Activity Based Learning

an initiative of the Chennai Corporation

First batch of ABL - 2003

Total number of Corporation Schools where ABL is functioning is 251
Corporation Primary Schools Corporation Middle Schools 138

113

Number of ABL Students

I class II class III class IV class 10,060 Students 11395 Students 11698 Students 12867 Students

Total ABL students

46,020

Why ABL ?
It focuses on

Curiosity Creativity Collaboration

Maladies of Conventional process

Authoritarian Undermines a childs confidence level by being judgmental about his performance Rote learning Does not ensure learning of all children Instruction materials are neither interesting nor attractive Coverage of syllabus by the teacher and not by the students

No scope to cover the loss of learning During the period of absence Focus on teaching than learning Evaluation does not factor in individual competency levels. Lack of parents participation Rare use of teaching learning material

Young Learners

Keen and enthusiastic learners without any inhibition They need physical movement and activity Short attention span Spontaneous

Key traits of an activity based curriculum

Child centered Task based Element of fun and enjoyment Combines use of games, songs and rhymes Uses realistic or authentic tasks and situations Knowledge and skills Reflects the world around them

The Learning Ladder in ABL

Visual road map for a child Syllabus is broken into logical steps Each step builds on the previous one Motivational visual for each child as she sees how shes climbing to the top

Learning Ladder

puzzle

match

game

picture song

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

Evaluation built in each step Mastery of each step before next Each activity gets more complex at higher levels of ladder. More independent activities at higher ends (of each step and of ladder)

Features of a step
Intro/ready
song

Practice

picture game

Review

Usage/practicematch

evaluation Enrichment/remedial

puzzle

Benefits

Children learn at their own pace Self learning, Group learning, Cooperative learning and Peer learning possible Teacher need not teach every item - Judicious use of teaching time Continuous evaluation Child an active participant Childs confidence level boosted

No scope for rote learning Spirit of enquiry encouraged among children Attractive card and activity create interest among children

A relaxed democratic vibrant atmosphere in the classroom

No child can move to the next higher level of learning unless attaining the prescribed competencies Teacher a facilitator, a friend Classroom transaction based on childs needs and interest Periodical absence of child from school properly addressed