Professional Business Education, Part 2

Question 1: Give an overview of the general structure of a business course.

Answer 1: Although there is no one way to arrange the material of a business course, some ways make more sense than others. For instance, most teachers will begin the course with an overview of the general themes of the course, so that students will have an idea of the structure of the course and will be prepared for its various transitions. Most teachers cover the nature of business activity, the types of businesses, and the objectives of various businesses early in the year. From there, it makes sense to examine organizational structure and the various divisions within a large business: accounting, marketing, and so on. At this point, the class may move to a larger view of business within the context of the whole economy, and to a consideration of macroeconomic trends.

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Question 2: Discuss differentiation in the business classroom.

Answer 2: In business classes composed of students with varying abilities, it is crucial that a teacher practice differentiation: that is, distinguishing between students and adjusting the class material to engage all of them. This is a great responsibility for a teacher: more time must be spent planning, and teachers must avoid lessons that appeal strictly to the middle level of the class. Besides differentiating between students, teachers must also differentiate between classes. Some classes have a different “character” than others, depending on the time of day when they are held and their composition. Differentiation is especially important in business classes because they are usually open to all students, regardless of aptitude.

Question 3: Compare and contrast student-centered and teacher-centered instruction.

Answer 3: An effective business class combines student-centered and teacher-centered instruction. It is important for students to acquire a base of knowledge before they try to apply it: teacher-centered instructional methods are more appropriate for this goal. Although the lecture is the traditional form of teacher-centered instruction, teachers may also use textbooks, newspapers, the internet, or CD-ROMs. After a base of knowledge is established, to the class can move on to application activities. Group discussions, individual problem-solving exercises, and case studies are all student-centered instruction methods that force students to analyze and evaluate situations based on what they have learned.

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