In the context of a business class, learning goes beyond memorizing facts and figures. It encompasses a wide range of skills and knowledge crucial for success in the business world.
What does learning mean?
My understanding of learning in the business classroom is alike with Pollard’s (2014) introduced in ‘Reflective Teaching in Schools’ as learning being a process of acquiring and understanding new knowledge; developing lifelong skills; applying new information and facts into real life; understanding major concepts such globalization, change or innovation that are shaping the current world; and changing attitudes to model positive and moral behaviours.
Learning, a core element of the educational process, happens both inside and outside the classroom. New knowledge, skills, behaviours and beliefs are acquired and developed individually and through group work at any stage of human life.
Learning can also be understood as a constant interaction between what learners already know, new knowledge gained and the activities they engage in the learning process, to bridge the gap between their current state of knowledge, and learning goals trying to achievewith scaffolding (known as ZPD (Zone of Proximal Development)), therefore, understanding on a deeper level through effective modelling (Vygotsky, 1978).
Basic learning theories in the business classroom
To understand how people learn, it is important to consider a number of learning theories developed over time– from Behaviourism, through Cognitivism, to Constructivism, with Connectivism developed recently (Siemens, 2008) – which form the basics of modern teaching and learning practices as learning is considered an educational journey.
1. Behaviourism helps to shape appropriate student behaviour and learn basic knowledge, as the stimulus is presented to get a response (Pavlov, 1902). It assumes that the individual has learned, if he has changed behaviour. As a result of connectivist thought, modern teaching has been shifting from a ‘teacher-centred’ approach to more ‘student-oriented’ learning.
2. Cognitivism caters to different needs of learners who acquire knowledge in different ways. It urges students to use initial knowledge to add more new knowledge, while the teacher incorporates a wide variety of classroom activities enhancing students’ learning experiences (Watkins, 2016).
3. With Constructivism, learners are encouraged to create meaning based on own prior experiences, and understanding in learning schemata. This skills-based approach requires learners to get involved in the learning process by practicing new knowledge (Piaget, 2001). For example, during business classes, the students are building knowledge in the context of business organizations and stakeholders.
What does learning business mean?
Here’s a breakdown of what learning means in a business class:
1. Acquiring Foundational Knowledge:
- Understanding core business concepts: This includes economics, accounting, finance, marketing, operations management, and organizational behavior.
- Learning business terminology and jargon: Familiarizing yourself with the language used in the business world.
- Grasping business theories and models: Understanding frameworks for analyzing business situations and making decisions.
2. Developing Essential Skills:
- Critical thinking and problem-solving: Analyzing complex business problems, evaluating different solutions, and making informed decisions.
- Communication and interpersonal skills: Effectively communicating ideas, collaborating with others, and building strong professional relationships.
- Analytical and quantitative skills: Interpreting data, conducting financial analysis, and using quantitative methods for decision-making.
- Leadership and teamwork skills: Motivating and leading teams, working effectively in group settings, and resolving conflicts.
- Ethical decision-making: Understanding ethical dilemmas in business and making responsible choices.
3. Applying Knowledge to Real-World Situations:
- Case studies: Analyzing real business scenarios and developing solutions.
- Simulations: Participating in simulated business environments to apply learned concepts.
- Projects and presentations: Working on real-world projects and presenting findings to an audience.
- Internships and experiential learning: Gaining practical experience in a business setting.
4. Adapting to the Changing Business Environment:
- Embracing lifelong learning: Recognizing the need to continuously update knowledge and skills in a dynamic business world.
- Staying informed about current events and trends: Keeping up with the latest developments in business and technology.
- Developing adaptability and resilience: Being able to adjust to changing circumstances and overcome challenges.
Examples of modern business teaching methods
Modern business teaching methods and learning activities should not only engage and motivate students, but be subject-specific and age-appropriate, with each lesson equipped with ample variety and variation (differentiation) that all students are accommodated.
An effective way to start a business class is by using a thought-provoking inquiry-based questions (1), e.g. ‘Are customers irrational by spending more than they can afford?’, to provide learners with an opportunity for testing hypotheses encouraging curiosity (Berlyne, 1960).
Clear learning objectives (2) that cover a range of skills including those required from IGCSE Business Studies students such as defining, applying, analysing and evaluating, should be stated. Lesson objectives ‘may be used to formulate sequences or ‘ladders’ of success criteria on a gradient of complexity’ (Pollard, 2014), therefore should be differentiated according to difficulty.
To connect students with business content in meaningful ways (Petty, 2014), using a range of Assessment for Learning (AFL) activities (3) promotes cooperative group learning. When discussing business costs, each group of 3-5 students should identifyat least two reasons why costs are important for managers to make business decisions.
To improve evaluation skills, Flipped Classrooms (4) are used as thestudents are required, before the class starts, to come upwith three advantages and disadvantages of a certain business situation, e.g. ‘Should the company use franchising for growth?’. Then, during a classroom debate, pupils will have greater understanding when sharing ideas through conversations as learning is a social phenomenon (Vygotsky, 1978).
In essence, learning in a business class is about developing a holistic understanding of the business world and acquiring the skills necessary to thrive in it. It is about becoming a well-rounded business professional who can think critically, solve problems creatively, and make ethical decisions.
