3/23/2018 Novel teaching method a non-starter in many schools - The Hindu

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Tamil Nadu

Novel teaching method a non-starter in many

schools

T. Ramakrishnan

CHENNAI, March 23, 2018 01:07 IST

Updated: March 23, 2018 01:10 IST

2018-03-23T01:07:50+05:30 Unknown author

Novel teaching method a non-starter in many

schools

3/23/2018 Novel teaching method a non-starter in many schools - The Hindu

http://www.thehindu.com/news/national/tamil-nadu/novel-teaching-method-a-non-starter-in-many-schools/article23326725.ece 2/10

KRISHNAGIRI, 18/07/2007: Students of the Education Guarantee Scheme

involved in Activity Based Learning, in K.A. Nagar near Bynapalli,

Krishnagiri on July 18, 2007. Photo: N. Bashkaran   | Photo Credit:

N_Bashkaran

T. Ramakrishnan

CHENNAI, March 23, 2018 01:07 IST

Updated: March 23, 2018 01:10 IST

more-in

Survey in 48 schools shows poor adoption of Simplified ActivityBased Learning

Simplified Activity Based Learning (SABL), touted as a superior platform for

children of elementary schools to express their potential, is “functional”

only in a small percentage of schools in Tamil Nadu, despite being “well

designed.”

This is the highlight of a study carried out by the Abdul Latif Jameel

Poverty Action Lab (J-PAL), an international research network based at the

Massachusetts Institute of Technology (MIT), United States, to examine the

3/23/2018 Novel teaching method a non-starter in many schools - The Hindu

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status of SABL in 48 schools in Tiruvannamalai, Vellore and Krishnagiri

districts during 2014-15. The three districts were chosen as they were

“academically low-performing districts.”

The study was a sequel to J-PAL signing a memorandum of understanding

with the State government on evidence-based policy making for e�ective

governance. Esther Duflo of Department of Economics, MIT, and Harini

Kannan of J-PAL South Asia were the principal investigators. The

organisation has shared the recently-finalised findings of the study

conducted three years ago with The Hindu.

The study was conducted in the light of “large inter-district variation” in

learning outcomes in the State. Launched in 2012, SABL was a re-designed

version of the Activity Based Learning (ABL), which was taken up in 2007 in

all government schools.

Achieving milestones

Based on a trimester pattern, SABL relies on activities instead of text books

and divides the curriculum into a set of competencies or “milestones” to be

achieved, using cards and activities. A continuous and comprehensive

evaluation (CCE) framework was also included for student evaluation.

Despite the widespread presence of key inputs for SABL implementation,

the study found that “there is a wide di�erence in the manner of

implementation.” Besides, “a significant percent” of students was unable

to work with cards independently.

Teachers, who should have encouraged the students to use cards, were

found relying on textbooks. Also, “there is some resistance [among the

teachers] to SABL implementation.”

The important di�culties cited by teachers in implementing SABL included

“lack of cards, large class sizes, presence of slow learners and the increased

amount of CCE record work.”

Pointing out that the “administrative data on milestone achievement and

CCE grades belie these implementation challenges,” the study, however,

noted, quoting the teachers and Block Resource Teacher Educators, that

3/23/2018 Novel teaching method a non-starter in many schools - The Hindu

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many students did not master the milestones and gain the competencies

that they ought to have. This led to “poor learning outcomes.”

Notwithstanding such issues, a majority of teachers, according to the study,

opined that “SABL is more e�ective than the traditional method of

instruction” due to a variety of factors such as interesting activities and

e�ective engagement with the students.

‘Not representative’

Asked for reaction, a senior resource person in charge of SABL argued that

the study, by covering the academically low-performing districts, was “not

representative” in character. In many districts, including in the south, the

results are “impressive” as there has been a “vast improvement” in

learning skills of the children in recent years, the resource person added.

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