Activity-Based Learning in MP schools

Abhijit C Chandra, Bhopal, Dec 15 (UNI) : Imagine going to school sans a schoolbag! With the objectives of ensuring children's participation in the learning process and addressing absence from school, Sarva Shiksha Abhiyan in MP has introduced Activity Based Learning( ABL) in classes I and II with support from UNICEF (United Nations Children's Fund). ABL is currently reaching out to children in benefitting students in approximately 4,000 primary schools across 50 districts of Madhya Pradesh. ''Activity-Based Learning (ABL) makes certain that kids learn at their own pace with no scope for rote learning,'' a UNICEF official told UNI here.

Attractive cards and activity generate interest and boost a child's confidence. ABL also enhances scope for the child's development in creative and communicative skills. ABL is underway at 80 schools in Vidisha district and District Education Officer Manish Verma descibed the results as satisfactory.''Children's interest in Hindi, English and Mathematics has increased,'' said District Project Coordinator Vinod Chaudhry. In the current scenario, the challenges for education at primary level are insufficient availability of teachers and addressing issues concerning multi-grade teaching and multi-level teaching situations in classrooms.

''We have a situation where, even after five years of primary education, all children are unable to reach satisfactory levels of achievement. Children drop out of schools as they fall behind in pace with other students or teachers,'' the official explained. Under ABL, the young ones learn through a self-learning experience. At the same time, teachers are in the role of facilitator where they are able to identify each child's achievement level. They involve themselves as friendly guides. Teachers are free from the pressure of not being able to address the individual learning needs of children and  students are free from any fear of failure as teachers adopt a continuous evaluation procedure.ABL classes demand different pedagogy therefore it requires a change in the mindset of all- parents, teachers and officials as there are no textbooks. There are colourful activity cards and workbooks for children. Intially teachers have to work hard to establish the ABL approach, but subsequently the workload eases. As children and teachers start tracking their progress on the learning ladders, the sense of achievement is immense.

ABL classrooms require adequate space, accessible but secure storage, rich and a student-friendly environment. ABL demands higher level of creativity, commitment, mobility and responsibility from teachers. Continuous on-site support to teachers is essential.The project, which began last year, is being implemented in classes I and II and will be extended to classes III and IV in the next session