Presentation on theme: "Activity Based Learning (ABL) in Tamil Nadu"— Presentation transcript:
1Activity Based Learning (ABL) in Tamil Nadu M.P.Vijayakumar on behalf of many
2Tamil Nadu Land: 50,216 sq miles Population: 62.4 million Language: TamilGDP: $70 billion (3rd largest)Growth: 12.1%Poverty: 22.5% (against national average of 27.5%)Literacy: 73% (against national average of 61%)Number of elementary schools (grades 1 to 8 – ages 6 to 14 years): 37,486Enrolment at Elementary: (98%)Highest level of urbanisation in India (44%)
3Improvement in learning achievement in all the subjects in class V. NCERT Surveys--Learning Levels are Improving, but not enough …….ClassesMathsLang.EVS1st rnd.46.5158.5750.302nd rnd.48.4660.3152.19Improvement in learning achievement in all the subjects in class V.Goa, HP, Gujarat, J& K, UP, Karnataka, Kerala, improved by more than 5% pointsRanges in Mean % ScoresStates40% to 50%(11)Assam, Chhatisgarh, Goa, Jammu & Kashmir, Meghalaya, Sikkim, Uttarakhand, A & N Island, Chandigarh, D & N H, Puducherry50% to 60%(20)Andhra Pradesh, Arunachal Pradesh, Delhi, Gujarat, Haryana, Himachal Pradesh, Jharkhand, Kerala, Madhya Pradesh, Maharastra, Manipur, Mizoram, Nagaland, Orissa, Punjab, Rajasthan, Tamil Nadu, Tripura, Uttar Pradesh, Daman & Diu60% to 70%(2)Karnataka, W. BengalNCERT commissions national surveys every 3 years to track change in learning outcomes and for inter state comparability.Since SSA’s inception, a baseline study for critical levels of elementary education I.e. class III, V, VIII have been completed. 2nd round is over, Final round is on in which class V has been completed.All these studies has been disseminated to States.NCERT is being assisted through a Technical Cooperation Fund of DFID to modernize its learning assessment systems.HRM has written to CM’s for focusing on improving learning levels and teachers performance.
4It is known that… despite enrolment being high… Despite all hard ware in place…Despite investment and many incentives having increased…In spite of much discussion and debate …
5The essential levels of… Literacy – Numeracy – Subject Knowledge– Understanding - Conceptual clarityHave not been attained by the majorityHave not been seriously addressedacross the school system
6Why are learning levels unsatisfactory? Large numbers of first generation learners?Infrastructure deficiencies?High pupil:teacher ratios?Lack of parental demand for quality?Low expectations?Inadequate assessment of learning outcomes?Multi grade/multilevel class rooms
7But, mostly…State concluded that… It’s because of what goes on in the classroom…. the form of pedagogy affects student achievement more than anything else
8The Teaching and Learning Process before ABL Teacher gives instructions and expects children to obey and be disciplined;Children listen while the teacher teaches and only hear the teacher’s voice – whatever she says;Learners memorise facts given in the textbook or as told by the teacher or, more frequently, fail to memorise;Teacher controls what happens in the classroom, children’s participation is minimal;No scope for group learning, self learning, peer learning etc….;
9The Teaching and Learning Process before ABL Timetable is fixed;Seating arrangements are fixed, usually regimented rows and columns;Materials are only for display, not use by the students;Children look bored and disinterested;Assessment is undertaken as a separate activity;Children are assessed through tests and exams – many fail and there is a pervasive fear of failure leading to dropout;Report cards are used to convey the learners’ achievement;Children’s performance is reported in terms of marks for subject areas.
10Strengthening quality of primary education in Tamil Nadu Required nothing less than comprehensive curriculum and pedagogic renewal …. a transformation in teaching and learning methodology and processes; complete system change.
11The Teaching and Learning Process after ABL Teacher provides learning opportunities and guides a range of meaningful learning.Teacher provides learning situations that give children an opportunity to observe, explore, question, experience and develop their own understanding of various concepts.All children participate actively in different activities/tasks and acquire all the necessary skills.All children construct knowledge on their own, based on their experiences inside and outside the school.All children work both individually and also in groups, discussing, sharing, co-operating and respecting others’ viewpoints.Timetable is more flexible, depending to a large extent on the stages children have reached in their learning.Seating arrangement changes according to the activity being organized.
12The Teaching and Learning Process after ABL A variety of materials, aids and equipment are available and used by children.All children are engrossed in what they are doing.Assessment is self-assessment as part of the teaching learning process.All children are assessed informally by teachers while doing activities/tasks, primarily through the teachers monitoring of progress on the learning ladders – the children are not aware of this assessment.A report conveys the learning and progress of the child.Children’s progress on the learning ladders are reported in qualitative terms and on all aspects of development – some children move faster than others and all types of learners are accommodated in the teaching and learning process.
13Learning Achievement: Maths Grade III StateBASMASDifferenceGujarat64.2462.94-1.30Karnataka68.4559.66-8.79Kerala51.3661.029.66Punjab53.8958.074.18TNadu53.4875.1321.65India58.2560.922.67
14Learning Achievement: Language Grade III StateBASMASDifferenceGujarat58.5471.6513.11Karnataka69.9669.00-0.96Kerala63.3168.315.00Punjab54.2966.9812.69TNadu66.5179.5613.05India63.1267.534.41
17Secrets of Tamil Nadu’s Success ABL comprehensively addresses the context of multi-grade reality and frequent student absenceIt is a robust and holistic methodology, developed by practicing teachersSuccessful learning by all children leads to acquisition of confidence, pride and high self-esteemIncorporates assessment and remedial teaching without branding children as failuresCurriculum adapted from existing textbooks by teachers, so easier to accept by key stakeholdersWorking models were developed that managers and teachers could visit to experience the changed practice first-handWell structured move from pilot in Chennai (2003 to 2007) to pilots in blocks (2005 to 2007) to state wide scale-up (2007) in 37,486 schools, 6.5 million children and 120,000 teachersEffective media strategy and supportComplementary graded reading programme, books produced by teachers
18Secrets of Tamil Nadu’s Success On-site support to teachers provided through 6,000 BRTE – quality of this support highManagers of education have prioritised the reformAdequately resourced through SSAEffectively led by Minister and Departmental Head of Education, political will – logistics excellent; TLM and infrastructureLearners have welcomed the changeSuccess is breeding successParents are excited and stimulated by the results
19Secrets of Tamil Nadu’s Success Most importantly …..The State trusted its teachers, trusted its children, had confidence in its diagnosis, believed in the strength of the new teaching and learning methodology and knew exactly how to take the reform to scale.
20System changes Half a day curriculum Consciously creating Multi-grade Dropping notes of lessonGiving up exams and home workChanging class room structure and formNot depending on text books exclusivelyShifting the Inspectors focus to academicsMonitoring orientation on process in lieu of outcomeABL is not panacea, teachers keep on improving
21Next StepsABL is continuously renewed and enrichedTeacher training is also continuously renewed and enrichedCurriculum reform doneNew curriculum for pre-serviceNew generation of teachers oriented to ABLABL is opening up a new discourse on teaching and learning in primary schooling and the role of teacher – no longer chained to the textbook!
22Next StepsThe first State-wide ABL cohort will complete Standard 4 in 2011 – a new breed of children who can think and create and search for informationStandard 5 is now focus of attentionActive Learning Methodology (ALM) in Upper PrimaryALM and Project Based Learning (PBL) proposed for Secondary EducationPolitical will to sustain the reforms