Participants: Vijaya, Alexander, Ranjan De, Amukta Mahapatra, Dr. L.S. Saraswathi, Reineke, Melinda, Subha, Atmapraana Amba, Nishkaamya Praana, Nidosha Praana, Ram, Priya
Note: Amukta joined the Paatashaala session to talk about how ABL works, the philosophy and methods of ABL and how they developed it.
A summary of Ms. Amukta Mahapatra’s talk and discussions
Amukta started the discussion by saying that why ABL was conceptualised and introduced is more important than the genesis itself. The problems that were identified by the government were many and ABL came as one way to tackle some of these problems.
The primary problems were that children were not learning and there was only a one point source of teaching – the teacher. In the class room the children were just obedient or not; nothing else defined them within the classroom – many problems were identified with the classroom processes. ABL was introduced as the solution and it has achieved a couple of things in the last 5-6 years since it has been brought in –
- It has succeeded in changing the geography of the class room
- Children can do things on their own. Teacher is not the only resource in the classroom
- It has helped the teachers re-look at their own roles in the classroom
ABL has opened up methodologies and ideas. For example, instead of the conventional class rooms, there are subject class rooms like maths room and language room, and the group is a mixed age-group… this has brought in newer ways of learning like never before. For instance, child-to-child learning.
An ABL classroom:
There are 6 circles / groups of mixed age children in one class room. These groups are formed on the basis of their learning, like “Teacher needed”, “Peer support”, “Self learn”, “Partial teacher support” and so on.
There are activity charts for the children, and there is the ladder chart for each subject with milestones on it for the child to see for herself what her progress is. Textbooks are not used by the children in the conventional way of mugging up. There are flash cards that are colour coded for the different levels, with each containing one concept. This is what is used primarily by the children along with the activity charts and a few other aids. The activity is curriculum driven and the child does not choose.
The subjects are Language (English, Tamil), Maths, EVS, Social studies and Science.
The questions that came up for discussion are as follows:
- How have the teachers taken the change and transitioned from earlier to now
- On what basis are the 6 circles chosen
- Is not this class room process difficult when the teacher has to look after 40 students
- How do teachers identify when some circle who are on their own have learnt correctly
- What is the feedback from the children
- How do they learn English language and grammar
- How is it decided which group does a child go to
- Which class / Std is the child in then
Philosophy behind the restructuring of the classroom
But the concern remained among the group that the teacher still has a lot to do, since she has to individually spend time with the children at all 6 levels and whether this would be happening effectively.
Questions and a discussion on the philosophy behind the restructuring of the class room followed. The concern was whether this is only going to be a structural change or it would go deeper. One of the participants, Alexander, pointed out one problem that he has noticed, of contrariness of values, which would not change if things remain at the structural level – he spoke about how the industry and professionals are constantly asked to cultivate or given training in team work, but in schools, al the focus is on the individual and individual identity.
The other associated question was whether this was connected to real life for the child; that this is methodology but how is it changing what she is learning and in what way – the content. Apropos, the other concern was that there is no change in the value system.
Amukta spoke about how even if the content of textbooks has not explicitly changed, such methods cannot be practiced without some changes in the way the content is looked at, which in itself is a major change. The teacher’s solitary authority in the class room is now questioned; there are other resource points for the children. This leaves the teacher to engage with the children freely and the scope for the teacher and child to co-learn expands dramatically. It is true that though all are in their circles, the learning happens individually and hence the teacher has to be aware of each child’s learning level. This, from what is happening on the field, is not so difficult, and teacher training and meetings at every level is being given importance. The one thing to remember even the classroom processes should not be rigidified, as this would again create problems.
Dr.L.S. Saraswathi mentioned here that even the terms ‘content’ and ‘methodology’ are obsolete; If we were to look at them as ‘process’ and ‘practice’, then the entire dynamics would change and how can there be a change in one without affecting the other? She also said that value is in everything, they cannot be taught separately as one component, they will have to be part of everything that they child does.
There were other miscellaneous discussions on parents and their expectations from the children as well as the school, peer support etc.
In summarising, Ram said that it is always taken for granted that private players are pioneers, but in this the government has come forward with the change and this is very good. HE continued saying that however there are huge obstacles to cross, since this is still in transition phase and our very language and terms of reference will have to change.
Amukta concluded saying that a mention has to be made of Sarva Siksha Abhiyaan Official, Mr. Vijay Kumar, who has made all the difference and made this change possible.
| Amukta’s Inputs on the Board | ||
| Problems in Present schooling system | Changes seen as a result of solutions presented by ABL | Difficulties at Field Level |
| - Herd teaching - Children not learning, even reading, writing and maths - teacher is a mere policeman - children idle most of the time or tracing mechanically - all children doing the same thing at the same time in the same manner | - individual, group and collective learning - children able to read and write by class 2 - maths skills are pretty high - each child learns at her / his own pace | - not enough teacher support in the field - training is too brief, focused on ladder, logos and charts - circle, not child directed - danger of mechanical learning if not enough care |
- Priya
