1. BEST PRACTICES IN HIGHER
EDUCATION;
ROLE OF COMMERCE & MANAGEMENT
TEACHERS
Dr.G.P.Sudhakar
Director- MBA program, Surana College, Bangalore

2. The environment
 Technology
 Globalization
 Changing Demographics
 Changing expectations of Industry
 Changing expectations of College Managements
 Changing expectations of parents
 Changing expectations of students
 Changed students….when compared to earlier generations

3. Purpose of Commerce/Management Education
 The study of organisations, their management and the changing external
environment in which they operate;
 Preparation for and development of a career in business and management;
 Enhancement of lifelong learning skills and personal development to contribute to
society at large.

4. Best Practices can be classified under NAAC Key Aspects
 Curricular Aspects
 Teaching-Learning and Evaluation
 Research, Consultancy and Extension
 Infrastructure and Learning Resources
 Student Support and Progression
 Governance, Leadership and Management
 Innovations and Best Practices
Teachers have a role in each of these……

5. Best Practice areas we must focus on as teachers
Curricular Aspects
Teaching /Learning
Research

6. Broad themes in which best practices are available
 Employability
 Learner centricity
 Efficiency
 Student engagement
 Formative assessments
 Role of the teacher as a guide/mentor
 Bringing faculty research into the classroom
 Relevant curriculum – need for constant updating or focus on core universal
concepts?
 Innovations in all the above themes

7. CURRICULAR ASPECTS

8. AdEX

9. What students don’t need
 To memorize
 To Comply ( industrial era requirement)
 Facts
 Notes
 Likely questions
 …………..all things essential in the past 

10. Why should students come to college ?
 Understand the value and method life long learning
 Skills needed in the work place
 Gain the ability to collect, analyze and understand large amounts of data
 Learning Experiences

11. What kind of experiences do we need to provide ?
 Decision Making
 Working in a team
 Managing a website/social media presence
 Networking
 Impact analysis
 Visualize- plan- implement- evaluate cycle
 Writing a report
 Negotiation
 Solving a Problem
 Active Listening

12. What can we add to the Pedagogy?
 Simulation-based
 Activity -based
 Problem-based
 Project-based learning
 Service-learning
 Place-based learning

13. Learner centricity
 Learner is central and teacher the facilitator
 Stems from clear understanding of student needs, and interests
 Curriculum is flexible to meet student requirements and offers many
options
 Learner is consulted on curriculum design and instructional process
 Focus less on knowledge transfer and more on comprehension and
application

14. Employability
 Domain Skills
 Soft Skills
 Experiences
It is not clear whether the underlying concern of staff and students in
these courses (i.e. Business Studies degrees) is a study of business
or a study for business. (Tolley, 1983: 5)

15. Examples of Best Practices in Curriculum Design
 Collaboration with Institutions of Quality
 CBCS
 Research Integrated Curriculum
 Add on/value added courses as part of curriculum
 Restructuring Curriculum to enhance employment opportunities
 Gurukulum Practices in Modern Curriculum
 Curriculum with Women's empowerment focus….values/employment/for differently
abled
 Experiential learning Curriculum
Best Practice series 6 – Curricular Aspects – Case Presentations - NAAC

16. First Short exercise – Design a syllabus
 Any subject
 Fill all the boxes
 Draw lines from the outer boxes to the relevant part of the syllabus
box
 One member to present for 3 minutes using the form

18. TEACHING/LEARNING

20. What makes great teaching?
Great teaching is defined as that which leads to improved
student progress
 (Pedagogical) content knowledge (Strong evidence of impact on student outcomes)
 Quality of instruction (Strong evidence of impact on student outcomes)
 Classroom climate (Moderate evidence of impact on student outcomes)
 Classroom management (Moderate evidence of impact on student outcomes)
 Teacher beliefs (Some evidence of impact on student outcomes)
 Professional behaviours (Some evidence of impact on student outcomes)
What makes great teaching? Review of the underpinning research- Robert Coe, Cesare Aloisi, Steve Higgins
and Lee Elliot Major October 2014

21. BEST TEACHING PRACTICES
 Activating prior knowledge to make connections
 Framing the learning for all students
 Presenting smaller amounts of material at any time (10:2
Theory)
 Guiding student practice
 Providing for student processing of the new material (10:2
Theory) during and after lesson
 Checking the understanding of all students
 Preventing students from developing misconceptions
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

22. The most important single factor influencing
learning is what the learner already knows.
Ascertain this and teach him accordingly.
David Ausubel, Educational Psychology: A Cognitive View
ACTIVATING PRIOR KNOWLEDGE
WHY?

23. Framing the Learning
for All Students
Let the students know verbally:
What they will be learning using student friendly
objectives
Why they are learning it
How they will learn it
How they will know they know it
How you will know they know it

24. Pyramid of Learning
READING10 %
HEARING20%
SEEING30%
HEARING & SEEING40%
DISCUSS WITH OTHERS70%
TALK/WRITE OR DO/APPLY90%

25. Presenting Smaller Amounts of Material At Any Time
 10-2 Theory (10 minutes of instruction w/2 minutes to
process)
 37-90 Theory (for every 37 minutes of instruction, people
need to get up and move for at least 90 seconds)
 Create lots of starts and stops
 Research shows that people remember the first 3-5 minutes of what they hear and the last 3-
5 minutes of what they hear.

26. Guiding Student Practice
 Practice makes permanent not perfect
 Don’t allow students to practice incorrectly
 Learning Sequence
 I do (teacher models)
 We do (whole class practice w/teacher)
 Y’all do (small group or partner practice while teacher monitors)
 You do (independent practice)

27. Providing for Student Processing of the New
Material
10-2 Theory
Wait Time
Summarizing

28. Checking the Understanding of All Students
 What it isn’t….
Are there any questions?
Are you all with me?
Am I going too fast?
This account is to be debited, isn’t it?
Who can tell me?
Formative Assessments

29. Preventing Student Misconceptions
 Students do not come to school as blank slates
 What they think they know greatly impacts their learning
 Anticipate confusion
 Use specific strategies to address misconceptions

30. Student Engagement
 Academic Engagement
 Instructional quality and delivery, supplemental support, classroom structures to
enhance student interaction in class
 Behavioral Engagement
 Attendance, Student participation in class and extra curricular activities
 Cognitive Engagement
 Challenge, asses, assist , Build an emotional and intellectual bond with the
student
 Psychological engagement
 Belonging, identification with the school

31. Class room efficiency
 Time Management
 Using Technology to save time and effort
 Blended teaching to cater to diverse sets of learners
 Costs – space/ teaching aids/

32. Role of the Teacher as Mentor/guide

33. What changes do you plan to bring to your classroom?
 Use the form
 5 minutes time

34. BRINGING RESEARCH INTO THE
CLASSROOM

35. Research in the classroom
Bringing faculty research into the classroom
 Research is not only about publications, Research for class is
broader
Student as researchers
 Provides skills
 Brings new knowledge/understanding

36. Exercise 2 – Fill the form
 Fill in the form and indicate how you plan to include the various elements into your
classroom session
 Take 5 minutes
 List top 3 changes you intend to make

37. THANK YOU
gpsudhakar.blogspot.com
gpsudhakar@gmail.com