This document discusses various innovative approaches that can be used in commerce education. It describes six major innovative approaches: 1. Experiential learning, which focuses on learning through direct experiences. Key aspects include active participation, reflection, and self-evaluation. 2. Blended learning, which combines online and face-to-face learning. Various models are described, along with advantages like flexibility and opportunities for interaction. 3. Contract learning, where students structure their own learning through agreements with teachers. It promotes independence and responsibility. 4. Problem-based learning, which presents learning materials through problems for students to solve. It encourages inquiry and investigation. 5. Teaching thinking skills, such

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ASSIGNMENT
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NAME : SIBI S A
CANDIDATE CODE: 19016361005
OPTION:COMMERCE

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TOPIC
“Innovative approaches and its types”

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INTRODUCTION
The innovative strategies should be learner oriented. The activities related
to the strategies must provide adequate reflective learning experiences to the
learner. These activities usually generate curiosity and creativity among the
learners which in turn would help in the absorption of the learning material.
This principle insists that the strategies provide maximum activity oriented
learning experiences to the students. Learning should take place through the
interaction between the active learning environment and the learner.
INNOVATIVE APPROACHES
Complexity of the business world warrants imparting a wide variety of
learning experience to the students. The traditional approaches of instruction for
commerce education are inadequate for providing the leaner centred and
appropriate learning experiences. In this situation the innovative modern
approaches of instructional strategies play a prominent role in providing
effective learning experiences to the learners regarding, commerce, trade and
industry. The Innovative approaches have to apply different principles in their
implementation stage. These principles are given below,
1) Principle of activity centeredness
2) Principle of learner orientation
3) Principle of linkage
4) Principle of effectiveness
5) Principle of process evaluation
6) Principle of student initiation
7) Principle of student effort

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TYPES OF INNOVATIVE
APPROACHES
There are different types of innovative approaches, which a commerce
teacher can adopt for transacting the commerce curriculum at the higher
secondarylevel. The major among these are given below,
A. Experiential Learning
B. Blended learning
C. Contract learning
D. Problem based learning
E. Teaching thinking skills
F. Graphic organizer
A. EXPERIENTAL LEARNING
Stress on experiential learning began with the American Psychologist
Carl Rogers (1902-1987) . Rogers distinguished two types of learning -
Cognitive (meaningless) experiential (significant). The former corresponds to
academic knowledge such as learning vocabulary or the multiplication table and
the latter refers to applied knowledge such as learning about Engines in order to
repair a car. The key to the distinction is that experiential learning involves
more personal involvement. Self-initiation, insistence on constant evaluation
and pervasive effect on the part of the learner. Carl Roger’s books ‘Freedom to
learn’ and ‘Clint- Centred Therapy’ paved the way for the concepts of student
centred teaching and experiential education. Rogers considered the role of the
teacher to be that of a facilitator – a person who creates an environment for
learning. Especially, experiential learning can occur only when the following

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general conditions are met; (i) students participate in, control and direct the
learning process,(ii) activities are based upon direct interaction with nature and,
(iii) self-evaluation is used to assess student learning. Of course, in order to
foster experiential learning, an instructor does teach directly, but mostly the
facilitates learning. Additionally, learning is most effective in non-threatening
environment.
CHARACTERISTICS OF EXPERIANTIALLEARNING
 Learning is a continuous process grounded in experiences
 Learning involves transaction between the personand the environment
 Learning is a process ofcreating knowledge
 Learning process involves research and problem solving
 Experiential learning focuses on
How one thinks about the world and
How one acts in the would
ROLE IN EXPERIANTAIAL LEARNING
 Setting a positive climate for learning
 Clarifying the purposeof the learner
 Organising and making available learning recourses
 Balancing intellectual and emotional components of learning and
 Sharing feelings and thoughts with learner but not dominating
ADVANTAGES OF EXPERIANTIAL LEARNING
 Practical field experiences is more productive than any amount of reading
or classroom sessions
 Learning by doing is the core essence of experiential learning and this
makes learning more meaningful and purposive
 Develop self confidence
 Results in the development of competence, capability and in capacity
building
 Teacher can ensure active participation of the students

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LATEST THEORIES ON EXPERIANTIAL LEARING
The emerged a number of experiential learning theories. The major
theories were formulated by Arthurton (2002), Kelly(1997), and David A,
Colb(1975). Among these, Kolb’s theory is formulated more relevant because
of it’s flexibility in applying in an educational setup. His experiential learning
model involves aspects which are cyclic in nature. The items in the cyclic
include Concrete Experience, Observation and reflection, Forming Abstract
Concepts, and Testing the concepts in a New Situation. Colb’s Experiential
Learning cycle can be diagrammatically represented as follows.
Concrete experience
(1)
Forming abstract
concepts (3)
Observation and
reflection (2)
Testing the concepts
in a new situation (4)

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EXPERIANTIAL LEARNING AND COMMERCEEDUCATION
Experiential learning can be effectively used in commerce education at the
higher secondary level. It will provide a wide variety of learning experiences to
the learner. Most of the topics can be effectively transacted by experiential
learning. The following methods can be used for experiential learning.
o Field trips
o Projects
o Practical activities
o Problems
o Workshop etc
B. BLENDED LEARNING
Blended Learning is combining multiple learning components and
learning events to create a meaningful learning. Blended learning combines
online with face- to – face learning. The goal of blended learning is to provide
the most efficient and effective instruction experience by combining delivery
modalities.
Model 1: Face- to –Face Driver: Face-to-face teachers deliver most of the
curricula. They use online resources to supplement or remediate.
Model 2: Rotation: For each course, students rotates on a fixed schedule
between online and Face – to –face. Sometimes online part is remote.
Model 3: Flex: Online platform delivers most curricula. F2Fteachers provide
flexible as-needed support.

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Model 4: Online Lab: Online platform delivers entire course, but in brick-and-
mortar lab or classroom. Paraprofessionals supervise the course.
Model 5: Self-Blend: Individual student takes online classes. The online
learning is remote. The traditional learning is brick-and-mortar.
Model 6: Online Driver: Online platform and teacher deliver all curricula.
Students work mostly. F2F check-ins are optional or required.
ADVANTAGES OF BLENDED LEARNING
 Course access at one’s convenience and flexible completion
 Reduction in physical class time
 Promotes independent learning
 Multiple ways to accomplish courseobjectives
 Increased opportunities for human interaction, communication, and
contact among students
DISADVANTAGES OF BLENDED LEARNING
 Students have trouble managing time
 Problems with technology at the beginning
 Poorinteraction or planning
 Good ideas but lack of time, money, and support

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C.CONTRACT LEARNING
Our traditional methods of teaching allow students to be passive at the time
of instruction. The instructor presents the learning material and the pupils hear
what they say. To be active, students must participate in the process of
learning and become more independent and responsible for their own learning.
They must develop the skills of inquiry. The use of learning contracts allows
students to structure their own learning and to take up the role of active
participants in the process oflearning.
Webster(1991) defines conract as, “an agreement between one or more
parties for the doing or not doing of something specified”. Webster(1991) also
defines learning as “knowledge acquired by systematic study in any field of
scholarly application”. By combining these two definitions we can define
contract learning as an agreement between a student and an educational
institution or a faculty member to fruitfully associate in process leading to
acquisition of knowledge. This should involve systematic instruction either in
the classroom or independently. A learning contract specifies what is to be
learned and how learning will be evaluated.
Learning contracts are useful tools encourage students to become active
participate in the learning process. Learning contracts can be beneficial in may
ways. They provide a way to deal with the wide differences among the
members of a group of learners, increase student motivation for learning,
facilitate the development of mutual respect between the educator and
participants, provide for more individualised mode instruction, and foster the
skills for self-directed learning.

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PRINCIPLES OF CONTRCTLEARNING
 The learner has choice in selecting alternatives for meeting learning
objectives.
 Personal involvement in learning is stressed through individualised
and independent learning activities
 Differential learning styles of students are considered in providing
alternative to learning materials and learning styles
 Competition with one’s own self is stressed more than competition
with others
 The learners feels a sense of freedom from the threat of failure
 The learning task falls within the learners range of potential
 There are opportunities for novel and stimulating learning
experience
ADVANTAGES
 It promotes more ego-involvement on the part of the learners in the
learning process;it “turns them on” to learning
 It helps them to make use of a much wider variety of resources for
learning such as peers, other people in the institution and the
community, field experience etc. This helps to lessen the working load
of instructors who work in a system in which they have to act as the
solitary resources
 It sharpens learners skills of self-directed learning, which in turn will
enhance their ability to learn from their experience and their
environment for the rest of their lives
 It increase the accountability of the programme by providing more
functional and validated evidence of the learning outcomes
 It provides a more functional way of structuring learning—a process
structure in the place of the traditional content transmission structure
 It replaces the conventional teachers imposed discipline with self-
discipline in learning situation
 It provides a way for the learner to obtain continuous feedback to their
progress towards realisation of the learning goal

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LIMITATIONS
At the same time there are some limitations for contract learning for
example, in certain situation where the content id totally new to learners, a
more guided learning approach would probability be better, at least during the
initial stages. Learning contracts can also cause problems for instructors who
have a more “authoritarian” personality as well as for those learners who
would like to be continuously guided by an expert. Finally, learning contracts
appear to work best in agencies or institution that supports the idea of
increasing learner’s competence for self- directed learning.
CONTRACT LEARNING AND COMMERCEEDUCATION
Contract learning can be very profitably applied in commerce education.
Here the learner should plan and implement a contract learning programme with
the help of the teacher. Teacher should analyse the learner capabilities and make
appropriate suggestions to review the plan. A plan for the implementation of the
contract learning is given below,
Step 1: Diagnose the learning needs of the learner
Step 2: Specify the learning objectives
Step 3: Specify learning resources and strategies
Step 4: Specify target dates for completion
Step 5: Specify the evaluation programme
Step 6: Review of the contractwith consultants
Step 7: Carry out the contract
Step 8: Evaluation of the learning

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D. PROBLEM BASED LEARNING
Problem Based Learning is an innovative learning strategy, by which the
learning materials are presented through problematic situations and the learners
are motivated and helped to solve these and thus acquire and internalise related
knowledge. The PBL encourages dealing with meaningful problematic
situations that promote curiosity and the spirit of inquiry among learners. This
learning strategies stresses the point that meaningful problem situations can
serve as a catalyst for promoting the spirit of investigation which in turn will
result in inquiry training. While thinking from the point of view of the teacher,
PBL can be achieved by adopting the technique of Problem Based Instruction
(PBL). The PBL or PBI can also be referred by other names such as Project
Based Teaching (PBT), Authentic Learning (AL) and Anchored Instruction
(AI). The teacher’s role in PBL is to pose problems to ask reflective questions
and to facilitate investigation. The PBL originated from the roots of Inquiry
Teaching and Guided Discovery learning. The purpose of PBL is to help the
students master the subject matter through problem solving.
CHARACTERISTICS OF PROBLEMBASED LEARNING
 The problem does not test skills but they assist in the development of the
skills themselves.
 PBL is not exclusively meant for the solution of the specific problem
banning solved but it help to gain additional information through problem
solving.
 The students are responsible to solve the problem and the teacher acts as
the facilitator, motivator and guide.
 The teacher may present different approaches to solve problems
 Authentic and performance based assessment at the end of instruction is
compulsory in PBL.

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STAGES OF PROBLEM BASED LEARNING
There are three distinct phases in a PBL
Stage 1:Encountering and defining the problem
Stage 2:Accessing, evaluating and Utilising Information
Stage 3:Synthesis and Performance
E. TEACHING THINKING SKILLS
The set of basic advanced skills and sub skills that govern a person’s
mental process are known as thinking skills. These skills consist of knowledge
dispositions and cognitive and Meta cognitive operations. Meta cognition is the
process of planning, assessing and monitoring one’s own thinking. Thinking
skills indicate content free, open-ended, sequential cognitive process that allows
students to transform information in a strategic manner. Thinking skills are
driving, swimming, ect. The output resulting from the application of such skills
will be almost of the same nature. But thinking skills can have a range of
acceptable outputs. For example, suppose the students are asked to prepare a
report based on a market survey. The reports developed by different persons can
be different. This means the outputs or results may be different also. This is
because the thinking skills are more open-ended which involves mental
exercise. In addition to being open-ended thinking skills are also typically
sequential a characteristics that has implications for instruction. For example,
the process of making a classification of phenomena beings with observing,
proceeds to identifying similarities and difference and grouping on the basis of

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similarities, and concludes with the labelling of groups. When we teaches this
skill, we break it into subscript and present it in a sequential manner and
provide practice at each of the stages. Comparing, classifying, contrasting,
summarising, inferring, identifying information, generalising, planning,
hypothesising, predicting, ect. Can be considered as the elements of thinking
skills. When we teach thinking skills we provide students with opportunities to
use and practice these basic competencies. The most effective way to this is to
encourage students to apply these processesto the content they are learning.
PRINCIPLES OF TEACHING THINKING SKILLS
Following are the major principles involved in the teaching of thinking skills
i. Target the specific thinking skills and teach these intensively
ii. As thinking skills are abstract, help the students to understand them by
using concrete examples.
iii. Explain when and where to use different thinking skills
iv. Encourage learners to use thinking skills throughout the curriculum
transaction process and help students to apply these in various subject
areas.
v. Motivate students to apply thinking skills on all situations involving
learning
HOW TO TEACH THINKING SKILLS
In order to develop thinking skill among the learners, we need to initiate
them the principles and practices for developing reflective thinking and also
train them to develop their own thinking skills. For this purpose the teacher
should plan well in advance and identity a suitable topic which involves the
elements of thinking skills. Then he should analyse the content area and frame
suitable activities and reflective questions to impart the thinking skills
effectively. A model for imparting thinking skill is given below

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Phase-i Presentation of the lesson
Phase-ii Developing the lesson jointly with the learners
Phase-iii Analysing the thinking skills jointly with the learners
Phase-iv Motivating the students to foster thinking skills
Phase-v Reaching closure
F. GRAPHIC ORGANIZER
Graphic organizer guide learner’s thinking as they fill in and build upon a
visual map or visual map or diagram. Graphic organizers are some of the most
effective visual learning strategies for students and are applied across the
curriculum to enhance learning and understanding of subject matter content. In
a variety of formats dependent upon the task, graphic organizer facilitate
students leaning by helping them identify areas of focus within a broad topic,
such as a novel or article.
In addition to helping students organize their thinking and writing
process, graphic organizers can act as instructional tools. Teachers can use
graphic organizers to illustrate a student’s knowledge about a topic or section of
text showing areas for improvement.
Graphic Organizer Example

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DEFINITION OF A GRAPHIC ORGANIZER
A graphic organizer is a visual display that demonstrates relationships
between facts, concepts or ideas. A graphic organizer guides the leader’s
thinking as they fill in and build upon a visual map or diagram. They are also
informally used as a term to describe all visual learning strategies such as
conceptmapping, webbing, mind mapping and more.
TYPES OF GRAPHIC ORGANIZERS
Webs, concept maps, mind maps and plots such as stack plots and venn
diagrams are some of the types of graphic organizers used in visual learning to
enhance thinking skills and improve academic performance on written papers,
tests and homework assignments.
1. CONCEPTMAPS
Concept maps graphically illustrate relationship between two or more
concepts and are linked by words that describe their relationship.
Concept Map Example

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2. Webs
Brainstorming webs show how different categories of information
relate to one another.
Web Example
3. MIND MAPS
Mind maps are visual representations of hierarchical information that
include a central idea or image surrounded by connected branches of associated
topics or ideas.
Mind Map Example

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HOW TO USE GRAPHIC ORGANIZERS
Graphic organizers are tools that can be used to visualize and
organize information. Because graphic organizers are often used as prompts for
students to fill in the blanks, graphic organizers provide many benefits to
students who use them including:
Helping students structure writing project
Encouraging students to make decisions
Making it easy for students to classify ideas and communicate
Allowing students to examine relationships
Guiding students in demonstrating their thinking process
Helping students increase reading comprehension
Making it easy to brainstorm
Encouraging students to organize essential concepts and ideas
Making it clear how to break apart a story into the main elements
( intro, rising action, climax, ect.)
Example of Graphic Organizer

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CONCLUSION
The traditional approaches of instruction for commerce education are
inadequate for providing the leaner centred and appropriate learning experience.
In this situation the innovative modern approaches of instructional strategies
play a prominent role in providing effective learning experiences to the learners
regarding, commerce, trade and industry. Complexity of the business world
warrants imparting a wide variety of learning experience to the students.
REFERENCE
1. Commerce education methodology of teaching and pedagogic analysis
E. K LAL
Dr. K. SIVARAJAN
2. smallbusiness.chron.com/innovative approaches
3. https://graphic organizer.com