Activity Based Learning Activity Based Learning (ABL) in Tamil Nadu(ABL) in Tamil Nadu

Activity Based Learning Activity Based Learning (ABL) in Tamil Nadu(ABL) in Tamil Nadu

M.P.Vijayakumar on behalf of manyM.P.Vijayakumar on behalf of manykumarmpv@gmail.comkumarmpv@gmail.com

Tamil Nadu• Land: 50,216 sq miles• Population: 62.4 million• Language: Tamil• GDP: $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): 37,486

• Enrolment at Elementary: (98%)• Highest level of urbanisation in India

(44%)

Classes Maths Lang. EVS

1st rnd. 46.51 58.57 50.30

2nd rnd. 48.46 60.31 52.19

• Improvement in learning achievement in all the subjects in class V.

• Goa, HP, Gujarat, J& K, UP, Karnataka, Kerala, improved by more than 5% points

Ranges in Mean % ScoresRanges in Mean % Scores StatesStates

40% to 50%

(11)

Assam, Chhatisgarh, Goa, Jammu & Kashmir, Meghalaya, Sikkim, Uttarakhand, A & N Island, Chandigarh, D & N H, Puducherry

50% 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 & Diu

60% to 70%

(2)

Karnataka, W. Bengal

NCERT Surveys--Learning Levels are Improving, but not enough …….

It 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

…

The essential levels of…

Literacy – Numeracy – Subject Knowledge

– Understanding - Conceptual clarity

Have not been attained by the majority

Have not been seriously addressed across the school system

Why 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

But, 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

The 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….;

The 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.

Strengthening 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.

The 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.

The 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.

Learning Achievement: Maths Grade III

State BAS MAS Difference

Gujarat 64.24 62.94 -1.30

Karnataka 68.45 59.66 -8.79

Kerala 51.36 61.02 9.66

Punjab 53.89 58.07 4.18

TNadu 53.48 75.13 21.65

India 58.25 60.92 2.67

Learning Achievement: Language Grade III

State BAS MAS Difference

Gujarat 58.54 71.65 13.11

Karnataka 69.96 69.00 -0.96

Kerala 63.31 68.31 5.00

Punjab 54.29 66.98 12.69

TNadu 66.51 79.56 13.05

India 63.12 67.53 4.41

Quality Score

97.65

81.30

56.47

89.86

71.59 73.07

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Teacheravailability rate

Infrastructureavailability rate

TLMsavailability rate

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Quality score

Chennai Corporation Schools

Model- nonmodel

Secrets of Tamil Nadu’s Success

ABL comprehensively addresses the context of multi-grade reality and frequent student absence

It is a robust and holistic methodology, developed by practicing teachers

Successful learning by all children leads to acquisition of confidence, pride and high self-esteem

Incorporates assessment and remedial teaching without branding children as failures

Curriculum adapted from existing textbooks by teachers, so easier to accept by key stakeholders

Working models were developed that managers and teachers could visit to experience the changed practice first-hand

Well 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 teachers

Effective media strategy and support Complementary graded reading programme, books produced by

teachers

Secrets of Tamil Nadu’s Success

On-site support to teachers provided through 6,000 BRTE – quality of this support high

Managers of education have prioritised the reform Adequately resourced through SSA Effectively led by Minister and Departmental Head of

Education, political will – logistics excellent; TLM and infrastructure

Learners have welcomed the change Success is breeding success Parents are excited and stimulated by the results

Secrets 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.

System changes

Half a day curriculum Consciously creating Multi-grade Dropping notes of lesson Giving up exams and home work Changing class room structure and form Not depending on text books exclusively Shifting the Inspectors focus to academics Monitoring orientation on process in lieu of

outcome ABL is not panacea, teachers keep on

improving

Next Steps

ABL is continuously renewed and enriched Teacher training is also continuously renewed and

enriched Curriculum reform done New curriculum for pre-service New 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!

Next Steps

The first State-wide ABL cohort will complete Standard 4 in 2011 – a new breed of children who can think and create and search for information

Standard 5 is now focus of attention Active Learning Methodology (ALM) in Upper

Primary ALM and Project Based Learning (PBL)

proposed for Secondary Education Political will to sustain the reforms

Thank you