Transcript NCF 2005 and Teaching at Elementary Level

NCF 2005 and Teaching at Elementary
Level
Dr. Asha KVD Kamath
Regional Institute of Education
Mysore
Structure of NCF 2005
Five Chapters- 140 pages
Chapter titles
1.Perspective
2. Learning and Knowledge
3. Curriculum Areas, School Stages and
Assessment
4. School and Classroom Environment
5. Systemic Reforms
Guiding Principles of NCF 2005
- Connecting knowledge to life outside the school.
- Ensuring the learning is shifted away from rote methods.
- Enriching the curriculum to provide for overall
development of children rather than remain textbook
centric.
- Making examinations more flexible and integrated into
classroom life.
- Nurturing an over-riding identity informed by caring
concerns within the democratic polity of the country.
School and Classroom Environment
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Teacher is a facilitator and supporter
Opportunities for intelligent guessing
Learner centeredness
Active learner engagement
Learning in the company of others
Giving primacy to learners experiences
Connecting school knowledge and local
knowledge, going beyond the textbook
• Repeated opportunities to use the knowledge
School and Classroom Environment
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Learner friendly atmosphere
Understanding based learning
Respect for multiple views
Multilinguism
Learner autonomy
Flexibility
Opportunities to the learner
to evolve and create knowledge
School and Classroom Environment
• Greater use of Audio Visual materials
including charts, photographs, maps,
replicas of archeological and material
cultures.
• Less of information transmission.
• Softening subject boundaries.
• Plurality of textbooks/learning materials.
• Community participation to enhance
quality and accountability.
NCF 2005 and School Subjects
Languages – Emphasis on reading- a solid
foundation for school learning.
Mathematics - Succeeding is the right of every
child.
Enhance child’s resources to think and reason,
to visualize and handle abstractions.
Science – enable child to:
- examine and analyze everyday experiences
- deal with issues related to environment
- take up activities involving outdoor project work
- generate knowledge through discovery learning
Social Science- integration as well as disciplinary
approach
-sensitivity towards issues
Work Education- Transforms knowledge into
experience and generates values.
Art Education- Music, dance, visual arts and
theatre.
- to express oneself in different forms
- interactive approach and not instruction
Physical and Health Education- more attention
to be given
Peace – pre condition for development
-socialising children into a democratic
culture.
-appropriate activities
Teaching - learning strategies
Critical Pedagogy
- Provides opportunities to reflect critically on
issues in terms of their political, social, economic
and moral aspects.
- Accepts multiple views.
- Democratic form of interaction.
- Facilitates collective decision making through
open discussion by encouraging and
recognizing multiple views.
Experiential Learning
• Direct participation in the events of life.
• Reflect upon everyday experiences
• Create space for exploration- data collection,
classification, labelling, analyzing……..
Concept Mapping and Concept Map
• Selecting key concepts and sub concepts,
linking them through prepositions.
• Making meaning out of horizontal and
vertical linkages.
Creative Writing / Work
- develops cognitive and affective abilities
- allows for free expression of thought,
feeling and emotions
- poster making, story boards, story telling,
etc.