledge from the teacher to the learners, checking for understanding through formative assessment, provide framework to develop skills by applying new information and facts acquired to the real-life situations, and developpassion for learning the subject.
Here, I’ve identified 6 features of an effective modern business lesson:
- Planning clarifies Lesson Structure that is initiated by setting clear and specific learning aims and objectives, and then progresses the whole class as learners to acquire a deeper knowledge. A well-planned lesson helps to meet objectives, provideswith active learning opportunities and builds critical thinking skills.
- The Hook triggers the students’ desire for an enquiry-based learning linking it with the congitivism that claims that we learn better when a discovery approach is provided.
- A variety of Assessment for Learning (AFL) tools, for example displays,suits varied needs of learners and accommodates different learning styles. The students are able to write down own findings and compare with others, and the teacher can judge the level of learning of each student.
- Well-timed activities allowstudents successfully finish their tasks. Therefore, with proper Pace of the whole classlearners can go through the sequence of activities in a class with learning objectives in mind.
- Scaffolding, providedby a more experienced teacher to a less knowledgable learner in the form of a whole-class scaffolding, group scaffolding and/or individual scaffolding, gives necessary support to move learning forward.
- It’s crucial to provide positive feedback according to different student learning pace to instil passion for bringing the learning forward, as Feedback enables interactions and promotes further participation and learning. Discussing findings confirms the students’ knowledge and corrects any misunderstandings about the content of the class.
I’ve learned that it’s advantageous to have (1) a clearly structured lesson with visible learning intentions, (2) appropriate pace giving time to the learners to complete tasks, and (3) a variety of AFL activities that are not only engaging, but also differentiated based on learning abilities.
A proper business lesson should also contain (4) formative assessment and evaluation methods to provide an effective feedback on meeting learning objectives, and to find out what kind of other approaches to teaching and learning can be used to benefit the results.
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A business lesson should be student-cantered based on Constructivism with strong enquiry approach. You can take into accountaccount learners’ prior knowledge from Economics, understanding, interests and fostering new understanding.
At the start, you can reviewe previous class and displayed learning objectives that servedas success criteriafor new class. A cartoon and linked-with-the-video enquiry-based question can be introduced as a hookto encourage curiosity and challenge students to think critically.
In the middle, new learning must be developed throughdifferent teaching and learning strategies to recognize a range of talents and skills according to the Theory of MultipleIntelligences, including: modelled AFL activities for various groups, scaffolding, group work to develop social skills, formative assessment anddifferentiated questioning.
At the end, in order to review progress, students shall be required to move around to assess others’ and own work examining model answers. There can be an active questioning session when both the teacher and students provided feedback whether differentiated learning objectives were met.
There should be a general aim (analyze the influence of government objectives) and more detailed objectives necessary to achieve this aim (identify and explain the impact of low inflation, high unemployment, high economic growth and appropriate balance of payment) in the context of companies.
