Bridging Gap in Literacy Development through Activity Based Learning


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Bridging Gap in Literacy Development through Activity Based Learning

  1. 1. BRIDGING GAP IN LITERACY DEVELOPMENT THROUGH ACTIVITY BASED LEARNING Presented by- Mr. santosh d yadav Head of department KLID, Teacher’s training college, bhavnagar
  2. 2. Meaning of Bridging Gap Activity Based Learning Literacy Development 2
  3. 3. From our observation, many gaps identified in the communication between the two schools, the curriculum, teaching pedagogy and students’ learning. To enhance a smooth interface, we provided an opportunity for the professional exchange between the two schools’ teachers and students and we worked with teachers to facilitate the better curriculum planning and pedagogical adaptation. 3
  4. 4. Means to connect two things or to make the difference between them smaller: The leader role out education as a vital tool in bridging the gap between rich and poor, school and family, illiteracy to literacy, unemployment to employment, unknown to known about the ability of impaired person. 4
  5. 5. Literacy is most commonly understood as reading and writing. But before children can read and write, they need to learn about sounds, words, language, books and stories. You have a vital role to play in helping your child with early literacy development. 5
  6. 6. The growth of literacy skills is a vital part of our child’s overall development. It’s the foundation for doing well at school, socializing with others, developing independence, managing money and working. You can help your child’s literacy development by communicating with her, reading with her and teaching his/her about sounds in ways that are fun for both of you. 6
  7. 7. Acceptance Rejection Indifference Overprotection 7
  8. 8. In a ‘traditional’ class there is a perception that the most industrious students are those who passively soak up everything the teacher might serve up to them in a suitably ‘didactic sauce’ only to ‘spout it’ back word-for-word. At the beginning of the class, we illustrated ABL with a famous saying of Confucius that stresses participation as the key to students’ learning success. Tell me, and I will forget, Show me, and I may remember, Involve me, and I will understand. 8
  9. 9. This programme offers children an opportunity to learn at their own pace and level. It gives child an exposure to various projects and field works and helps them to learn without burden. It is a method in which child actively involved in participating mentally and physically. Children as well as teacher sit on the floor rather than table-chair, benches or any kind of fixed furniture, carpet or mat is provided to all the 9
  10. 10. Group 1 Teacher Supported Children require full support of the teacher Group 2 Partially Teacher Supported Children require Partially support of the teacher Group 3 Peer Learning Children learn with peers Group 4 Partially Peer Learning Children learn through partial peers support Group 5 Self Learning Children learn through self Group 6 Assessment Assessment of children by the teacher 10
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  12. 12. opportunity to learn at their own pace and level. provides children a platform to learn through experience offers a chance to learn from teachers and peers exposure to various project and field works Learns with least stress 12
  13. 13. Probing (खोज)- - gathering knowledge, concept and skill Productive (लाभकारी)- getting experience through creative work Presentations (प्रस्तुतत)-Expressional 13
  14. 14. Classroom Subject Classroom 14
  15. 15. Seating Arrangement: Rack 15
  16. 16. Physical Environment of Pragna Classroom Balpothi Parents Meeting C.D Progress Report Chart Portfolio 16
  17. 17. 1. Competencies are split into different parts/units and converted into different activities. 2. Each part/unit is called a milestone. 3. In each subject, the relevant milestones are clustered and linked as chain and this chain of milestones is called LADDER. 4. Milestones are arranged in a logical sequence from simple to complex and also activities in each milestone. 5. To enable the children to organize in groups group cards are used. 6. Evaluation is inbuilt in the system. Separate cards / activities are used for17
  18. 18. Children learn on their pace. Provision of more time for self-directed learning and teacher directed learning is reduced considerably. Group learning, mutual learning and self learning are promoted. Children's participation in every step is ensured in the process of learning. Evaluation is inbuilt in the system it is done without the child knowing it. Rote learning is discouraged and almost no scope for rote learning. 18
  19. 19. 1. Get down to the child’s eye level 2. Speak in normal volume and speed 3. Speak clearly and specifically 4. Use the same sentence structure 5. Repeat, rephrase, or demonstrate 6. Encourage other children to imitate you 7. Use gestures and facial expressions 8. Provide classification games and puzzles 9. Use a picture poster to point to the upcoming activity 19
  20. 20.  Always consider alternative forms of assessment where necessary.  When their range of literacy is an issue, students may require the use of a vocabulary or dictionary during exams.  Provide alternatives to those assignments which are based on interviews or questionnaires.  Provide extra time in examinations, particularly extra 20
  21. 21. The activity based learning method gives the opportunity to bridge the gap between Classroom transaction is based on child's needs and interests. It is also gives the Freedom to child in learning as he chooses his activity in multi grade and multilevel in learning is effectively addressed. The hearing impaired children will feel of security as they sit in rounds in the groups. 21
  22. 22.  ASHA. (1989). Communication-Based Services for Infants, Toddlers, and Their Families. Technical Report.  EFA Global Monitoring Report, (2013). Teaching and Learning: Achieving quality for all, Paris: UNESCO p. 289-294 Retrieved on December 05, 2014 from  EFA Global Monitoring Report, (2013). Teaching and Learning: Achieving quality for all, Paris: UNESCO p. 289-294 Retrieved on December 05, 2014 from  GCEE, (2015). 52nd Meeting of the Executive Committee, Gujarat, 4th June, 2015; Retrieved from http://gujarat-  SAJCH. (2010). Bridging the gap between early identification and intervention in the paediatric population with hearing impairments . SAJCH, DEC 2010 VOL. 4 NO. 4 22
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