BRIDGING GAP IN LITERACY DEVELOPMENT THROUGH

ACTIVITY BASED LEARNING

Presented by-Mr. santosh d yadavHead of departmentKLID, Teacher’s training college, bhavnagar

Meaning of

Bridging Gap

Activity Based

Learning

Literacy Developm

ent

Scope of the presentation

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IntroductionFrom 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.

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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.

Bridging the Gap

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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.

Literacy Development

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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.

Encouraging literacy development

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Acceptance RejectionIndifferenceOverprotection

Parental and Community Attitude Towards the bridging the gap

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Activity based learningIn 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.

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Bridging the gap through ABL Method

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 schools.

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Classroom Design

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The milestones for literacy development

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

ABL offers

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Probing (खोज)- - gathering knowledge, concept and

skill

Productive (लाभकारी)- getting experience through

creative work

Presentations (प्रस्तुतित)-Expressional

ABL Consists of 3P type of activities

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infrastructures for abl

Classroom

Subject Classroom 

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Contd.

Seating Arrangement:

Rack

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Physical Environment of Pragna Classroom

Contd.

Balpothi

Parents Meeting

C.D

ProgressReport Chart

Portfolio

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Process of ABL Approach1. 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 for this purpose

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Benefits of ABL

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.

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Teaching Strategies for Hearing impairment to bridging the gap

1. Get down to the child’s eye level2. Speak in normal volume and speed3. Speak clearly and specifically4. Use the same sentence structure5. Repeat, rephrase, or demonstrate6. Encourage other children to imitate you7. Use gestures and facial expressions8. Provide classification games and puzzles9. Use a picture poster to point to the

upcoming activity19

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 time for reading questions.

Assessment Strategies

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ConclusionThe 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.

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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 fromhttp://unesco.nl/sites/default/files/dossier/gmr_2013-.pdf?download=1

EFA Global Monitoring Report, (2013). Teaching and Learning: Achieving quality for all, Paris: UNESCO  p.  289-294  Retrieved  on  December  05,  2014 fromhttp://unesco.nl/sites/default/files/dossier/gmr_2013-.pdf?download=1

GCEE,  (2015).  52nd  Meeting of  the Executive  Committee,  Gujarat, 4th  June,  2015;  Retrieved from  http://gujarat-education.gov.in/ssa/images/52nd%20E.C._Minutes_ssa_gujarat_1_1.pdf

SAJCH.  (2010).  Bridging  the  gap  between  early  identification  and  intervention  in  the paediatric population with hearing impairments . SAJCH, DEC 2010 VOL. 4 NO. 4

REFERENCES

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