Course Number: AIS 402 Course Title: Basic Business Teaching Methods

Credit: 1 semester hour Frequency of Offering: Yearly

Prerequisites: Education 305 and 312 Grading: Grade Only

1. COURSE DESCRIPTION

1. Catalog Description and Focus

A course for business teacher preparation in the methods and materials of basic business education. Focuses on the refinement of teaching abilities and competencies required in the teaching of business law, consumer education, general business, entrepreneurship, economics

and career exploration. Open only to AIS Department majors and minors.

2. Oral Flag

The General Methods course provides numerous opportunities for pre-service educators to practice oral presentations within the context of educational tools and strategies related to education for and about business. The course emphasizes oral presentations as required for successful performance in educational settings. The course includes requirements and learning activities that promote students’ abilities to

1. earn significant course credit through extemporaneous oral presentations;
2. understand the features and types of speaking in their disciplines;
3. adapt their speaking to field-specific audiences;
4. receive appropriate feedback from teachers and peers, including suggestions for improvement;
5. make use of the technologies used for research and speaking in the fields; and
6. learn the conventions of evidence, format, usage and documentation in their fields.

3. Course Objectives

Each student will

1. Apply educational principles relevant to the physical, social, emotional, moral, and cognitive

development of preadolescents and adolescents.

2. Apply the research base for and the best practices of middle level and high school basic business education.
3. Apply instructional strategies and materials for achieving student understanding of basic business education.
4. Apply evaluative criteria for a basic business curriculum and a plan for continuous improvement.
5. Apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with middle level and high school basic business students within

a range of educational programming models.

6. Select basic business course content based on the needs, interests, and abilities of students.
7. Evaluate and select the most appropriate instructional and supplementary materials for students in basic business courses.
8. Plan and organize course content through daily, unit, and semester course plans.
9. Confidently teach basic business content through participation in micro-teaching activities.
10. Exemplify a growing sense of professionalism necessary to become and effective basic business teacher.

3. Course Outline

1. Overview: Basic Business Education

1. Goals, objectives, and content for basic business courses
2. Basic business education as general education
3. Basic business education as vocational education
4. Philosophical issues
5. Incorporating business ethics into basic business coursework
6. Research: current trends in middle and high school curriculums
7. Research sources: basic business methods and materials

1. Overview: Prevocational Business/Career Exploration

1. Goals and objectives of career exploration
2. Career education models
3. Career education concepts
4. Career development program planning: scope and sequence
5. Implementing and evaluating career exploration
6. Evaluation of materials
7. Student evaluation

1. The Instructional Program in Basic Business

1. Planning for instruction
2. Motivation
3. Reading
4. Individualization
5. Developing thinking skills
6. Developing understandings and attitudes

1. Instructional Strategies for Basic Business

1. Classroom questioning
2. Learning activity packages
3. Instructional activities

1. Evaluation in Basic Business

1. Curriculum evaluation criteria and assessment
2. Using assessment data for continuous curriculum improvement
3. Evaluation of student achievement
4. Course evaluation

1. TEACHING AND LEARNING PRINCIPLES

The following seven principles of good practice provide general guidelines for the design of this course and for class participation; your learning experience will encourage:

1. Time on task. d. High, attainable expectations. g. Respect for diverse talents and
2. Active learning e. Faculty-student contact ways of learning.

c. Prompt feedback f. Cooperative, collaborative learning.

1. APPLICATIONS AND ACTIVITIES

1. Course Portfolio – Compile a course portfolio including all written assignments, article reviews, reaction papers, self-initiated coursework, readings handouts, and other activities as assigned. Prepare to discuss the portfolio in class. (a, b, c, d, e, f.)
2. Curriculum Proposal – As a high school department chairperson, you are responsible for outlining

a plan for selecting appropriate basic business courses to be offered at your high school. Explain your proposal during class.

1. Briefly describe a high school of your choice as to location, size, employment community, description of student population and extent of business program.
2. List the business courses you would recommend for the high school you describe. Give the duration of each course and the recommended grade level(s). Describe the prerequisites, if any, for each course as well as the rationale for the prerequisites. (a, b, c, d, e, f.)

1. Current Curriculum Research – Using your copy of the MN Business Education Curriculum Survey (completed summer 2000), analyze the basic business curriculums in MN high schools and middle schools. Prepare a summary of the findings and critique these curricula in terms of current professional thinking and recommendations on what should be offered. Include a concluding statement on your reaction to the research findings. Offer an oral presentation in class. (a, b, c, d, e, f.)
2. Student Differences – Select one topic from any basic business course and outline your plan for

providing for student differences. Be specific; use any resources you wish. Prepare to present the information during class.(a, b, c, d, e, f.)

3. Levels of Learning and Higher Order Thinking Skills - Begin a collection of activities and instructional strategies for developing thinking skills. Refer to issues of the Delta Pi Epsilon Instructional Strategies, Applied Research Series as well as the NBEA KEYING IN series for ideas. Be prepared to share at least one of the activities/ideas with the class. (a, b, c, d, e, f.)
4. Motivational Technique – Select a basic business course and a topic; prepare an introductory lesson designed to stimulate student interest in the subject matter. Prepare a micro-demonstration implementing the motivational technique. (a, b, c, d, e, f.)
5. Learning Activity Package – Select a basic business course topic and begin the construction of a module or learning activity (graduation standard) package. Team with another student to have him/her review your package. You may choose the same topic as you did for activity 6. Present the module in class. (a, b, c, d, e, f.)
6. Evaluation Plan – Identify a basic business topic and outline an evaluation plan for assessing student progress. Use any sources of your choice. Prepare to present the plan in class for discussion. (a, b, c, d, e, f.)
7. Community Resources – For a basic business topic of your choice, obtain three different types of community resources that could be used in teaching the topic. Prepare to demonstrate during class how you would use the community resources in teaching the topic. Evaluate the community resources according to the criteria checklist furnished. (a, b, c, d, e, f.)
8. Career Education – Write a brief proposal for your administration on the purposes of and justification for career education at the middle school level. Then list the objectives you consider appropriate for your school system. Outline the topics, in an organizational plan of your choice, for the career exploration course. Prepare or describe at least one activity for each area of emphasis in the course. (Minimum of five total activities; activities should be related to all topic areas.) Present your proposal in class. (a, b, c, d, e, f.)
9. Teaching Demonstration – Choose an instructional unit for a basic business course you would like to teach. Prepare a 30- to 45-minute teaching demonstration on a topic within the unit. Prepare a unit plan and a complete lesson plan for the demonstration using at least two different teaching methodologies and a minimum of one motivational technique to get students involved in the topic. Videotape the demonstration according to the Teaching Demonstration Guidelines given to you for your teaching demonstrations in methods of teaching courses. (a, b, c, d, e, f.)
10. Classroom Observation – Prepare a critique of a basic business class (middle or high school) that you observed. Present your observations during class. (a, b, c, d, e, f.)

1. EVALUATION

Course evaluation will be based on the following: Grading Scale

1. Mid-term and final exam. (20%)
2. Micro-demonstrations. (30%) 92% = A
3. Teaching demonstration. (20%) 86% = B
4. Course portfolio breadth and depth. (10%) 75% = C
5. Classroom observation and critique 70% = D

of a basic business class (middle or high school). (10%)

6. Class participation and professionalism. (10%)

1. TEXTBOOKS AND RESOURCES

Textbooks

Brown, Betty J., MANAGEMENT OF THE BUSINESS CLASSROOM, National Business Education

Association, 2001. (Selected chapters.)

Calhoun, Calfrey C. and Bettye Robinson, MANAGING THE LEARNING PROCESS IN BUSINESS

EDUCATION, Chapters 14 and 15, Colonial Press, 1995.

Perreault, Heidi R. CLASSROOM STRATEGIES: THE METHODOLOGY OF BUSINESS

EDUCATION, Chapter 18, National Business Education Association, 1996.

KEYING IN, National Business Education Association newsletterr series.

INSTRUCTIONAL STRATEGIES: AN APPLIED RESEARCH SERIES, Delta Pi Epsilon.

Business Education Forum.

The Delta Pi Epsilon Journal.

International Review for Business Education.

Journal of Education for Business.

NABTE Review.

Technological Horizons in Education (T. H.E.) Journal

Web Sites

Interactive Multimedia Electronic Journal

Teaching Business Education—A Creative

Ideas, Tips, and Techniques Newsletter

01. Reading Assignments: Brown, Chapters 2, 3, and 5; Calhoun, Chapters 14 and 15; and (10/23)

Perreault, Chapter 18. For each of the following assignments, prepare to share with the class:

2. Curriculum Proposal – As a high school department chair, you are responsible for outlining a (10/30)

plan for selecting appropriate basic business courses to be offered at your high school.

1. Briefly describe a high school of your choice as to location, size, employment

community, description of student population and extent of business program.

2. List the business courses you would recommend for the high school you describe.

Give the duration of each course and the recommended grade level(s). Describe

the prerequisites, if any, for each course as well as the rationale for the prerequisites.

2. Current Curriculum Research – Using your copy of the MN Business Education (11/06)

Curriculum Survey (completed summer 2000), analyze the basic business curriculums

in MN high schools and middle schools. Write a summary of the findings and critique

these curriculums in terms of current professional thinking and recommendations on what

should be offered. Write a concluding statement on your reaction to the research findings.

3. Student Differences – Select one topic from any basic business course and outline your (11/13)

plan for providing for student differences. Be specific; use any resources you wish.

4. Levels of Learning and Higher Order Thinking Skills - Begin a collection of activities (11/13)

and instructional strategies for developing thinking skills. Refer to issues of the Delta

Pi Epsilon Instructional Strategies, Applied Research Series as well as the NBEA KEYING

IN series for ideas. Be prepared to share at least one of the activities/ideas with the class.

5. Motivational Technique – Select a basic business course and a topic; prepare an introductory (11/13)

lesson designed to stimulate student interest in the subject matter. Be prepared to do a micro-

demonstration implementing the motivational technique.

6. Learning Activity Package – Select a basic business course topic and begin the construction (11/20)

of a module or learning activity package. Team with another student to have him/her review

your package. You may choose the same topic as you did for activity 6.

7. Evaluation Plan – Identify a basic business topic and outline an evaluation plan for assessing (11/20)

student progress. Use any sources of your choice.

8. Community Resources – For a basic business topic of your choice, obtain three different types (11/27)

of community resources that could be used in teaching the topic. Prepare to demonstrate how

you would use the community resources in teaching the topic. Evaluate the community

resources according to the criteria checklist furnished.

9. Career Education – Write a brief proposed for your administration on the purpose and (11/27)

justification of career education at the middle school level. Then list the objectives you

consider appropriate for your school system. Outline the topics, in an organizational plan of

your choice, for the career exploration course. Prepare or describe at least one activity for

each area of emphasis in the course. (Minimum of five total activities; activities should be

related to all topic areas.)

10. Teaching Demonstration – Chose a unit of instruction in a basic business course you would (12/04-11)

like to teach. Prepare a 30- to 45-minute teaching demonstration on a topic within the unit.

Prepare a unit plan and a complete lesson plan for the demonstration using at least two

different teaching methodologies and a minimum of one motivational technique to get students

involved in the topic. Videotape the demonstration according to the Teaching Demonstration

Guidelines given to you for your teaching demos in your four business teaching methods courses.

11. Course Portfolio – Compile a course portfolio including all written assignments, article reviews, (12/11)

reaction papers, self-initiated coursework, readings handouts, and other activities as assigned.

Department or Program: Administrative Information Systems Department

Course Numbers: 401/402

Semester Hours: 3 (401 = 2 S.H. and 402 = 1 S.H.)

Frequency of Offering: Yearly

Course Titles: 401 - General Methods and

402 - Basic Business Teaching Methods

Catalog Descriptions: 401. A course for business teacher preparation in the methods and materials of