B.Ed.
Teaching Notes
Prepared by
SABARISH-P
M.Sc., M.Ed.,
JRF & NET
Lecturer in
Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
Activity Based Learning (ABL)
The ABL approach is
unique effective effort to attract out-of -school children to schools. The
teachers who are involved in implementing this method 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
meaningful learning.
Activity-based Learning
is the method of education followed in the Corporation schools of Chennai
(Tamil Nadu), from 2003 when M.P. Vijay Kumar became the Commissioner of the
Chennai Corporation.
The ABL concept has
been taken from the Rishi Valley practices.
This has been introduced in the Corporation Schools of Chennai with
slight modifications. Seeing the success
of the scheme this has been introduced in the Panchayat Union Schools.
The
Process of ABL approach
Ø Each part/unit is called a milestone.
Ø In each subject, the relevant milestones are
clustered and linked as chain and this chain of milestones is called LADDER.
Ø To enable the children to organize in groups
group cards are used.
Ø Evaluation is inbuilt in the system.
Separate cards / activities are used for this purpose.
Ø Each child is provided with
workbook/worksheet for further reinforcement activities.
Ø Children's progress are recorded through
annual assessment chart.
Ø Each milestone (Each part/unit is called a
milestone) has different type of activities such as introduction,
reinforcement, practice, evaluation, remedial and enrichment activites represented
by different logos.
Benefits/Features of ABL approach
Ø Children learn on their own pace.
Ø There is clarity in each lesson. Each lesson are planned in a systematic
way. The child knows what must be done next. Each unit of information or
process is broken up in such a way that clarity of the lesson is ensured.
Ø Classroom
environment is highly enthusiastic.
Ø Children are truly engaged in the act of learning.
Ø There is wide scope for creativity of children.
Ø Provision of more time for self-directed
learning and teacher directed learning is reduced considerably.
Ø Group learning, mutual learning and self
learning are promoted.
Ø Teachers teaching time is judiciously
distributed among children. Only needy children are addressed by teachers.
Ø Children's participation in every step is
ensured in the process of learning.
Ø Evaluation is inbuilt in the system it is
done without the child knowing it.
Ø Rote learning is discouraged and almost no
scope for rote learning.
Ø Periodical absence of child from school is
properly addressed.
Ø Classroom transaction is based on child's
needs and interests.
Ø Freedom to child in learning as he chooses
his activity.
Ø Multigrade and multilevel in learning is
effectively addressed.
Ø No child can move to the next higher step of
learning unless attains the previous one.
Ø Sense of achievement boosts child's
confidence and morale.
Ø Attractive cards and activity create interest
among children.
Ø Scope for child's development in creative and
communicative skills.
Ø Children will have a feel of security as they
sit in rounds in the groups.
Ø Children are allowed to move in the classroom
as they choose their activity.
Ø Moreover the distance between the teacher and
the child is largely reduced and the teacher acts as a facilitator rather than teacher.
The
Teacher’s Role in ABL
The teacher has a very
important role in this system. She has to learn the entire ABL system and work
effectively with it. She has to exercise a quiet authority, without becoming
authoritarian. An egalitarian attitude may require some un-learning and
re-learning for teachers, but when they see it as part of the new culture of
education, they are quick to accept it and practice it. They are also able, in
this system, to spend some time on children who are slow.
