SDBECOS October/November 2016
FET SUBJECT DUDACTICS BUSINESS STUDIES
Question 1 (Compulsory)
1.1 Before educators in Business Studies can plan their teaching effectively, they need to take careful
not of certain requirements in the planning of their teaching. Describe these requirements.
(10) Pg 98-99
- The teacher should have knowledge of the subject.
- Formulate aims and outcomes so that they themselves and their learners know exactly where they as going.
- Must be familiar with the various approaches in Business Studies and also the sequence in which the
materials should be presented.
- Be familiar and use teaching methods that encourage effective and participative learning.
- Be aware that teaching media are available and know when and how to use them.
- Be able to assess learning, to maintain a high standard and to use evaluation to improve the quality of their
teaching.
1.2 Question requires skill and preparation. Discuss the techniques for asking questions (12) Pg 160
Plan key questions to provide lesson structure and direction. Write them into the lesson, at least on for
each objective, especially higher-level question necessary to guide discussions.
Phrase questions clearly and specifically. Avoid vague or ambiguous questions such as “What did we learn
yesterday?” Clearly increase the probability of accurate responses.
Adapt questions to student ability level. For heterogeneous classes, phrase questions in natural, simple
language, adjusting vocabulary and sentences structure to students’ language and conceptual level.
Ask questions logically and sequentially. Avoid random questions lacking clear focus or intent. Consider
student’s intellectual ability, prior understanding of the content, topic and lesson outcomes.
Ask questions at variety levels. Use knowledge-level questions to determine basic understanding and
diagnose potential for higher-level thinking.
Follow up student’s responses. Develop a response repertoire that encourages students to clarify initial
responses and expand their responses. :” How would you clarify/substantiate further?”
Give students time to think before responding. Increase waiting time after asking question from three to five
seconds.
Use questions that encourage wide student participation. Distribute questions to involve the majority of
students in learning activities.
Encourage student question. This promotes active participation. Give students opportunities to formulate
questions and carry out follow-up investigations of interest.
1.3 Briefly explain the principles of alternative or adapted methods of assessment you should keep in
mind as an educator in Business Studies when preparing a memorandum for essay-type questions
(8) Pg 306
Keep the following in mind when preparing a memorandum for essay – type questions
Keep it as short as possible, but mention the main points, do not make it too detailed as it makes
marking difficult.
Keep it flexible, so that learners can earn credit for meaningful, acceptable answers.
Award marks for factual truths (knowledge), but give more credit for the substantiation of statements.
, Leave room for independent research, for example factual knowledge obtained from newspaper, other
sources other than textbook, you can also give marks for overall impression, neatness and use of
language.
An objective is improved if you mark all answers to one question before proceeding to the next, instead of
marking complete papers individually.
You should make enough comments to show learners theirs errors.
You could develop specific symbols to indicate the following errors.
False statement
Wrong conclusion
Lack of insight
Wrong use of terminology
Rely too much on textbook
Definition inadequate
Definition too detailed
Absence of illustration
1.4 Discuss the factors to be considered in the choice of method of instruction. (10) Pg 112
The learning outcomes. What is the aim of the lesson? Is it to introduce new information? Apply
theory in practice or revise completed work?
The learner’s needs. If the learner does not understand the work that has already been explained, a
teaching method should be chosen that provides opportunities for asking questions so that problems
can be cleared up.
The subject contents. Some subject contents are more practical while others are more theoretical.
When the section of the subject is extremely practical, (doing market research), it is preferable to
choose a method in which demonstration and examples can be use to explain the subject content.
Learner’s talent and gifts. Learners, who are less gifted, have difficulty learning - hence there is a
need for sufficient illustration, demonstration, learner involvement and repetition. More gifted learners
learn more quickly and are able to concentrate for longer periods. The teacher must choose a method
according to student’s abilities.
The competence of the teacher. Use the method that you won’t have difficulties in using. For example
if you are not computer literate , you may not use methods that require you to use computers
Availability of instruction media. Use the instruction media that are available at your school. [40]
Question 2
2.1 Teaching is a practical matter. Name skills that each educator must consciously acquire in order to
improve his/her classroom practice. (10) Pg 353-354
1. Reduce subject matter to essences
- Teachers must carefully consider the interrelationship between a theme and other themes (macro analysis).
-Teacher should make a microanalysis of the subject knowledge (technical terms like proper names, generic
names and symbols),
- Then subject- specific skills such as giving advice, making decisions, drawing graphs, collecting data and
general skills (explaining, interpreting and analysing)
2. Planning a lesson design
- The teacher has to particularise propositions from the lesson structure – macrostructure and so arrive at a
lesson design that harmonises the anticipated lesson format with subject matter.
FET SUBJECT DUDACTICS BUSINESS STUDIES
Question 1 (Compulsory)
1.1 Before educators in Business Studies can plan their teaching effectively, they need to take careful
not of certain requirements in the planning of their teaching. Describe these requirements.
(10) Pg 98-99
- The teacher should have knowledge of the subject.
- Formulate aims and outcomes so that they themselves and their learners know exactly where they as going.
- Must be familiar with the various approaches in Business Studies and also the sequence in which the
materials should be presented.
- Be familiar and use teaching methods that encourage effective and participative learning.
- Be aware that teaching media are available and know when and how to use them.
- Be able to assess learning, to maintain a high standard and to use evaluation to improve the quality of their
teaching.
1.2 Question requires skill and preparation. Discuss the techniques for asking questions (12) Pg 160
Plan key questions to provide lesson structure and direction. Write them into the lesson, at least on for
each objective, especially higher-level question necessary to guide discussions.
Phrase questions clearly and specifically. Avoid vague or ambiguous questions such as “What did we learn
yesterday?” Clearly increase the probability of accurate responses.
Adapt questions to student ability level. For heterogeneous classes, phrase questions in natural, simple
language, adjusting vocabulary and sentences structure to students’ language and conceptual level.
Ask questions logically and sequentially. Avoid random questions lacking clear focus or intent. Consider
student’s intellectual ability, prior understanding of the content, topic and lesson outcomes.
Ask questions at variety levels. Use knowledge-level questions to determine basic understanding and
diagnose potential for higher-level thinking.
Follow up student’s responses. Develop a response repertoire that encourages students to clarify initial
responses and expand their responses. :” How would you clarify/substantiate further?”
Give students time to think before responding. Increase waiting time after asking question from three to five
seconds.
Use questions that encourage wide student participation. Distribute questions to involve the majority of
students in learning activities.
Encourage student question. This promotes active participation. Give students opportunities to formulate
questions and carry out follow-up investigations of interest.
1.3 Briefly explain the principles of alternative or adapted methods of assessment you should keep in
mind as an educator in Business Studies when preparing a memorandum for essay-type questions
(8) Pg 306
Keep the following in mind when preparing a memorandum for essay – type questions
Keep it as short as possible, but mention the main points, do not make it too detailed as it makes
marking difficult.
Keep it flexible, so that learners can earn credit for meaningful, acceptable answers.
Award marks for factual truths (knowledge), but give more credit for the substantiation of statements.
, Leave room for independent research, for example factual knowledge obtained from newspaper, other
sources other than textbook, you can also give marks for overall impression, neatness and use of
language.
An objective is improved if you mark all answers to one question before proceeding to the next, instead of
marking complete papers individually.
You should make enough comments to show learners theirs errors.
You could develop specific symbols to indicate the following errors.
False statement
Wrong conclusion
Lack of insight
Wrong use of terminology
Rely too much on textbook
Definition inadequate
Definition too detailed
Absence of illustration
1.4 Discuss the factors to be considered in the choice of method of instruction. (10) Pg 112
The learning outcomes. What is the aim of the lesson? Is it to introduce new information? Apply
theory in practice or revise completed work?
The learner’s needs. If the learner does not understand the work that has already been explained, a
teaching method should be chosen that provides opportunities for asking questions so that problems
can be cleared up.
The subject contents. Some subject contents are more practical while others are more theoretical.
When the section of the subject is extremely practical, (doing market research), it is preferable to
choose a method in which demonstration and examples can be use to explain the subject content.
Learner’s talent and gifts. Learners, who are less gifted, have difficulty learning - hence there is a
need for sufficient illustration, demonstration, learner involvement and repetition. More gifted learners
learn more quickly and are able to concentrate for longer periods. The teacher must choose a method
according to student’s abilities.
The competence of the teacher. Use the method that you won’t have difficulties in using. For example
if you are not computer literate , you may not use methods that require you to use computers
Availability of instruction media. Use the instruction media that are available at your school. [40]
Question 2
2.1 Teaching is a practical matter. Name skills that each educator must consciously acquire in order to
improve his/her classroom practice. (10) Pg 353-354
1. Reduce subject matter to essences
- Teachers must carefully consider the interrelationship between a theme and other themes (macro analysis).
-Teacher should make a microanalysis of the subject knowledge (technical terms like proper names, generic
names and symbols),
- Then subject- specific skills such as giving advice, making decisions, drawing graphs, collecting data and
general skills (explaining, interpreting and analysing)
2. Planning a lesson design
- The teacher has to particularise propositions from the lesson structure – macrostructure and so arrive at a
lesson design that harmonises the anticipated lesson format with subject matter.
