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Therefore, one can conclude with mathematical certainty that: While Hard Work and Knowledge will get you close, and Attitude will get you there, It's the Love of God that will put you over the top! If you find this interesting share it with your friends & loved ones. Have a nice day .
The aim of Activity-Based Learning MGML(ABL) is to change the teacher from an authority in knowledge to a facilitator for the student to discover knowledge. When anyone experiences interest in something, whether it is a subject, sport or activity, nothing will stop him or her from learning all they can about it. Academic subjects can also be introduced from an interesting perspective, where fun is a gateway for learning.
The teacher changes from authority to facilitator by finding ways to present a syllabus that is based on fun. Many types of games and activities can be modified for school use and once children understand and enjoy the games, they will create games for themselves and other classes. Whether through play or through games created for learning, children automatically remember the subject involved. Just because children and teachers are enjoying the games does not mean that the subject matter gets lost; on the contrary, the subject matter is the starting point.
MGML(ABL) gives joy to children, and teachers have the satisfaction of imparting a life-long love for learning. The following topics will be covered in the training:
1.A clear idea of the aim of MGML(ABL)
2.How to present MGML(ABL) to a class
3.Materials and methods for MGML(ABL)
4.How to make MGML(ABL) relevant to the students
5.How to reinforce what was learned from MGML(ABL)
6.How to involve the children in creating and implementing MGML(ABL)
Activity - Based Learning (ABL) Modules (Joyful Learning)
The ABL approach is unique and effective 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.
ABL – An innovative approach
The ABL concept has been taken from the Rishi Valley practices.
Initially, a core team was asked to investigate the current practices of classroom process and find out the reasons for the low achievement of children. As the team members had rich exposure in the field of primary education they had strong faith on children, parents, teachers and the government that they would not be responsible for low achievement of children. Then, after close study in some of the schools in the rural & corporation area, the team identified the following as the malady of conventional process.
˜ Teacher dominates the classroom always.
˜ Rare use of teaching learning materials.
˜ Most of the time the lecture method was followed.
˜ Importance was given to rote learning.
˜ Teachers are under the assumption that they know everything and
children do not know anything.
˜ Teacher assumes uniform learning pace and uniform level of
achievement among children.
˜ The gap between teacher and children are more.
˜ Focus is given on teaching rather than learning.
˜ No scope to cover the loss of learning during the period of absence of children.
˜ Multigrade and multi level is not addressed.
˜ Traditional way of evaluation.
˜ Absence of joyous based extra activities.
˜ Absence of play way and learning by doing activities.
˜ Less chance for mutual and self learning.
˜ Coverage of syllabus by the teacher and not by the children.
˜ Classroom with less facilities for learning activities.
˜ Instructional materials neither intensive nor attractive.
˜ Lack of learning freedom - more of time restricted environment.
To overcome the above malady in teaching learning process a suitable strategy called Activity Based Learning (ABL)
The Process of ABL approach
˜ Competencies are split into different parts/units and converted into
different activities.
˜ Each part/unit is called a milestone.
˜ In each subject, the relevant milestones are clustered and linked as
chain and this chain of milestones is called LADDER.
˜ Milestones are arranged in a logical sequence from simple to
complex and also activities in each milestone.
˜ To enable the children to organize in groups group cards are used.
˜ Evaluation is inbuilt in the system. Separate cards / activities are used
for this purpose.
˜ Each child is provided with workbook/worksheet for further
reinforcement activities.
˜ Children's progress are recorded through annual assessment chart.
Each milestone has different type of activities such as introduction, reinforcement, practice, evaluation, remedial and enrichment activites represented by different logos.
Benefits of ABL approach
vChildren learn on their our pace.
vProvision of more time for self-directed learning and teacher directed learning is reduced considerably.
v Group learning, mutual learning and self learning are promoted.
v Teachers teaching time is judiciously distributed among children. Only needy children are addressedby teachers.
v Children's participation in every step is ensured in the process of learning.
v Evaluation is inbuilt in the system it is done without the child knowing it.
v Rote learning is discouraged and almost no scope for rote learning.
v Periodical absence of child from school is properly addressed.
v Classroom transaction is based on child's needs and interests.
v Freedom to child in learning as he chooses his activity.
v Multigrade and multilevel in learning is effectively addressed.
vNo child can move to the next higher step of learning unless attains the previous one.
vSense of achievement boosts child's confidence and morale.
v Attractive cards and activity create interest among children.
v Scope for child's development in creative and communicative skills.
v Children will have a feel of security as they sit in rounds in the groups.
v Children are allowed to move in the classroom as they choose their activity.
v Moreover the distance between the teacher and the child is largely reduced and the teacher acts as a facilitator rather than teacher.
