Activity Based Learning (ABL) in Tamil Nadu M.P.Vijayakumar on behalf of many

Activity Based Learning
(ABL) in Tamil Nadu
M.P.Vijayakumar on behalf of many
[email protected]
Tamil Nadu
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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%)
NCERT Surveys--Learning Levels are Improving, but not enough …….
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 % Scores
States
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
 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
…
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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?
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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
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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
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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
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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
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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
Chennai Corporation Schools
97.65
89.86
100
90
81.30
71.59
80
70
73.07
56.47
60
50
40
30
20
10
0
Teacher Infrastructure
TLMs
Teacher
availability rate availability rate availability rate attendance
rate
Student Quality score
attendance
rate
Model- nonmodel
100.00
90.00
80.00
70.00
60.00
Nonmodel
50.00
Model
40.00
30.00
20.00
10.00
0.00
Teacher
Infra
TLM
Teacher
Attendance
Students
Attendance
Timely Task
completion
Quality score
Secrets of Tamil Nadu’s Success
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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
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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
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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
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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
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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 ABL
ABL 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
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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