MR. RAJA HASAN KHAN THE CITY SCHOOL GULSHAN BOYS CAMPUS SENIOR SECTION : BUSINESS STUDIES ACTION PLAN Intel® Getting Starting Course

Long Term Goal Short Term Goals Instructional strategies and tasks Sample Bloom Taxonomy Time line Bloom Taxonomy application Solutions and anticipated challenges Resources Conclusion Contents

Adopt 21 st century necessary set of skills, methodologies and related teaching approaches to develop higher order thinking skills in students to meet the ever coming challenges in modern business environment. LONG TERM GOALS

 Develop interpersonal and collaborative skills by assigning activities in groups.  Develop information and media literacy skills by engaging them in research projects and present data using excel.  Develop analytical skills by engaging students in parliamentary debates and friendly criticism. SHORT TERM GOALS

 Enhance independent learning skills in students by facilitating and allowing them to solve case studies from CIE past papers and write reports.  Develop presentation skills by submission of assignments in the form projects using multimedia productivity tools. SHORT TERM GOALS

Instructional strategies and tasks Sub Topic 21 st CENTURY APPROACHES 21 st CENTURY SKILLSMode Solve activities and CIE case studies in groups. Find subject specific information on a given topic from world wide web. Orientation to students related to the use of latest productivity tools (word- processing, spreadsheets, Multimedia. Deliver multimedia presentations on various topics. Direction skills Monitoring skills Intervening skills Analytical skills Direction skills Monitoring skills Intervening skills Direction skills Monitoring skills Intervening skills Direction skills Monitoring skills Intervening skills Motivating skills Problem Identification, formulation and Solutions Collaborative Skills Information and Media Literacy Skills Self Direction Creativity and Intellectual Curiosity Pair and share (Group discussion) strategy Individual activity task with a given set of instructions. By demonstrating the different steps of using internet, searching and extracting the required information. By demonstration, delivering reports, statistical summary using multimedia productivity tools. By demonstration, delivering presentation using multimedia productivity tools.

 The students will be provided activities and CIE case studies related to topics taught to form collaborative groups to develop analytical thinking skills and facilitate collaboration.  The students will be asked to find situations and cases related to topics taught and analyze via world wide web to develop high order thinking.  More questions involving higher order thinking will be created and provided to students as assignments. INSTRUCTIONAL STRATEGIES AND TASKS (Explanation)

 Students will be motivated to deliver multimedia presentations.  Educational field trips will be arranged which will be a learning experience for the students.  Visitors from commercial sector would be called to motivate and provide guidance on current business environment. INSTRUCTIONAL STRATEGIES AND TASKS (Explanation)

Example of a presentation

Taxonomy of Cognitive Objectives 1950s- developed by Benjamin Bloom Means of expressing qualitatively different kinds of thinking Adapted for classroom use as a planning tool Continues to be one of the most universally applied models Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy As a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8) Bloom’s Revised Taxonomy

BLOOM’S REVISED TAXONOMY Creating Evaluating Analysing Applying Understanding Remembering Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding

I will provide opportunities to students to promote higher-order thinking. I will arrange field trips and multimedia presentations that will capture the interest of the students. I will design group activities related to the topics taught to promote student centered learning. AUGUSTSETEMBEROCTOBERNOVEMBER I will provide resources that will help students to do research work, make presentations on the computer and showcase them. DECEMBER I will provide CIE past papers to students to enhance independent learning and critical thinking skills by facilitating and allowing them to solve.

Topic Marketing Mix Learning objective Enabling the students to enhance their understanding on marketing essentials and develop presentation skills using multimedia productivity tools. Learning outcome By the end of this activity students will be able to explain concepts of marketing and present their understandings in form of multimedia presentation. Learning Values While working in groups students will learn to abide ethical responsibilities associated with marketing Application of Bloom’s Taxonomy

ext=1&list=PL5AD26D3DA5841C =grec_index Application of Bloom’s Taxonomy: Teacher will show lectures on marketing from You Tube and students will be asked to search other related video:

REMEMBERING Memorise And Recall Facts Word processing tools Activity: After explanation of different definition and concepts of marketing by teacher students will be asked to answer the given worksheet. Application of Bloom’s Taxonomy

Q1. What is a marketing? (Knowledge) Q2. What is market segmentation? (Knowledge) Q3. What are functions of marketing? (comprehension) Q4. Recognize characters of AIDA. (comprehension) Q5. Suggest marketing plan for a new brand of chocolate. (application) Application of Bloom’s Taxonomy Questionnaire

Q6. Analyze the need of market segmentation for an FMCG company. (analysis) Q6. Draw a business plan for an FMCG product. (synthesis) Q7. Compare the plans of students with each other and suggest whether they are feasible. (evaluation) Application of Bloom’s Taxonomy Questionnaire

Understanding Interpret Meaning Internet Browsing Activity: Read marketing mix of FMCG from online sources for example ( in pairs. Explain the essentials of marketing mix using company selected to the rest of the class. Application of Bloom’s Taxonomy

Application Apply the knowledge to a new situation Internet Browsing Activity: Suggest marketing mix for any one consumer good in groups Application of Bloom’s Taxonomy

Analyzing Examine the Information Activity: Present the marketing mix of selected product to the rest of the class and compare it for the effectiveness of presentation skills. Application of Bloom’s Taxonomy

Evaluating Judge according to a set of criteria Teacher will provide students set of criteria to judge the effectiveness and compilation of marketing mix. Critique of Teacher and students will be provided for improvement. Marks will be given and recorded. Best three presentations will be chosen and awarded with certificates. Application of Bloom’s Taxonomy

Creating Combine elements into a new product Create an advertisement for the product chosen for marketing mix (in groups) Application of Bloom’s Taxonomy

e 8c Examples of advertisements by prepared students

SOLUTIONS TO ANTICIPATED CHALLANGES CHALLENGES Students may not have computers at home to work on presentations and assignments. Some students may not be able to attempt high order thinking questions. Some students may require multimedia literacy skills to deliver presentations. SOLUTIONS Principal would be requested to allow students to practice in labs in their free periods. Pair the weak students with the good ones to improve their learning skills and enhance collaborative working. I will request the management to arrange additional IT awareness classes for students.

Intel Getting started Master Trainer course manual. Intel Senior Master Trainers Productivity tools (Word processing, multimedia and spreadsheet applications) Subject specialists and mentors (Commerce ) World Wide Web and internet IT Technology equipments RESOURCES

xt=1&list=PL5AD26D3DA5841C my =grec_index RESOURCES

e=player_detailpage &v=DqWLBTzDY8c =player_detailpage &v=xRAesSZp1As RESOURCES

Special words of gratitude to my Intel Trainers and The City School Management for providing me an opportunity to augment my teaching skills. Acknowledgement

After the implementation of my newly acquired 21 st century skills and approaches, the students will be empowered with new set of skills related to high order thinking and multimedia presentations which will enable them to utilize knowledge of computer science and technology in modern business environment more effectively. CONCLUSION