This is an Educational blog maintained by SABARISH P, (MSc Physics, MEd, NET), Assistant Professor in Physical Science Education. Contact : pklsabarish@gmail.com

Thursday 27 March 2014

Activity Based Learning (ABL)-B.Ed. Notes

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.