Introduction Educating children with great qualities and ggood knowledge g is a challenge g especially in the context of “Education for all”. Children are country’s t ’ greatest t t asset. t Universal U i l education is the primary aim of the Government. Government

Multi ulti--Grade Situation ™Multi-grade

situation is another critical issue in primary education. As may as 75% of the Elementary Schools in Tamil nadu f ti function i multi-grade in lti d situations. it ti M Many strategies are adopted to handle multigrade situations including training programme to teachers. But the results are not encouraging. The inputs on training programmers are not practiced in the classrooms.

Why ABL ABL?? 9

To ensure q qualityy in Education


To ensure children’s total participation.

9 To

infuse self confidence and self reliance

9 To T

guarantee quality li education d i to every child. hild

9 To

address the multi ggrade and multilevel


What is ABL? ABL is activityy based learning. g It is a kind of teaching technique in which learning is accomplished p through g activities. y Whatever one learns through his senses g But if learningg is mayy be forgotten. achieved through an activity it will remain g in the minds of the learner. evergreen There is a Chinese saying it goes – y

¾I hear I forget g ¾I see I remember ¾I do I understand ™ The

expected competencies are split up in to small unit concept. Activities developed for a particular competency form a mile stone. stone Milestone carrying the various prescribed competencies form a ladder. No child can move to the next activity unless he learns the pprevious activity. y ™ This methodology addresses both multilevel and multi- grade teaching. In built evaluation mechanism is also incorporated p into the system. y The achievement level of each child is explicitly known in each subject.

Activity y Based Learning g ™ABL

teaching method, involves learning through listening, ¾ ¾ ¾ ¾ ¾ ¾ ¾


Thinking, Understanding Understanding, Planning, Communicating, Interacting, Cooperating, Playing y g all in JJoyful y Manner.

It develops effective relationship between the teacher and students. It is a comprehensive action oriented programme. It is aimed at g g out the hidden skills and to improve p knowledge g and all bringing round development of children.

ABL Approach The ABL approach is unique and effective to attract out-of -school children to schools/AIE centres. The teachers who are involved i l d in i implementing i l ti this thi method th d have developed activities for each learning unit which facilitated readiness for learning, instruction, reinforcement and evaluation. ABL has transformed the classrooms into hubs of activities and g learning. g meaningful


Main features of ABL No deviation in the prescribed syllabus ™ Each competency is split up into fragments ™ Learning material is given for each subject ™ Child centre learning ™ Learning cards is attractive color with pictures ™ Ladders provide structure to the curriculum ™ Each child can learn at his own pace ™ Absentees are taken care of ™ Children make their attendance ™

Main features of ABL Each child is assessed individually and continuously ™Achievement chart show the learning level of the ™

child ™Teacher parent and inspectors can know the exact pposition of the children ™Scope for creativity for both Teacher and child ™Best suited for both multi grade and multi level ™Low Level Black Board serve as an effective tool

Learning Ladder





Each shape = an activity ™ Each chain = a step = a competency ™ Chains of competencies = ladder ™


Why Ladder? Peer learning P l i ™ Guided learning ™ Individually I d d ll paced d learning l ™ Graded from teacher dependent to i d independent d learning l i ™ Sensory inputs for each competency ensure mastery. t ™

How different… different Is the Ladder from the regular g syllabus? y ™What you teach – Competencies – is the sa e. same. ™How you teach is different. ™How students learn is different. different ™How you evaluate is different.

Preparing the class room for ABL Setting up the Low Level Black Boards on the walls y Setting up the wire pandal in the class room y Displaying Di l i llearning i cards d iin trays with i h llogos pasted on them y Positioning the ladder within the reach of the children y Placeing the grouping cards on mat y Displaying p y g the achievement charts y

Advantages of ABL Children learn all the presented competencies y 100% learning is made possible y No N child hild can move further f h without ih mastering the previous competency y Absenteeisum is addressed y Multi-grade g system y is addressed y No rote learning y

Advantages of ABL Self reliance and confidence developed y No load of books y Exchange g of ideas y Teacher burden is reduced since the child p the role of teacher at times take up y Joyful learning, group learning an pear learning take place y No skill is left y

Advantages of ABL No fear of examination y Children learn more in groups and assist the pear y Burden of teaching of children is shared while handling multi-grade one need not j for different classes teach different subject same subject can be taught for all classes. y Pupils p have full freedom to learn on their own space y Since children learning g byy doingg their learning is concrete and complete y

ABL Classroom y y y y

y y

Displaying the weather chart and Arokia charka h k Maintaining self attendance Providing the math’s math s self learning material on the top of the rack Keeping in readiness other supportive material such as crayons, clays, and puppet show material etc. Maintaining individual file for each child Introducing Logos, ladder, learning cards g in the trayy and group g p cards arrangements

ABL Classroom

ABL Class As the achievements of the children are noted on the chart teacher need not afraid of the inspecting Officers for the level of the achievement is noted on the child. y In a normal class it is impossible to engage for the whole class for the whole day, but in an ABL class every child is engaged actively in learning process. y

RESTRUCTURE OF ABL • Based on common syllabus all the subjects and languages have undergone modification from standard d d 1 to 4. 4 • Number of cards as well as activities are reduced reasonably. reasonably • All the activities in ABL cards have been simplified p and refined for comprehensive p learning. • As referred in the National Curriculum Frame Work, 1st and 2nd std children belong to same age group. So 1st and 2nd std ladders have been combined mbi d and d framed. f m d In I the th same m way 3rd and d 4th std ladders has combined.

• Logos g of all the subjects j have been modified and framed which are relevant to the activities. • Subject-wise colours are given for the cards as follows : Tamil








Social Science


Text book is used for ™ Reading ™ Writing ™ Homework ™ Colouring ™ Drawing ™ Reinforcement

•Puthaga poongkothu books with colourful pictures i t are given i tto children hild to t enrich i h th their i general knowledge and to create interest in extra reading. reading •In accordance with CCE the evaluation cards are pprepared p on the basis of knowledge, analysis, understanding and application. • FA(a), FA( ) FA(b) activities are inbuilt b l in every milestone. • SA activities are incorporated in the end of each term according to the timeframe.

t. v©

bghJ Á‹d§fŸ

Á‹d¤Â‹ bga®/Âw‹


fyªJiuahlš Âw‹: c‰Wneh¡Fjš éth¤jš. nf£lš, ngRjš, th®¤ij b bjhF¥ò ¥


tYñ£lš Âw‹: òçªJbfhŸSjš, vGJjš, G m£ltiz¥gL¤Jjš, bghU¤Jjš


tiujY« « t©zäLjY« Âw‹: f‰gid Âw‹, gil¥gh‰wš, ‰w , bjhl®ògL¤Jjš, E© jir ga‰Á


Å£L¥ghl« Âw‹: ãidÎ T®jš, ÛŸ gh®it


kÂ¥ÕL  ‹ ngRjš Âw‹: n š, vGJjš, bjhl®ògL¤Jjš , ÁªÂ¤jš. ªÂ¤j


1, 2 &3 gUt kÂ¥ÕL


ghlš  ‹ nf£lš, Âw‹: n £ š ÂU«g  « ghLjš, uÁ¤jš


éisah£L Âw‹: xU§»izªj clšrh® ts®¢Á, FG kd¥gh‹ikia ts®¤jš, éÂfis k¤jš, jiyik g©ò é£L bfhL¤jš g©ò,


fij TWjš Âw‹: nf£lš, ngRjš, f‰gid Âw f‰ Âwid ts®¤jš


bgh«kyh£l« Âw‹: eo¤J¡fh£lš, ngRjš, f‰gid Âw‹


fiyÍ« if t©zK« Âw‹: E© jir, f‰gid Âw‹, Âw‹ gil¥gh‰wš





ò¤jf ó§bfh¤J Âw‹: thÁ¤jš, gl¤ijÍ« brhšiyÍ« Ïiz¤J òçªJ bfhŸSjš fs¥gaz« f Âw‹: c‰Wneh¡fš, étç¤J Twš , Ïa‰if uÁ¤jš, mH»aš cz®Î

brašÂ£l« Âw‹: c‰Wneh¡fš, fhuz« m¿jš, ¿ š ԮΠԮ fhzš, š bjhl®ògL¤Â b ® L¤Â ãidÎ T®jš, tif¥gL¤Jjš, gÂÎ brŒjš. ò¤jf¥gæ‰Á Âw‹: go¤jš, vGJjš, ãidÎ T®jš.


go¤J¤ gh® Âw‹: ãidÎ T®jš, bghUSz®ªJ thÁ¤jš


vGJjš -kÂ¥ÕL Âw‹: vGJjš, bjhl®ògL¤Jjš , ÁªÂ¤jš. ÁªÂ¤jš





Social Science

Features of ABL ™ The

learning ladder provided structure to the curriculum and allowed every child to proceed at a self-selected pace. ™ The need for an examination at the end of the school h l year is i made d redundant d d i this in hi system. ™ No child is “better then” or “worse than” another. ™ The entire system allows for diversity and the differential rates of progress. The Achievement Chart clearly shows the positions of the children in each area. ™ Daily attendance process is made child friendly. ™ Discipline is intrinsic to the material and i internalized li d by b the h children. hild

Features of ABL ™ ABL

has a simple strategy to take care of missed classes. classes The mastering of a skill is not a collective exercise. The child’s work is individual.

™ Order

and structure in the materials seem to result in systematic habits in the children.

™ Gender

equality seems to have been achieved rather effortlessly.

™ Once

the ABL system has been mastered by the teacher and the students, students the burden on the teacher is reduced.

REINFORCEMENT TECHNIQUE Reinforcement is an important aspect in the learning process. y There are p plentyy of activities given g through g cards for reinforcement activities y Every y competency p y begins g with motivation,, introduction, exercise, reinforcement, evaluation and remedial activities. y After every exercise reinforcement activities are given in the ladder itself. itself y

Assessment Techniques y y y y y y

Evaluation is inbuilt. Child work on the evaluation card without knowing that it is an evaluation card. At the end of everyy mile stone evaluation cards are there. But children do not know that they are evaluating cards. There is no common exam in ABL. Achievement chart show the attainment level of children in each subject.


activity based activity based learning learning

through listening,. ➢ Thinking, ... for both multi grade and multi level. ❖Low Level Black Board serve as an effective tool .... Green. Maths. Maroon. Social Science.

9MB Sizes 3 Downloads 213 Views

Recommend Documents