• Amit Singhal

Even at undergraduate level, rote learning is common among students. I have seen students mugging up concepts and mechanics of solving numerical problems without understanding the true meaning of such concepts. There could be many reasons for such behaviour of students but as a teacher, I take it as my responsibility to teach in such a way that students do not need to mug up and rather, understand the concepts in their true sense. In this endeavour, I have written a story to teach the topic of "Expected Return and Risk" and I believe that students would gain an insight into the topic whereby the need to do rote learning will be done away with. The said story is presented in this article along with a game that is inbuilt in this story. I recommend that teachers should use this story for teaching this topic during their lectures and reap its benefits. The mechanics of the game have been explained for reference of teachers. The game can be played by students within the lecture as part of their learning.

rote learning, storytelling, learning through games, classroom lecture.

"Teaching the Topic of “Expected Return and Risk” Through the Art of Storytelling", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.3, Issue 11, page no.1864-1871, November-2016, Available :http://www.jetir.org/papers/JETIR1701301.pdf

"Teaching the Topic of “Expected Return and Risk” Through the Art of Storytelling", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.3, Issue 11, page no. pp1864-1871, November-2016, Available at : http://www.jetir.org/papers/JETIR1701301.pdf