Paper Presented in NCED Gujarat Chapter

1. BRIDGING GAP IN LITERACY
DEVELOPMENT THROUGH
ACTIVITY BASED LEARNING
Presented by-
Mr. santosh d yadav
Head of department
KLID, Teacher’s training college, bhavnagar

2. Meaning of
Bridging
Gap
Activity
Based
Learning
Literacy
Development
2

3. From 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. 3

4. 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.
4

5. 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. 5

6. 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.
6

7. Acceptance
Rejection
Indifference
Overprotection
7

8. In 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. 8

9. 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 9

10. Group 1
Teacher Supported
Children require full
support of the
teacher
Group 2
Partially Teacher
Supported
Children require
Partially support of the
teacher
Group 3
Peer Learning
Children learn with
peers
Group 4
Partially Peer
Learning
Children learn
through partial peers
support
Group 5
Self Learning
Children learn
through self
Group 6
Assessment
Assessment of
children by the
teacher
10

11. 11

12. 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 12

13. Probing (खोज)- - gathering knowledge, concept and skill
Productive (लाभकारी)- getting experience through creative work
Presentations (प्रस्तुतत)-Expressional
13

14. Classroom
Subject Classroom
14

15. Seating Arrangement:
Rack
15

16. Physical Environment of Pragna Classroom
Balpothi
Parents
Meeting
C.D
Progress
Report Chart
Portfolio
16

17. 1. 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 for17

18. 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. 18

19. 1. Get down to the child’s eye level
2. Speak in normal volume and speed
3. Speak clearly and specifically
4. Use the same sentence structure
5. Repeat, rephrase, or demonstrate
6. Encourage other children to imitate you
7. Use gestures and facial expressions
8. Provide classification games and puzzles
9. Use a picture poster to point to the upcoming activity 19

20.  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
20

21. The 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.
21

22.  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
22

23. 23