Activity-Based learning system:-

The teaching method called para teaching helps a lot for the student to learn by themselves, we can call it a Do-It-Yourself method. As we all know that children learn since their childhood. To Inculcate the good habits we are supposed to do the things right from now...... 

CHILDREN ENJOY ACTIVITY BASED LEARNING:-

The peer learning system is as old as we learned things right from our childhood like right from eating food to doing things that happened at the right time. Now, this gonna be starting again as a new trend in the coming days.

current news:-
 Students at a primary school in Madhya Pradesh introduced to the concept of Activity Based Learning (ABL), an initiative of Sarva Shiksha Abhiyan supported by UNICEF.

Students are  willing about this kind of activities done by such a fab association like
UNICEF.  

Improving Learning in multi-grade and multi-level situations:-

Summary of Responses

The query sought members’ knowledge of best examples of successful interventions and suggestions regarding effective strategies to improve quality in ‘multigrade /multi-level’ situations, in view of its overwhelming prevalence in India’s primary education system, especially in the rural areas. A multigrade teaching (MGT) situation refers to primary schools where one or two teachers manage two or more grades at the same time, and ‘multi-level’ relates to differences in levels of learning ability among children within the same grade. Contributions reveal that not only an MGT/multi-level situation can be successfully handled to ensure the achievement of pedagogic objectives, but it could even be used as a preferred approach. Citing a range of successful examples from different states of India (as well as from other countries), members while highlighting the special features of each initiative, discerned the existence of two broad patterns in approach: one followed generally by the government-run set-ups and the other mostly by the NGOs. The latter, however, reveals a great deal of innovation. A few salient aspects of the innovative approaches (some common to both patterns) used are:
  • use of group-based, and self-learning systems - in place of class/grade divisions;
  • flexible, customized learning programs to suit group/individual needs;
  • curriculum oriented to suit local requirements and match the context;
  • training of teachers in MGT techniques, processes, and teaching-learning methods;
  • enlistment of community, parents, and trained volunteers to support the school’s efforts;
  • using child-centered and self-paced learning without regard to age/grade considerations;
  • laying special emphasis on classroom settings, and learning environment;
  • Promoting participatory approaches, and providing creative stimulus to children.

The outcomes of adopting such approaches include better learning/retention, stress-free learning, enhanced student-parent satisfaction, greater teacher involvement, and economy in operations.