ACTIVITY BASED LEARNING

www.TeacherTN.com

Introduction
Educating children with great qualities and g good knowledge g is a challenge g especially in the context of Education for all. Children are countrys t greatest t t asset. t Universal U i l education is the primary aim of the Government. Government

www.TeacherTN.com

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.

www.TeacherTN.com

Why ABL ABL? ?

9 9

To ensure q quality y in Education To ensure childrens total participation. infuse self confidence and self reliance guarantee quality li education d i to every child. hild address the multi g grade and multilevel

9 To 9 To T 9 To

teaching.

www.TeacherTN.com

What is ABL?
ABL is activity y 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 y be forgotten. g But if learning g is may achieved through an activity it will remain g in the minds of the learner. evergreen There is a Chinese saying it goes
y

www.TeacherTN.com

I hear I forget g I see I remember I 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 p previous 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.

www.TeacherTN.com

Activity y Based Learning g

ABL

teaching method, involves learning through listening,

Thinking, Understanding Understanding, Planning, Communicating, Interacting, Cooperating, Playing y g all in J Joyful 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.

www.TeacherTN.com

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

www.TeacherTN.com

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

www.TeacherTN.com

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 position of the children p 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

www.TeacherTN.com

Learning Ladder

Puzzle

Match

Game

Picture

Song

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

www.TeacherTN.com

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

www.TeacherTN.com

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.

www.TeacherTN.com

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 l learning i cards d i in trays with ihl logos 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
www.TeacherTN.com

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

www.TeacherTN.com

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

www.TeacherTN.com

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 by y doing g their learning is concrete and complete
y
www.TeacherTN.com

ABL Classroom
y y y y

y y

Displaying the weather chart and Arokia charka h k Maintaining self attendance Providing the maths 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 tray y and group g p cards arrangements

www.TeacherTN.com

ABL Classroom

www.TeacherTN.com

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

www.TeacherTN.com

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.
www.TeacherTN.com

 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 English EVs Maths Social Science
www.TeacherTN.com

Blue Pink Green Maroon Orange

Text book is used for Reading Writing Homework Colouring Drawing Reinforcement

www.TeacherTN.com

Puthaga poongkothu books with colourful pictures i t are given i t to 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 p prepared 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.

www.TeacherTN.com

t. v 1

bghJ df

d bga/w fyJiuahl w: cWnehFj thj. nfl, ngRj, thij b bjhF

tYl w: JbfhSj, vGJj, G mltizgLJj, bghUJj tiujY tzLjY w: fgid w, gilghw, w , bjhlgLJj, E jir ga

www.TeacherTN.com

Lghl w: id Tj, ghit

kL ngRj w: n , vGJj, bjhlgLJj , j. j 1, 2 &3 gUt kL

ghl nfl, w: n Ug ghLj, uj

www.TeacherTN.com

isahL w: xUizj clrh ts, FG kdghikia tsj, fis kj, jiyik g L bfhLj g, fij TWj w: nfl, ngRj, fgid w f wid tsj bghkyhl w: eoJfhl, ngRj, fgid w

10

11

fiy if tzK w: E jir, fgid w, w gilghw

www.TeacherTN.com

12 jf bfhJ w: thj, glij brhiy izJ J bfhSj fsgaz f w: cWnehf, tJ Tw , aif uj, mHa cz

13

14

15

bral w: cWnehf, fhuz mj, fhz, bjhlgL b L id Tj, tifgLJj, g brj. jfg w: goj, vGJj, id Tj.

www.TeacherTN.com

16

goJ gh w: id Tj, bghUSzJ thj

17

vGJj -kL w: vGJj, bjhlgLJj , j. j

www.TeacherTN.com

Science

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

English

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

Maths

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

Tamil

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

Social Science

www.TeacherTN.com

www.TeacherTN.com

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
www.TeacherTN.com

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 childs work is individual. and structure in the materials seem to result in systematic habits in the children. equality seems to have been achieved rather effortlessly. the ABL system has been mastered by the teacher and the students, students the burden on the teacher is reduced.

Order

Gender Once

www.TeacherTN.com

REINFORCEMENT TECHNIQUE
Reinforcement is an important aspect in the learning process. y There are p plenty y 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
www.TeacherTN.com

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 every y 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.

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

www.TeacherTN.com

THANK YOU

www.TeacherTN.com