Transcript Document

I.
NALI KALI
(An experience in lively education)
• Nali Kali means 'Joyful learning' in Kannada. In this
system all the teaching learning processes take place
through songs, games, surveys, story telling and use of
educational toys.
• Marriage between joy and learning is difficult but
possible.
• By bringing changes in
- The
methodology
- Curriculum
- Class room transactions
• To suit the multi level and multigrade situation
• To reduce the burden of the children in carrying heavy
bags.
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contd..

To provide the minimum level of learning without
stifling the curiosity and creativity of the child.

By unleashing the creativity of the teachers.

By bridging the gap between the teacher and the
learner.
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By adopting curriculum to local needs and idioms
to which child can easily identify himself.

By creating and enabling environment where child
learns at his own pace, masters competencies.

By a process of continuous evaluation which is
non-threatening and which effectively eliminates
the formal system of roll calls, examinations,
promotions and ranking.
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II. Nali Kali : Experiment : History and present status
1. Started in 1995 with Unicef assistance when a group of 15 teachers
and administrators from HD Kote (Mysore District) visited the rural
schools run by Rishi Valley education Trust.
2. Teachers made an analysis of the ills of the education system that
hinder children (mostly first generation learners) from fully accessing
and participating in the school system and achieving pre-determined
levels of learning.
They identified:
Rigid and stereo typed class room transaction through monotonous
monologue
Total dependence of teachers on text book transaction; multi level /
grade teaching not possible in a text book driven situation.
Teachers not involved in preparation of textual material, no sense of
ownership.
Teaching not addressing the last child in the class.
Policy of universal promotion leading to attainment gaps and loss of
interest.
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Contd..
Problems of non enrolment, large scale absenteeism
Insufficient academic support for teachers and inadequate pre and
in-service training.
Students not developing self confidence; their curiosity and creativity
stifled.
Fear of school, Teacher, education, and examinations... Widespread:
whereas learning is easier in fearless atmosphere. No child needs to
be afraid of failing.
Curriculum is learnable by the child, provided it is in consonance
with the cognitive levels of the child.
Children learn at different pace and learning in a continuous - not
compartmentalized in to class wise, content areas.
Child who is unable to attend school regularly has scope to continue
where she left off.
Given an opportunity children can successfully organise activities
leading to significant learning outcomes.
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What teachers did:
• Reviewed the curriculum according to what a child can
learn at a particular level
• Re-organized the curriculum into small manageable units
• Sequenced the learning units into a comprehensive
learning ladder
• Developed activities and a teaching methodology for
each learning unit to facilitate readiness for learning,
instruction, reinforcement and evaluation
• Built into the learning ladder an evaluation system which
is non-threatening, continuous and comprehensive
• Evolved a more democratic classroom management
system, which is not based on the child’s ability, age,
caste or gender
• Developed a system for making the classroom attractive
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The curriculum, learning units, ladder and material
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Nali Kali system allows a flexibility which facilitates
the shifting of learning units to different levels and
grades depending upon the local situation and
circumstances.
Curriculum is seen as a continuum from classes I-IV –
the child can re-enter the learning ladder at the point
where she left off.
Textual material replaced by learning cards.
Learning sequence is broken into the smallest
possible units.
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Classroom Management
•
Children’s active participation in:
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Identifying their position in the learning
sequence through the pictorial ladder
Distribution, use and storage of teaching
learning material
Plotting their progress on the achievement
chart
Managing and organising group work.
Groups based on the nature of the activity
which the child is doing – not on consideration
of gender, caste, age or ability. Each group is
dynamic – its composition changes depending
on the level and work that the child is doing.
Each child has opportunity to periodically work
with teacher and with peers depending on the
support required.
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Kannada
Maths
EVS
The Spread
The Nali kali team grew from 15 teacher who initially visited
Rishi Valley to 36 cluster resource persons, with whose
support the programme was implemented in 270 schools in
HD Kote, Mysore by 1997 under DPEP.
This was implemented in 8 blocks of DPEP in the first phase
and in 11 clusters of DPEP in the second phase and 10 blocks
of Janashala.
Today it is being strengthened in existing 24 blocks of
Karnataka, by providing TLM (worksheets, Readers).
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Nali-Kali : Evaluation and Critique
Nali-Kali evaluated by Dr. Anandalakshmi /Mrs. Krishna Murthy,
June 2002 and Dr. M.S.Lalitha, Professor of Education,
Department of Studies in Educaiton, University of Mysore,
Mysore: (2002-2003)
Data base relied are not sufficient to come to any definite
conclusion regarding achieved differences between Nali-Kali and
traditional (Kali-Nali) class room education.
The two studies are more or less documentation of Nali-Kali
experiment and its impressionistic evaluation.
Findings of first study (HD Kote, DPEP, Dr. Anand Lakshmi)
1. With fewer facilities, children had fun learning and their
confidence levels were high.
2. Primary advantage of the new system has equity, breaking
down hierarchies and leveling the effects of status differences.
3. No child had to feel inadequate, since all learning was at the
individual child's pace.
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4. The MLL devised by the NCERT formed basis of the specific
curriculum with certain minor changes.
5. The material provided on Activity Cards, was carefully graded from
simple to complex, known to unknown and concrete to abstract.
Experience preceded symbolism.
6. There was no textbook. Teaching learning material which
developed by teachers. Teachers were empowered to decide on
the curriculum and the management of the classroom.
7. Usage of language and examples were culture-friendly. From the
realities of life lessons of abstract thoughts are developed.
8. Competency and commitment of the teachers were both enhanced,
in the process of the development of activity - based material.
9. Entire curriculum was divided into small units, so that mastery of
each step became the re-inforcement for the next unit.
10. There was a variety of games (survey, music, dance, drama and
craft everyone had a chance to be admitted and to feel ful filled,
useful for self learning, self-evaluation and group activity. System
developed self confidence, self-esteem and a sense of security in
children.
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11. Organisation differed from conventional classes, it was possible
children working on their own in their groups, that enabled multi-level
classes to be handled.
12. Nali-Kali had influence on mainstream schooling. New text-books,
work-books and manuals revised in 2001, incorporated Nali-Kali
content and methodology. ‘Chili-pili’ package prepared for pre-school
Anganawadis.
13. Nali-Kali type of training has permeated all mainstream training. NaliKali elements distinct in our Trimester system (wholistic education
with life skills). Remedial teaching kit prepared by Akshara
foundation has incorporated the elements of Nali-Kali.
14. Class rooms in Nali-Kali are decorated attractively with charts,
drawings, cut outs of animals , flowers etc.
15. Progress charts in Nali-Kali schools are plotted by children
themselves.
16. Children in Nali-Kali schools say they have learnt to took after the
environment, help their parents, and learn to be friendly and sociable,
like their teacher. Children make more demand for play materials,
pictures on the school walls and toilets in their homes. Child’s
intellectual, moral and physical development take place wholistically.
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Second evaluation by Dr. Lalitha (Nali-Kali in Janashala) is
more quantitative and finds:
1. Not all the competencies in the area of listening and
speaking specified for standard - I have been adequately
mastered in any of the first three standards.
2. Not even 50% of the students of standard I have
mastered at least 50% of the National/State MLL's expected
at the end of standard I.
3. No clear difference as regard to achievement is
established between Nali-Kali and Kali-Nali schools.
4. In 50% of Janashala blocks there has been an
improvement in enrolment/retention over earlier years after
Nali-Kali introduction.
5. In all the blocks, the heads of schools have perceived
that both enrolment and attendance has increased to a
'great extent' or 'to some extent'. (Quantitatively not verified
by study)
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6. Students move around freely, behave fearlessly, interact with teachers
freely in majority of the class rooms, community members feel that
children go to school with enthusiasm and there is no fear exhibited for
going to school.
7. Even the last child gets adequate attention. Teacher facilitate eradicating
the uncovered hindrance to the child’s creative development.
8.
It is distinct from mechanical assembly line method… emphasizing
individual self expression and development of personality.
Critique:
a)
The two evaluation studies fail to critically bring out the effectiveness
of Nali-Kali over the traditional teaching systems. There is an emergent
need, to institute a comprehensive study immediately.
b)
Nali-Kali methodologies are convincing but needs practical
demonstration. There are similarities between Nali-Kali methodologies
and Montessori Methods (of educating very young children by direction
of their natural activities rather than strict control).
c)
Second evaluation (Janashala) indicates more the inadequacies of up
scaling without comprehensive understanding and preparation.
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Similarities to 'Montessori Methods' (1870-1952)
• Belief in the child has creative potential, drive to learn,
and his right to be treated as an individual.
•
Scorn for conventional classrooms where, 'children, like
butterflies mounted on pins, are fastened each to his
place .........'.
• Teach children by supplying concrete materials and
organising situations conducive to learning with these
materials.
• Certain simple material aroused in children an interest
and attention not previously thought possible.
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Contd…
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Children would work spontaneously with these
materials, indifferent to distraction for from a quarter of
an hour to an hour
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At the end of a period, they would not seem tired.
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Indisciplined children became settled through such
voluntary work. Children with learning disability showed
improved learning.
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Material designed to encourage individual rather than
cooperative efforts. Some group activity also occurred.
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Individual initiative and self-direction characterised the
Montessori philosophy, and self-education was the
keynote.
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Contd..
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Teacher provided and demonstrated the special, 'didactic apparatus',
but remained in the background, leaving the child handle it for himself.
•
'Nali Kali' is extension of 'Pre-school Montessori Methods' to lower
primary schools ......?!
•
'Kindergarten' 1850 AD (German - Play school) system has also
similarities ....... It stressed the emotional and spiritual nature of the
child, encouraging self understanding through play activities and
greater freedom .......... Environment in which children grew freely like
plants in a garden. The curriculum consisted of
1. Playing with educational toys and engaging in other
occupations designed to familiarize children with inanimate things.
2. Playing games and singing songs for the purpose not only of
exercising the limbs and voice but also of instilling a spirit of humanity
and
3. Gardening and caring animals in order to induce sympathy for
plants and animals.
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1)
Concerns of Parents :
There are no books, workbooks and homework.
2)
Concerns of Teachers :
- They have to unlearn and relearn.
- Training is inadequate
- It requires more intense involvement.
3)
Concerns of Education Administrators :
- Requires better training
- Requires close supervision and understanding at the supervisory
levels
- Transition from Nali-Kali class to regular one is not easy.
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Bottlenecks and issues
1. Scientific evaluation of ‘Nali Kali’ ladder steps and its
linkages to MLL to be confirmed.
2. Evaluating till what class the ‘Nali Kali’ strategy can
practically work and how to deal with transition from
Nali Kali classroom to regular classroom thereafter.
3. Standardising ‘Nali Kali’ ladder without affecting local
innovative possibilities.
4. Facilitating preparation and supply of ‘Nali Kali’ TLM of
good quality
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5. Designing appropriate workbooks and teacher’s
training for the ‘Nali Kali’
6. Introducing ‘Nali Kali’ in the pre-service training (D.Ed)
- At present D.Ed teachers teach class I to VII
- Is the skills to teach class I different from that of
class VII ?
- There is a need, to redesign a separate pre-service
teachers ‘training for lower primary classes
incorporating ‘Nali Kali’ methodologies.
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