Amukta Mahapatra Director SchoolScape, Centre for Educators
ACTIVITY BASED LEARNING Tamil Nadu, India
Sarva Shiksha Abhiyan
• Education for All Movement • In line with MDGs & other
international & national commitments, CRC
• Constitution of India, RtE • A central-state programme
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Indirect Preparation
• NEP: 1986 Mass Training of Teachers • DPEP: 1994 – 2001 Textbooks Reworked • Joyful Learning: 1995 – 2000 Teacher
Active • Professional Development of the Teacher
Educator (DIET Faculty Training): 2001- 2003 Participatory & Constructive Approach
• Visit to Rishi Valley satellite schools SchoolScape
ABL Incubation in Chennai Corporation
2003: 10 + 3 schools with photocopied materials for Classes 1 & 2
to 2006: 265 schools for Classes 1 to 4
almost 50,000 children with printed and 3 D material reaching
the most disadvantaged communities of Chennai SchoolScape
Scaled Across State June 2007
Reaching approx: 37,500 schools 120,000 teachers 5,000,000 m children • Support by Chennai Corporation teachers and
BRTs • Classes 1 to 4 with printed TLM; 3D materials
given in phases • Baseline Survey 84% of children are with the government schools in
the state
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An ABL Classroom
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Teacher at head of Class
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Where is the Teacher?
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Transparent Curriculum
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ABL Addresses Issues of:
• Children not Learning • Teachers not Teaching • Dominant Role of the Teacher • Multi-levels of Learning • Lack of on-site support for teacher • Absenteeism of Children
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ABL Base Year Surveys
June 2007 and April 2008 Classes II and IV • Review of classroom processes &
learning environment available to the child • Assessment in Tamil, Maths and English • Reading skills in Tamil for Class II & both
Tamil & English for Class IV SchoolScape
Tools Administered • School profile format (Format A)
• Schedule for classroom observers (Format B)
• Questionnaire for teachers to write in (Format C)
• Child Interview schedule (Format D)
• Achievement test papers for Class II & IV in Tamil, Mathematics, English
• Reading test sheets for Class II in Tamil; Tamil and English for Class IV
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Key Findings 2008
Achievement Class II Class IV Tamil 61.63% 63.19% Mathematics 74.45% 63.01% English 70.62% 52.33% The figures revealed that as compared to the baseline study there was an increase of 25% to 29% in all three subjects in both the classes.
Key Findings Gaps in achievement within gender, location and social groups narrowed down:
Baseline: significant difference in achievement boys and girls urban and rural children and children from different social communities 2008: in Tamil achievement no significant difference found
between rural and urban children and among the children of different social groups;
in English achievement, no significant difference between rural and urban and among boys and girls.
Achievement by Gender, Location and Community - Class IV
• Mean achievement of children improved significantly in all groups and in all subjects • Maximum improvement observed among SC/ST and MBC children in all three subjects
Groups
Tamil Mathema1cs English
Baseline End term Baseline End term Baseline End term
Boys 34.99 61.23Ý 36.65 65.81Ý 26.07 51.60Ý
Girls 38.45 66.25Ý 39.14 60.97Ý 28.20 52.99Ý
Rural 35.67 63.01Ý 37.06 63.58Ý 26.36 53.24Ý
Urban 41.13 65.06Ý 42.70 58.32Ý 31.29 44.16Ý
SC/ST 33.60 61.01Ý 36.38 60.75Ý 25.60 50.28Ý
MBC 33.20 62.18Ý 37.07 62.11Ý 24.12 49.95Ý
BC 43.47 66.51Ý 40.33 66.43Ý 31.92 57.62Ý
OC 46.15 68.67Ý 50.57 47.80ó 34.88 47.00Ý
Ý Significantly improved; ó no improvement
Quality of Achievement during Baseline & End term– Class II
• Percentage of basic (low) achievers children reduced by 34% to 40% in all subjects • Percentage of children who scored very high and excellent increased during end term in all three subjects
49.35
8.43
42.48
9.81
44.2
10.85
16.48 8.94 7.14 3.3 11.5 5.85
22.41 25.2
13 9.59
16.6 12.23
9.65 34.64
13 15.35
13 17.66
2.11
22.79
24.38
61.94
14.7
53.4
-60
-40
-20
0
20
40
60
80
100
Baseline End term Baseline End term Baseline End term
Tamil Mathematics English
Basic Average High Very High Advance
Summary • Average achievement of children in both the classes and all
subjects increased significantly
• Gaps in achievement within gender, area and social groups narrowed down
• More children shifted from low achievement range to very high and excellent achievement range
• Inter and intra district variations reduced in both the classes
• Number of children who could read Tamil and English fluently increased substantially in both the classes
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Classroom Environment
Baseline 2008 § Children sitting in rows 78% 5.47% § Children sitting in a circle 21% 81%
Teaching and Learning materials
Baseline 2008 § Supplementary reading materials
other than textbooks 40% 80% § Materials found to be challenging 3% 80%
Availability of Materials Baseline Findings
Tam
il
Mat
hs
Engl
ish
EVS
Scie
nce
Classroom ObserverStudent Observation
Teacher Observation0
0.10.20.30.40.50.60.70.80.9
1
Percentage of classrooms where
materials rated available
Subject
Availability of Materials
Classroom ObserverStudent ObservationTeacher Observation
Understanding Lessons
Baseline 2008 • Children’s understanding
of the lesson being taught was “high” 32% 89%
• Teachers gave explanations with examples 30% 50%
In addition, it was observed in 2008 that 97% of teachers provided a child-centred introduction to the lesson
Child Participation
Baseline Findings
• Students were rarely or never observed asking the teacher a question in almost half of the classrooms
• Teachers frequently silenced the children - 66% of the classrooms
2008 Findings
• Teachers asked relevant questions - 54% • Children were encouraged to ask questions - 48% • Teachers encouraged children to volunteer answers to
questions - 49% • ‘Slower’ learners encouraged - 57%
Lessons for Education Community
• No branding by individuals or organisation but a permeation of ideas • Involvement & participation of people from
teacher to minister • Fundamental change, not incremental • Stage by stage expansion with direction • Continuous review • Mix of centralization & ground-up
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Sustained Changes
UNICEF-EI Review in 7 states 2014-16
Rajasthan, Madhya Pradesh Jharkhand, AP Gujarat, Karnataka TN
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Changed Culture: classrooms
• Movement in the class • No heavy benches, no rigid seating • Children not being pinned down • Materials are in the class • Textbooks, workbooks, curriculum
reformatted • Discussion, decision-making • Respectful to one another
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Changed Culture: children
§ Talking, moving, freedom in the class § Not fearful § Not waiting for teacher, sitting quietly § A naturalness in talking, discussing § Confident § Hungry to learn, thirsty to know
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Changed Culture: educators
• Teachers not rigid and stiff • Kinder to children • An acceptance of children being active • Spontaneity in children not being stifled • Using materials, activity, interacting • Open for discussion • Debate of issues possible • ‘Responsibility is ours’
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Goal….
Sustainability of Quality
over
T i m e & S p a c e ????
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Presented by Amukta Mahapatra on behalf of many
[email protected] http:www.ssa.tn.nic.in
“Feet on the ground, eyes on the horizon,
and with heart in the sky” SchoolScape