Annual Report - National Council Of Educational Research And ...

552 teachers of Classes I to IV, 44 teachers of Classes V to VIII, 529 Block
Resource Teacher Educators (BRTEs), 2239 students studying in Classes II-V
and 1317 parents of children studying in Classes II to V. In each of the sampled
school, two focus group discussions were held, one with VEC members and
another with community members. A total of 560 focus group discussions were
held. In addition, 1112 classrooms were observed. The study concluded that
aall teachers and BRTEs involved in implementing ABL were trained on important
aspects of ABL. BRTEs reported a few challenges faced during the training period.
VEC members were aware about ABL to some extent. However, a wide variation
in awareness still existed across schools; and a large number of schools, space
was adequate, logos were pasted on trays, ladders and trays were put up and
kept at a height accessible to students, students sat in their respective groups
and students’ recent creative work was displayed in classrooms.
Most of the teachers were satisfied with all the dimensions of training duration,
methodology followed for training, quality of training materials, follow-up activities
and competency of trainers. Views of educational experts, teachers and students
indicate that the ABL has enabled teaching-learning process to move away from
textbooks and use of variety of learning materials was appreciated in ABL.
Students preferred colourful small sized cards with medium sized fonts having
pictures related to daily life. Teachers were of the view that supplementary reading
materials made available in ABL classes provided scope for extended reading.
There were some inaccuracies reported in illustrations of some cards. Classroom
practices were found to be better organised in Chennai schools. However, there
is enough scope for improvement in other schools. Large sections of ABL (Classes
II to IV) and non-ABL (Class V) students had positive perceptions about various
aspects of ABL. Students reported that learning through cards was not only
joyful but also allowed them to work with attractive pictures and learn through
playful activities. Students prefer to work individually and with the help of peers.
A substantial number of teachers and BRTEs have a positive perception towards
ABL methodology. Most teachers consider the evaluation strategy followed in
ABL appropriate. Student achievement scores in all subject areas are at desirable
levels; however, certain topics have been identified in which students face
difficulties and therefore, need remedial measures. ABL has led to the emergence
of a high level of self-confidence among many students. Students have no fear of
teachers or examinations as each child is tested based on what he or she has
learnt. ABL methodology promotes self-learning among students and provides
ample opportunities to enhance their creativity. Parents reported that with the
advent of ABL, children no longer needed to carry heavy loads of textbooks. ABL
has increased teachers’ involvement in classroom practices and improved the
organisation of curricular activities.
DEVELOPMENT
Development of Audio-Video Spots for Advocacy of Early Childhood Care
and Education
The project aimed at developing audio-video spots to create awareness about
the importance of ECCE, to sensitise teachers, educational administrators, parents
and the community about the significance of their role in improving the quality
of ECCE and motivate them to perform their role effectively. During the
development process, a few workshops were conducted to finalise the themes
Annual Report 2010-11
Annual Report 2010-11
Annual Report 2010-11
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