concept of community based learning

1. ANCY. T. DAS
II SEMESTER B.Ed. MATHEMATICS
MTTC,PATHANAPURAM

2. COMMUNITY BASED LEARNING
 Community based learning refers to a wide
variety of instructional methods and programs
that educators use to connect what is being
taught in schools to their surrounding
communities, including local institutions,
history, literature, cultural heritage, and natural
environments.
 Community based learning is also motivated by
the belief that all communities have intrinsic
educational assets and resources that educators
can use to enhance learning experiences for
students.

3. Concepts of community based resources
 Proponents of community based generally argue that
the students will be more interested in the subjects and
concepts being taught, and they will be more inspired
to learn, if academic study is connected to concepts,
issues, and contexts that are more familiar,
understandable, accessible or personally relevant to
them.
 By using the Community as a classroom, teachers can
improve knowledge retention, skill acquisition and
preparation for adult life because of students can be
given more opportunities apply learning in practical,
real life settings- by researching a local ecosystem

4. APPROACHES IN COMMUNITY BASED
LEARNING
1) Instructional connections
In this form of community based
learning teachers would make explicit and
purposeful connections between the material being
taught in the classroom and local issues, contexts
and concepts.
2) community integration
In this approach educators might take
advantages of local experts by inviting them into
the school to give presentations, participate in
panel discussions, or mentor students who are
working on a long term research project. The
school may also partner with a local organization or

5. 3) Community participation
In this approach, students would learn, at
least in part, by actively participating in their
community. In this scenario, students are learning both
within and outside of the school walls and
participatory community based learnind experiences
would be connected in some way to the school’s
academic program.
4) Citizen action
This approach would be considered by
some experts and educators to be the fullest or most
authentic realization of community based learning-
students not only learn from and in their community,
but they also use what they are learning to influence,
change, or give back to the community in some
meaningful way.

6. HUMAN RESOUCES
 Human resources is a term used to describe the individuals who
comprise the work force of an organization.
 In education, it is the resource that resides in the knowledge, skills
and motivation of students.
 In this particular context human resources are mainly the locally
available experts in maths who helps in the teaching learning
process.
 Teachers are considered as the knowledge resources. A teacher who
employs the socio cultural approach to teach mathematics would
design a learning task through which students can interact with
experts.
 It is a process of guided participation and interaction of learning by
solving problems just beyond a student’s current capability with the
help of a more expert other via scaffolding.
 Experts do not necessarily imply mathematicians.
 Teachers are most often the experts in real classrooms, and
continuing professional development strengthens their expertise in
mathematics.

7. Some human resources available in Mathematics
are
 Teachers,
 Mathematicians,
 Key resource persons,
 Retired teachers and professors,
 Teaching assistants,
 Teaching experts in coaching centers,
 Research scholars,
 Advanced peers,
 Well trained parents,
 E-tutors etc.

8. NATURAL RESOURCES
Mathematical aspects found in
environmental phenomena
Congruence
Any two geometric figures are said
to be congruent if they can be made to
coincide (fit exactly on each other). Congruent
means exactly agreeing. They are exactly
alike in all respects of figures having all
corresponding parts equal. The congruence
can be seen even in nature.
Eg: The congruence in floristic patterns
between different life forms of woody plants

9. Similarity
Figures that have the same shape
but not necessarily the same size are
called similar figures. Two conditions
which are requisite for similarity are same
shape and proportionate dimensions.
 Eg: the flowers of the same plant

10. Ratio and proportion
Ratio is the number which gives the
relation of certain quantity to another quantity. If
two ratios are equal then they are proportion.
Eg: The array of seeds in the centre of a
sunflower looks like spiral patterns curving left
and right.

11. Geometric shapes
Geometry is the study of properties of
shapes In nature we can see different
geometrical shapes.
Eg: Circular shape of full moon, triangular shape
of tree branches, hexagonal shape of
honeycomb etc.

12. Symmetric property
Symmetry is when one shape becomes
exactly like another if you flip, slide or turn it.
The simplest type of symmetry is reflection
symmetry.
Eg: Animals, leaves of plants and some flowers
such as orchid etc.

13. THANK YOU