EASY LOOK ON CURRICULUM AND RESOURCES OF COMMERCE

EDU:158Curriculum and resource of commerce

1.1 Commerce curriculum:

Ø  The term curriculum is derived from the Latin word “currere”.which means path.

Ø  In the sensecurriculum is the path through which the student has to go forward in order to reach the goal envisaged by education.

Definition

“Curriculums 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

Bases of curriculum development

Ø  Philosophical foundation :

·         Philosophy of a society that determines the ultimate aims of its education.

·         Social structure and its economic organizations are also based on philosophical foundations.

·         Philosophy considered the aims of nature, the aims of society, the relationship between man and society.

·         Various philosophies such as idealism, naturalism,pragmatism, realism etc. Have different views on these issues and hence different answers too.

Ø  Sociological foundations

·         The sociological foundations of education demands that we should bear in mind the needs, requirements and aspirations of the community for which an educational system is designed.

·         Sociological approach considers not only the needs of the society, but  also the needs of the learner

Ø  Psychological foundations:

·         The most important basis of curriculum formation is psychological considerations.

·         In modern times so much research has been conducted in the sphere of educational psychology that it has become an independent branch of study.

·         The means to the descends development and hence it should be shaped in tune with the psychology of the learner.

1.2 Types of curriculum

Ø  Traditional or subject –centered curriculum:

·         The traditional curriculum which has been in vogue for a sufficiently long time , is conceived in terms of subjects of study’

·         Curriculum is organized with the largest emphasis on knowledge including facts, concepts, principles, processes and skills in the subject concerned.

Ø  Activity- centered curriculum:

·         In activity- centered curriculum, subject matter is translated in terms of activities and knowledge is gained as an outgrowth and product of those activities. Activity is used as the medium for imparting knowledge, attitudes as well as skills.

Ø  Child –centered curriculum:

·         Subjects should be chosen and taught keeping in view of the social, emotional and intellectual needs of children as well as their capabilities and developmental status.

Ø  Experience –centered curriculum:

·         The experience which the individual is to get while participating in the process of learning. Under this pattern, experience of the individual is the starting point of learning and not the subject matter or the interest of the individual.

Ø  Undifferentiated curriculum:

·         A curriculum which does not aim at the specialized study of various subjects. Specialization should come at the higher secondary and college levels only.

·         The primary and secondary stages we should have undifferentiated or integrated curriculum. Development of all round personality is possible only through integrated experiences and the only means of bringing about this integration is the unification of subjects.

1.3 Principles of curriculum constriction

1.                The principle of childcentredness:

·         Curriculum should be child –centered .it must be based on the present needs, requirement s  and circumstances of the child.

·         The child needs more experience than instruction.

2.               The principles of community –centeredness:

·         The learner is going  to be an active member of the community as a citizen

·         Quite desirable that his needs and desires must harmonies with the needs and desires of those amongst whom he has to live.

·         He is to be educated in a school established by the society and by interacting with other members of the society.

3.            The principle of activity –centeredness:

·            The curriculum should provide for a variety of activities both physical and mental in which children are naturally interested. The activity must be coasted with the child’s desires and needs as well as societal requirements.

4.            The principle of integration :

·         By integration we do not mean integration of subjects. What is required is the integration of the child’s needs on the one hand and the needs of the democratic society on the other hand.

5.            Forward looking principle:

·               The aim of education is to prepare the child for an effective adult life.

6.            Conservative principle:

·                     The curriculum should preserve and transmit the traditions and culture of human race.

7.          Renewal principle:

·                  Education should cater to renewal of the culture to suit the requirements of changing time.

8.          Creative principle:

Education should be so moulded as to enable to develop one’s creativity.

9.          Motivation principle:

·                     It should thus motivate the pupils to activity participate in the learning process with an innate desire, that is with intrinsic motivation.

10.       Maturity principle:

·                  The curriculum should be suited to the mental and physical maturity of the pupil.

11.        The principle of preparation for life

·               The school curriculum should include such elements that would prepare children for their future life.

12.       The principle of elasticity and flexibility:

·                  Experience to be presented have to be modified to on suit the child environment, societal conditions, learning atmosphere, etc.

13.       The principles of comprehensiveness:

·         The curriculum must be comprehensive enough to confirm to the needs of various individuals or community

14.       The principle of balance :

·      Curriculum should maintain proper balance direct and indirect experience, liberal and professional education, individual and social aims compulsory and optional subjects.

15.         The principle of utility:

·      Curriculum should be of practical use to the pupil, and hence should maintain vocational and technical bias.

1.4 Approaches of curriculum construction

1)   Concentric and spiral approaches :

-A general insight of a unit in its totality is given to pupils in a simplified manner. In the next year more and more details of its parts are added.

-it follows the maxims of teaching , such as from general to specific, simple to complex, easy to difficult,etc.

- the term spiral gives the additional implications that while attempting gradation the linkage too is taken care of and the continuity of the topic concerned is never broken.

2)  Psychological and logical approaches:

·   The arrangement of subject matter based on the principles of psychology is known as psychological approach

·   The curriculum will be the psychological needs, requirements, potentials, capacities, etc. Appropriate for the developmental level of the learner.

·   This approach is in tune with the principle of child- centeredness

·   Logical approach stress is given to the logical sequencing of the subject concerned.

·   A good curriculum if carefully developed can maintain the psychological approach without sacrificing the logical sequence of the subject.

·   The logical continuity is taken care of at every stages of curriculum transaction done in tune with the psychological approach.

3)  Topical and unit approaches

·   A topic is a comprehensive collection of related learning materials pertaining to a broad area of the subject , systematically and sequentially arranged so as to get a holistic picture of those aspect

·   A spiral approach may be adopted and study of thetopic may be distributed over distributed time span.

·   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 holisticnature.

·   A topic is complex and very large and involve a number of units dealing with specific aspects that , could be meaningful integrated it will be advisable to have the unit approach.

1.5 Curriculum evaluation

1)   Goal specification:

      Goal specification includes the role of experts of evaluation with a view to drawing the attention of decision makers concerned with curriculum development and to take decision about educational goals on the basis of social needs,trends, research finding

2)  planning

-  Planning involve through preparation and designing required for the development of a system.

-important components of the curriculum, viz., selection of topics and units, designing of proposed learning activities and experience, development of instructional materials, planning evaluation procedures, time scheduling for instructions, etc.

3)  Validation:

     At this stage the curriculum draft developed as per the evaluated plan is submitted to subject experts for their judgment and on the basis of their observation it is modified if necessary. An empirical trial may also be conducted in the class room situation. On the basis of class room try out, alteration may be made.

4)  Field testing

       At the validation stage, weak points are identified and suggestions are made for further improvement

5)  Regular monitoring:

    Regular monitoring helps to update the old programs or to develop a new one.

1.6 Modern trends in curriculum development:

1)   Emphasis  on procedural learning

2)  Competency based learning

3)  Pupil centered curriculum

4)  Socio- issue oriented curriculum

5)  Use of self –learning materials

6)  Inter-disciplinary approach

7)  ICT oriented curriculum

8)  Critical pedagogy

9)  De-centralized curriculum

10)   Continues and comprehensive evaluation

11) Online education system

Module: 2Commerce as a core subject

2.1 Interdisciplinary approach

          - One of the important aims of the educative process is to achieve a unification of knowledge pertaining to the various branches of learning. Students are interested to learn things , which are relevant to their life experiences. They cannot continue to learn commerce in isolation as a compartmentalized discipline that has little relation with other disciplines.

                   - various subjects and different topics of the same subject should be taught at school level aiming at a meaningful  interaction of knowledge in related items.

                  -disciplinary approach of teaching, the goal of integration of all knowledge can be realized by following an inter disciplinary approach by which the various disciplines are meaningfully correlated.

                 -correlation of different subjects is essential for checking artificiality of treatment and for achieving unity of knowledge. It makes learning easier, more interesting and natural and practically significant to life.

            

2.2 Relation of commerce with other subject

a) Commerce and economics :

           -  Economics is divided into four parts namely, production , exchange , distribution , and consumption .

             -many specialized subdivision of commerce provides us with the theoretical basis and practical suggestions helpful to facilitate the exchange a scientific endeavor.

b) Commerce and geography

-The raw materials required for any commercially significant commodity have to be collected from various places and made available in the center of production.

- The availability of such materials is always based upon the geographical conditions.

c)  Commerce and statistics:

These include statistical quality control, the inventory control, input –output analysis, market research, business forecast etc., these techniques and designs have revolutionized the business world. statistical techniques have application also in  evaluating the results of sales , precisely assessing the company’s achievements, comparing  the effectiveness of different modes of advertisement , analyzing the influence of the seasonal variations, etc.,

c) Commerce and international relations:

                -  It embraces relations between countries, peoples, cultures.  Etc.,

                -that affect the external policies and power of a nation

                - Many business organizations are engaged in external trade. This would promote healthy international relations between nations.

f) Commerce and management:

·         The word management when used as a collective noun, refers to all those who manage activities within an organization.

·         These include transportation, insurance, advertising, banking, warehousing etc. Each of these elements demands effective management. The future of any business that involves production and sale of goods and services depends on efficient management.

2.3 Commerce and it branches

·         Business management

·         Business economics

·         Business statistics

·         Business communications

·         Information technology

·         EDP

·         Accounting

·         Banking

·         Business law

·         Auditing

·         Truism, co-operating , marketing , finance

·         Advanced financial account

·         Cost accounting

·         Income tax

·         Computerized accounting

·         HRM

·         Marketing

·         Strategic mgt

·         Business environment

·         International business

·         Business practice

·         Financial derivatives

·         Operational management

·         MIS

·         Organizational behavior

·         Business statistics.

Module3

Teaching learning materials in commerce

3.1 audio- visual aids

-the various media are collectively known as known as audio visual aids.

-audio visual aids assist a teacher in providing learner suitable learning experiences in the form of audio and /or visual perceptions.

A) Projected aids:

- a projected aid is one in which items to be perceived are projected on a screen using mechanical devices.

1) Overheadprojector (OHP)

- The name overhead projector indicates that the projected image is behind and over the head of the

 Speaker.

-overhead projector is a widely used medium of instruction.

-it is a simple and effective means of communication that enables the teacher to interact with the class.

-the lens system of the overhead projector is designed to allow placement of the projector in front so that the teacher can face the class while using it.

-use of OHP that facilitates audio and visual perceptions at the same time not only makes the impression deeper but also develops interest and motivation among the students.

2) Slide projector:

·         Slide projector is an instrument equipped with a powerful light source and carrier for holding slides of suitable size.

·         A double slide carrier is filled into the projector so that when one slide is being projected on the screen, a second slide can be kept ready for projection.

·         The projection can also be operated and focused by remote control.

4) Film projector :

-a single picture itself is an effective aid, but a sequence of pictures presented continuously have a cumulative effect.

- A film in the form of a motion picture is considered to be a valuable instructional aid.

-they enrich learning by presenting a series or sequences of meaningful experiences involving motion.

-they can enlarge or reduce the actual size of objects to suit the need.

- Not possible to duplicate can also be presented by a film.

5) LCD projector

-LCD (liquid crystal display projector)

- It is used to present a topic in the classroom or in front of a large audience.

- replace all other projected and non-projected aids with only a single LCD projector and a computer system.

-present a topic by using computer made slides, graphics, pictures, video clips, movies and special effects.

6) Television

-television is considered as the most efficient and effective means of mass communication.

-it could transmit sound as well as visual experience, which provide a different and unique learning experience to the students.

-programmer directly linked with the instructional needs of the learners.

-experts can prepare visual instructional materials in advance and can transmit it in an appropriate time schedule.

b) Non projected aid

1)  Graphic aids:

     -graphics are instructional materials that summarizesignificant information and ideas through some combination of drawings, words, symbols and pictures. Major graphic aids are graphs, diagrams, and charts.

A) Graphs:

- A graph is a visual representation of numerical data.

-graphs are mainly used for systematic consolidation of data, data analysis, interpretation or comparison etc.

- Among those the most commonly used are line, bar, circle or ‘ple’ and pictorial graphs. Each has its own advantages and applications.

·         Line graphs

·         Bar graph

·         Circle or pie graphs

b)  Diagrams

         The relevant bank ground knowledge and experience in the ideas represented by the diagram is necessary if it has to be read intelligently.

c)   pictures

·         Pictures and photographs play a significant role in making ideas clear and comprehensive. They cultivate the power of observation and judgment.

d)  Chart :

·         A chart I s a combination of pictorial , graphic , numerical or verbal material designed to present a clear visual summary of an important process or set of relationships.

·         Outline and tabular charts, flow ,organization or process charts, tree charts, time-line chart

2) Display board

·         Libraries and corridors of school is recently giving way to attractive and educative surroundings with a wealth of display materials.

·         Displays that attract and appeal pupils to stimulate their curiosity are called motivational displays.

·         Displays that add information and ensure active involvement of pupils in the development of a lesson are termed development display.

·         Display that is used for review and consolidation of a lesson are called summary displays.

·         Black board

·         Bulletin board

3) Three dimensional aids:

·         Models, specimens and textbooks are the major three dimensional aids.

-model,specimen, display items

3.2 Commerce textbook:

Text book is one of the important aids in the teaching learning process and plays a pivotal role in educating school pupils.

What is a text book?

 -a text book is the teacherin print.

-The text bookis armed with various teaching –learning techniques and motives.

-a written book which contains selective and systematic knowledge presented in a sequential form.

-the study of which can provide learning experiences required for the mastery   of the mastery of the curriculum.

Functions of text books in commerce education

-text books provide useful guidelines which could help the teacher in day to day teaching.

-a text book is the most acid, dependable reference book and all-time companion

-a text book makes self-learning possible.

-a good text book helps to form correct understanding of basic concept and principles of commerce

-a good text book is useful in overcoming limitation of classroom teaching.

Characteristics of a good text book

-should be written by an author who has adequate experience of teaching the subject.

-good text book in commerce should be suitable to the age, ability, and interests of the pupils. The language used also should be suitable to the age level of the pupils.

-possible maintaining the psychological sequence.

-the text book should be able to help both teachers and pupils. Each chapter should contain assignments, exercises and suggestions for further activities

-the book should be illustrated.

-the print and the paper used and the binding of the text book should be attractive.

3.4 Activity aids

-the essence of this statement is that school is a place not only for imparting knowledge to children but also for developing their personality and shaping their character.

1) Field trips and excursions:

                     -excursion usually involves a tour by a person or a groupof persons to some selected place.

                    - Excursionis mostly undertaken for recreation and pleasure.

                    -this provides direct experience leading to effective understanding.

2) Commerce club or association:

                  - Commerce club or association may be started in the school under the leadership of the commerce teacher.

                  - The commerce teacher should take all possible steps to run the club effectively by gaining adequate support from the administration, students and the community.

         The organization of such a club will be of immense benefit to all concerned as;

·   It can act as a valuable links between students and teachers.

·   It provides students with useful practical experiences in real life situations

·   It fosters cordial relationship among students.

·   It helps to identify talented student and to assign them due responsibilities

·   It can keep in touch with the former students who are willing to contribute for the development of the club and the department

·   The club can arrange lecture of leading businessmen, industrialists and professionals.

·   It can arrange a variety of programmers like film shows with a view to supplement the instruction imparted in the classrooms.

·   It can conduct motivation generating programmers such as quiz programmers , essay and oratory competitions, etc.,

·   It can publish departmental magazine’s in which the commerce teacher and students can contribute articles.

·   It can link the school with the community by which a number of community resources could be made available for making learning more effective.

7)  School bank :

            -acquaint the commerce students with banking habits.

            - a school bank may be started under the guidance and supervision of the commerce teacher.

-This develops among the students the habit of thrift, savings and investment.

-the commerce teacher can select some students on rotation to act as cashiers, clerks. Etc.

8) Debate and competitions:

·         This sort of debate and competitions eliminate stage fear among the students and provide ample opportunities for improving vocabulary and expression.

9) Exhibitions and festivals:

·         Holding of exhibitions, fairs and celebration of festivals will add color to the teaching and learning of commerce.

·         This will give a sense of pride to students resulting in reinforcement and motivation.

·         This will give a sense of pride to students resulting in reinforcement and motivation.

10)   Visits to banks :

-to gain realistic practical knowledge relating to the various activities of the bank.

- a visit to the bank will help them to see all the documents connected with bank transactions as well as to witness the various activities in their natural setting.

11) Visits t insurance companies

·         This would help them to get practical knowledge.

12)   Conducting surveys:

          -survey is an organized and systematic method for an accurate determination of commercial data. Surveys can prove useful only if they are conducted properly.

- The purpose of the survey must be made clear.

13)   Commerce library :

-classroom teaching must be supplemented with knowledge gathered by reading library books and journals.

-work in the library for their completion will develop not only desirable reading habits but also their insights.

-the students make use of good books available in the library. 

-the teacher has to help the students make use of good books from the library.

11) Commerce room:

-teaching learning process dynamic and effective .a commerce room should provide bulletin boards, reference tables, magazine racks, individual table and chair for each student, teacher’s desk and chairs, a standing desk for the teacher , various audio-visual aids such as film projector , slide projector ,LCD computer , internet facility,etc.,

12) Current affairs:

-teaching of current affairs in commerce education is indispensable due to rapid rate of technological and social changes , introduction of highly sophisticated automation in business , intensive market competition and increase in transportation and complexity in business.

3.5Supplementary materials in commerce:

Importance of supplementary material:

-          Supplementary material is of potential value for commerce teaching.

-          Text books cannot satisfy all aspects of critical and inspirational knowledge and may be even lacking details with regard to current contemporary affairs.

-          Elaboration is possible through  current events are to be correlated with the teaching of commerce.

Module .4

Resource room in commerce

4.1 Commerce room (previous)

4.2 Commerce library (previous)

4.3 Work book:

-          Work book are based on the principle of learning by doing

-          They play a vital role in leading to the concretization of the concepts presented in text books.

-          Work books provide opportunities to the students to apply knowledge gained through text books.

Reference book:

-          It is not meant for a compulsory study by all the students undergoing a course.

-          It provide a wider exposure to the students and teachers

-          It is very helpful in providing career guidance also.

-          It is not prescribed by any institution or organization

Hand book:

-          It contains summaries of chapters in the textbook , conceptual development of topics, graphics, statement of instructional objectives to be realized , explanation of different terms : fact, principles, learning experience , exercises of various kinds suited to each topic , evaluation tools, assignment for pupils and suggested reading materials for the teacher and pupils

4.4 Use of websites like ERIC, INFLIBNET.

ERIC: - education resource information center

-          It is an online digital library Of education research and information

-          ERIC is sponsored by the institute of education science of the US department of education

-          ERIC is to provide a comprehensive, easy to use, separable, internet based bibliographic and full text database of education research and information for educators researchers and the general public.

-          Education research and information are essential to improving teaching, learning and educational decision making.

INFLIBNET;

(Information and library network)

-          Center is an autonomous inters- university center (IUC) of university grant commission (UGC) involved in creating infrastructure for sharing of library and information resource and service among academic and research institutions.

-          INFLIBNET is set out to be a major players in promoting scholarly communication among academicians and researchers in India

-          Primary objective of INFLIBNET is promote and establish communication facility to improve capability in information transfer and access , that provide support to scholarship, learning , research and academic pursuit through cooperation and involvement of agencies concerned.

-          Build and strengthen ICT infrastructure in educational institution with value added service.

-          Develop tools , technics and procedure for secure and convenient access management enabling users to access information in electronic form ate from anywhere, anytime.

-          Develop resource selection guides and online tutorials for effective delivery and usage of e-resource

-          Facilities creation of open access digital responsibilities in every educational institution for hosting educational and research content created by these institutions

Module 5

Models of teaching commerce

5.1 Models of teaching:

-a teaching is a tentative design or plan of action for teaching.

- “teaching models are just instructional designs. They describe the process of specifying and producing particular environmentalsituationswhich causethe student to interact in such a way that specific change occur in the behavior”.

                                                                -Bruce Joyce and Marsha

                    Assumptions regarding teaching models:

·         Teaching is means for generating an environment of learning.

·         It provides an opportunity to develop physical and mental efficacy

·         Different type of teaching objectives are achieved by organizing teaching  elements in different ways

·         Teaching models provides learning experience by creating appropriate environment conducive to real behavioral outcomes teaching

Families of teaching models

Family 1 –the information processing family

Family 2 the personal family

Family 3 social family

Family 4 the behavioral system family

Key concepts for describing teaching models

-          Each teaching model is based upon some specific learning theory or theories

-          The description of the model should, hence, start with a brief explanation of the goal envisaged to be supported by the learning theory based upon which the model has been developed

Four components or dimensions:

1)   Syntax :

-          This is a description of how the various phases in the development of a lesson are sequenced when the model is translated into action.

-           This dimension indicates how a lesson basedupon particular model begins and through what phases it progressesandculminatesinthe realization of the development of goal envisaged.

-          It is evident that the phases involved in the different models will differ.

2)  Social system (structure of learning environment)

-          The relationship between the teacher and the learners as well as the role played by each in the activities that take place define the nature of the social system

-          The activities of the pupils will be more controlled by external restrictions with a predetermined structuring. Such a system may be said to be highly structured.

-          The teacher withdraws to the maximum possible and free interaction among the learners will determine the course of action in the learning environment. This may be said to be low structured because the course of action is loose and not predetermined. Certain other models will be moderately structured in the sense that the teacher and the pupil jointly decide upon the course of action.

3) Principles of reaction ( rules to be followed)

-          This is an extension of the social system. This defines the nature of reaction expected from the teacher to every pupil activity.

-          Principles of reaction give guidance to the teacher as to how he is expected to react to each activity of the learners, to suit the characteristics of the model selected.

4)  Support system:

Every model of teaching warrants certain conditions and facilities for the realization of the goal.

Instructional and nurturing effects

-          The teacher has to thick of another aspect also while planning the lesson. That is about the instructional andnurturing effects of a learning environment.

-          The direct or instructional effects of a lesson, as purposefully envisaged by the teacher

-          The indirect or nurturing effects that might happen as by –product.

-          By product may be desirable while other may be undesirable

-          There is possibility for some undesirable reactions or behavior to creep in. such a nurturing effect may not be desirable and hence the teacher has to think of precautionary measures.

Models of teaching and teaching of commerce

5.2 Advance organizer model

a)  Theoretical background:

-          The learning theory formulated by David ausubel

-          Ausubal thought in terms of improving the techniques of presentation in such a way as to ensure meaningful learning

-          Term meaningful verbal learning and argues that verbal learning become inferior only when it degenerate into rote learning instead of meaningful learning.

Ø  Students cognitive structure:

      Cognitive structure refers to a student’s knowledge of that matter with special referenced to how much he know s , how well he knows and how effectively the knowledge is structured.

Ø  Meaningful learning set

Ø  Connections could easily be established between the new material to be learnt and the related materials that already exist in the cognitive structure

Ø  Structure of concepts:

     -each discipline has a structure of concepts, hierarchically organized.

- certain broad abstract concepts are at the top and these will include more concrete concepts at the lower stages of organization, while organizing knowledge in the cognitive structure , human mind has a tendency to follow the same hierarchical order.

Ø  Advance organizer

-An advance organizer is the ‘background knowledge, presented by the teacher in advance, that is before presenting the new material to be learnt.

-this will be broader and more abstract in nature than the new task, but will act as the container or subsume of the new items presented.

There are two types of advance organizers

Expository:

       -Organizers are those in which a general classes relationship is exposed with a view to include more specific classes.

- familiar concepts associated with it can be used as an organizer for teaching specific types of quadrilaterals.

Comparative:

-          Those that contain concepts similar to the ones to be presented so that familiar elations are established and learning made meaningful

Ø  Subsumer

-this is the function of the advance organizer.

- an organizer is helpful to subsume the specific concepts involved in a border concept.

Ø  Progressive differentiation

-          Ausubel thinks that the hierarchical order in the processing of information is from the broader and more general to the specific ones.

-          The process of maintaining his gradation by which specific items aregradually presented one by one in the hierarchical order that is known as progressive differentiation.

Ø  Integrative reconciliation

-          This is the term that  explain the conscious effort to relate new items to previously learnt content in such a way as to make the cognitive structure an integrated whole . This is the process that helps in meaningful learning.

2) Description of the model

a) Syntax

Phase 1: presentation of advance organizer:

            The teacher should ensure the required structure by discussion, questioning and feedback.

Phase 2: presentation of the learning task or material:

Present the minor concepts one by one, in the order, using the principle of progressivedifferentiation.

Phase 3: strengthening cognitive organization:

        This is done by adopting the principle of integrative reconciliation.

b)  Social system

Teacher has the control of the intellectual structure. During the first two phases it is highly structured, but during the third phase more free interaction occurs.

c)  Principles of reaction

The teacher react to pupils reaction by way of giving clarification, differentiating or by helping them to reconcile with existing knowledge.

d)  Support system:

Well organized learning material that includes the advance organizer and the new items to be progressively differentiated form the most important support.

3) Instructional and nurturant effects

Formation of conceptual structures and meaningful assimilation of information and ideas are the important instructional effects

          5.3THE JURISPRUNDENTIAL INQUIRY MODEL

THE THEORETICAL BACKGROUUND

-         This is teaching model included in the social family

-         Every individual is a member of society

-         Individual actively participates in the activities of the society

-         The ability to think about &resolve social issues within a jurisprudential frame of reference

-         Pupils think systematically about contemporary issues

-         Issues are to be formulated as public policy questions and analyzed in terms of alternate viewpoint .This type of experience helps pupils to rethink about their own views regarding an issue on the basis of points of view raised by other members of the society

THEORETICAL CONSIDERATIONS

-         The citizens should master the skill & develop the mental set required for systematically analyzing such issues and pass judgments after considering all possible arguments that emerge from different viewpoints

-         Personal likes and dislike will have to be forgotten and every viewpoint has to be examined with a jurisprudential frame of reference, as done by judge. Hence the model is named as Jurisprudential inquiry model

COMPETENCIES REQUIRED

-The individual has acquire familiarity with the values of the society

-         The individual should possess the skill for clarifying and resolving issues

-The individual should gather clear knowledge of contemporary political and public issues that exist in the society

DESCRIPTION OF THE MODEL

SYNTAX

-phase:1 orientation to the case:  The materials concerning the social issue are introduced and opportunity given to review the facts

-phase: 2 identifying the issues: the facts gathered and reviewed are synthesized into public policy issues           These are considered one by one. The values and value conflicts associated with each policy issue are identified. These are then associated with the underlying factual and definitional questions

-phase:3 Taking a position: .State one’s position regarding the issue this position has to be stated in terms of the framework of values

-phase :4 Exploring the stance(s)&patterns of argumentation .Find out the point of the stance at which the value is violated (on the basis of factual evidence)also thoroughly examine and substantiate the desirable or undesirable consequences of a position

-phase:5 refining and qualifying the position: The changed position is stated &justified on the basis of values also examine a number of similar stances

-phase:6:Testing factual assumptions behind qualified position .This is a jurisprudential examination of the restated position on the basis of factual support and consequences

SOCIAL SYSTEM

-         Ranges from highly structured to low structured. To start with ,it has to be high, but with experience it becomes low

PRINCIPLES OF REACTION

-         Teacher’s reaction are mostly probing .He question the   relevance, consistency specificity, etc of the student’s opinions and viewpoints .He also ensures continuity of thought . the teacher has to be prepared for probing , on the basis of his understanding of the student’s interpretation of values

SUPPORT SYSTEM

-         A comprehensive collection of source documents including all the facts and values associated with the issue is the main support

INSTRUCTIONAL AND NURTURANT EFFECTS

-         Instructional effects:  competency for analyzing social issues ability to assume role of the’ other’. Competence in social dialogue

- Nurturant effects: empathy /pluralism, awareness of facts about social problems, capacity for social involvement and desire for social action.