Approved by Faculty Senate.
College of Business
Winona State University
Department:Administrative Information Systems Revision Date: June 2000
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
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.
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
Each student will
development of preadolescents and adolescents.
a range of educational programming models.
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:
c. Prompt feedback f. Cooperative, collaborative learning.
a plan for selecting appropriate basic business courses to be offered at your high school. Explain your proposal during class.
providing for student differences. Be specific; use any resources you wish. Prepare to present the information during class.(a, b, c, d, e, f.)
Course evaluation will be based on the following: Grading Scale
of a basic business class (middle or high school). (10%)
General Policies. Assignments for excused absences are due the class period after returning to class. Confer with the instructor before missing class. Arrange makeup assignments.
Additional readings or projects may be assigned. Since in-class participation is an integral portion of this course, students are expected to be present with the exception of illness, a university-related activity, or family emergency.
Keyboard assignments and prepare back-up copies. Assignments submitted by the timelines accrue full credit. For WSU ethics policies and procedures, read
Accommodation Statement. Any student who has a personal issue that may prevent full demonstration of ability should speak with the professor personally before the end of the first week of classes. Necessary accommodations may be arranged to ensure full participation and facilitate individual educational opportunities.
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.
Technological Horizons in Education (T. H.E.) Journal
Business Education in Generalhttp://www.thomsonlearning.com/
Children, Family, and Learning (CFL)http://cfl.state.mn.us
Educate America (with Educational Links)http://www.educateamerica.com/
Goals 2000 Acthttp://www.ed.gov.legislation/BOAL2000/TheAct/index.html
Interactive Multimedia Electronic Journal
Of Computer-enhanced Learninghttp://imej.wfu.edu/
Minnesota Business Educators Incorporatedwww.bears.byron.k12.mn.us/mbei/mbei1.htm
Minnesota Department of Economic Securityhttp://www.des.state.mn.us/
Minnesota Electronic Curriculum Repositoryhttp://mecr.state.mn.us/home
Minnesota School to Workhttp://cfl.state.mn.us/stw/index.html
MN Technology Education Associationhttp://www.anoka.k12.mn.us/mtea.html
NBEA Online (Yearbooks)http://www.nbea.org/nbea.html
Teaching Business EducationA Creative
Ideas, Tips, and Techniques Newsletter
For Business Educatorshttp://www.teachbused.com/mainframe.htm
AIS 402 TENTATIVE COURSE OUTLINE AND ASSIGNMENTS
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:
plan for selecting appropriate basic business courses to be offered at your high school.
community, description of student population and extent of business program.
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.
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.
plan for providing for student differences. Be specific; use any resources you wish.
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.
lesson designed to stimulate student interest in the subject matter. Be prepared to do a micro-
demonstration implementing the motivational technique.
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.
student progress. Use any sources of your choice.
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.
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.)
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.
reaction papers, self-initiated coursework, readings handouts, and other activities as assigned.
University Studies Course Proposal
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
business education. Topics include philosophical foundations of business education, general curriculum trends, and instructional design. Open only to AIS Department teaching majors. Recommended prerequisites: Education 305 and 312.
402. 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.
These are existing
approved by A2C2: Yes
These are new course
Person: Jeanette A. Karjala
Approval is requested in: Oral Flag
AIS 401 and 402 combined meet the oral flag requirement.
Attachment: Although each faculty member is responsible for his or her course syllabus, the
attached syllabi include outlines of the course content and requirements. Items meeting the Oral Flag requirements are identified by corresponding letters matching the listed outcomes--a, b, c, d, e, and/or f.
Below each of the six outcomes under the "Oral Flag" requirement are listed the course requirements, content, learning activities, and documentation relevant to the outcomes that promote students abilities to:
e. Make use of the technologies used for research and speaking in the fields. As indicated on the
syllabus, students participate during each class session in discussion groups. In addition, they have opportunities to present to the entire classmotivational technique, micro-teaching demonstrations, and role plays. They practice the techniques that will enhance their speaking skills for dealing with students, faculty peers, administrators, parents, and the community at large. They use technology for seeking information, as listed at the end of each syllabus. Furthermore, students use spreadsheets, databases, word processing, power point, and the smart board for their presentations.