Course design - Teacher's guide
Lesson plansSupport the activity of the students
A teacher does not need any other prior knowledge of the program than having gone through the chosen practice or game to know what it is about and what to emphasize.
Practice sheet. When going through any of the three practices on the Basic level, write each newly added figure on a practice sheet where it should belong, at each step before answer appears. It is advantageous to add manual exercises. There is a link to a "Practice Sheet for updating the BR and RR" that can be printed (in Facts to these reports).
When a Business Game is undertaken by several groups or individuals in a
classroom, the teacher can sometimes determine that everybody is to save and their
graphic Balance Sheets are compared in order to determine which
office each should select the immediate future, e.g. those who have too much
receivables and short term debts should go to the financial office
or too little inventory go to purchase.
By delegating to the students time is released and the teacher has more time for support and education. It is time saving for the students too with more effective learning in moderate portions. The shortcut to effectual learning lies in shaping an early overall view. The participants can put their own experience in a consistency. All that happens is summed up and related to comprehensive pictures.
Proposals to more lesson plans are available under "Guides"after log in. A teacher can book freely for one session, select one practice at a time.
The brain systems and the pedagogy
- System 1 is always going acting on intuition according to innate and learned patterns. It is quick, intuitive and controlled by emotions. It receives all the information we encounter and it can not be turned off.
- System 2 is called in when a capacity for thinking and extra effort is demanded. It has the ability to do calculations, see alternative consequences and is needed to make good decisions. It is difficult to start, is slow and can easily be shut off. It can only process a limited amount of information at a time. If System 2 gets too much information or too complicated (information overload), it is shut off and goes to rest.
Building understandingThus the information should be well organized and dispensed in moderate doses. As the targets of a course are attained through varying, meaningful and relevant questions, tasks and decisions, they should be clearly distinguishable and not overcomplicated to avoid information overload.
Immediate feedbackImmediate feedback after each single issue and decision is a prerequisite of being able to correct thoughts and knowledge. Adequate training with fast and clear feedback is a prerequisite of developing skills and intuitive judgments. Therefore, on the way to a Selling & Finance Diploma you are confronted with events, adventures, decisions, tasks, quizzes and feedback in right doses. You solve problems and get immediate response in report pictures which visualize and put your experience into its context and financial interrelationships which books with exercises cannot do.
OS! This is not fulfilled in common business games where you compete in a market by changing a number of parameters/decisions lumped together, the effects of which are not separated and therefore preclude conclusions. If the individual effects would appear, the game is revealed and becomes meaningless.
Communicate financeControlling economy is much about measuring, evaluating and aggregating information in e.g. key figures. That is then passed out into the operations to create the necessary change. There they are usually not familiar with the financial concepts and get easily information overload in the System 2 of the brain. On the other hand they have a great detailed knowledge of their reality. It is therefore necessary to create an understanding of how the operative details are associated with the aggregated economic concepts.
It's the same at school. If the student does not have built up an understanding by means of a structure into which information can be sorted, information overload can occur. System 2 takes a time out.
Audio and textIf text and audio are presented simultaneously the sight reacts first. The eye want first to obtain an overview and some detailed knowledge. It is an advantage if the sound comes in only when the eye had its day. That is why the audio files do not start automatically more than as an exception. But it is the student who start every audio file in factual texts and decision bases etc.
IntercommunionThe cerebral cortex is divided into the left and right brain with different but interacting functions.
- The left brain takes care of among others the basic skills of speaking, reading, writing and arithmetic. It breaks down and analyzes problems and stands for critical and analytical thinking.
- The right brain on the other side can work in pictures, where the details from the left are assembled in structures and given context and meaning sometimes in a new and creative way. The right part builds up the data from the left part into meaningful pictures and patterns and stands for conceptual thinking.
The brain structure and the pedagogy
The brain can consume a quarter of our calorie consumption and almost half of our
oxygen needs and has three levels. The first two make a big part of System 1
How these three levels and two cerebral hemispheres cooperate affects the learning1. The Crocodile Brain controls our five senses. It is therefore always hitched to receive our sensory impressions. It determines whether to fight or flight, ie. the survival instinct. In danger strong feelings are produced and quick physical activity. Otherwise, it responds to things that arouses curiosity. The decisions ability is limited and is primarily about self-preservation, food requirements, territorial thinking and reproduction. All what constitutes a danger, arouses curiosity or can give goal achievement and attainment leads to activity. Other things are ignored.
When a teacher conveys knowledge the teacher uses the new brain (3.Neocortex). But the learner receives with the senses in the reptilian brain, which makes a first thinning. What arouses curiosity and goal fulfillment is sent on to the mid-brain.
2. The Mid-brain is developed in mammals, among other things to manage social relationships as living in packs or taking care of their young (a reptile does not respond if someone eats its offspring). The mid-brain is something of the brain's social medium. The individual who the reptilian brain at first sight may experience as a danger leading to flight, the mid-brain can make a better assessment of and realize that it is a good friend.
These two levels are the more primitive part of the brain where much
of human activity is going on. Entertainment, movie, games and popular culture for the
masses appeal to these levels. For example popular computer games for
children and young people. Not the least games, where you have to shoot
quickly to survive, trigger the reptilian
brain, using the mid-brain to distinguish between friend and foe. The
primitive brain can mobilize strong emotions effortlessly.
Reward and commitmentTo find the pleasure and innate need, that athletes and musicians can find in their practices, is a way to success. What distinguishes the masters, from those who are good, are exercises, exercises again and in another word repetiton especially when the exercises involve some effort. Pupils possess their learning. (According to the PISA expertise pupils in many western countries set too low demands on themselves and give up too easily in comparison to those in many asian countries.)
Targets, goals and purposeActivity and effort is normally perceived as more positive than passivity and inactivity. Challenges involves a positive effort that not only leads to learning but also increases the intelligence in the long term. But these challenges should be in line with the learner's own goals and motivations, as to learn, teach others, help others, get higher knowledge or skill, mark, grade, exam, status, money or something else.
Pupils should know their motivations and what gets them to be obsessed by a task and be better at something. It is an advantage if the teacher is aware of these and can motivate each student based on their special innate needs.
Educational games, which are to develop the new upper part of the brain, the cerebral cortex, need to facilitate the greater demands on motivation and engagement. There should be goals at different levels and enough many levels, so that those who want can go far and become masters / experts.
In effect life is much about money and economy. But the student can still make clear: Why am I learning this? Does it help me to manage myself better in the world I am? Can it help me to reach the goals and objectives that are important to me?
Do you have to know business economics?Daniel Kahneman, mentioned above, has in his book "Thinking, Fast and Slow" reported on his and others' research on thinking and economic decision making. Among others he goes into the importance of an optimistic disposition especially when starting and running businesses. Optimism is the engine of capitalism and optimistic people are often more successful and happier. But they fall often deepest because of overconfidence in themselves.
In this context, two Swedish bankruptcy trustees issued a report based on the experiences of the 1980s, which was one long boom. (Robert Neufeld, Peter Smedman: "Full speed towards insolvency: reading book for entrepreneurs and start-up candidates about overconfidence..."). Despite the good times businesses went bankrupt. Major reasons were the lack of self-knowledge, insight into entrepreneurship, knowledge of business economics and financial connections.
The mission of ProfitGames is therefore to contribute to a better knowledge for a better world by a more than twice as effective learning of business economics and financial connections around web-based practices, games and simulations. By the same reason the teachers in business economics contribute to a better future.
The mission of the Financial Management Diploma is to contribute to a better knowledge for a better world through that students learn business economics twice as effective around the web-based exercises, games and simulations.
How much do you have to know?Daniel Kahneman describes research which indicates that those who know more make better judgments, than those who know less up to a certain level. As knowledge of business economics and financial connections is very important for all, what courses do you need to go? All benefit from the basic level. Business owners and those who work professionally also need the other levels. If the student really learns what the full curriculum provides, the student has come a long way. From a practical point of view more theory has a diminishing marginal utility. However, the experience, that you gain by using the knowledge at work or at a university, provides a high marginal utility (up to a point where you begin to overestimate yourself). As well as supplementing with other skills within the field you are active.
We are planning to add an Expert level for those who want a usable education that is more complete. If you have opinions, send an e-mail.
- Cash flow analysis II.
- Return and Profitability II.
- Investment and capital requirements II.
- Profit control in Service industries.
- Profit control in Manufacturing.
- Selling and Finance Diploma in a Business game Expert.
The Expert level means specialization in primarily cost, cash and revenue analysis.
The road to successNo matter what an organization produces or a person is working with, according to Kahneman, they are factories making judgments and decisions thousands per day. The road to success means that this process is constantly improved by your examining its different stages from needs, problems and analysis of decision alternatives to decision, carrying through and follow-up. The courses are about that and especially problem solving and the analysis of decision alternatives leading to decisions.