NCF 2005 and Teaching

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• NCF 2005 and Teaching Learning at
  Elementary Level
• Sujata B. Hanchinalkar
• Regional Institute of Education(NCERT)
• Mysore

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• NCF NCERT
• 1975
• 1988
• 2000
• 2005
• NCF 2005
• 21 Focus group Reports
• 1. Perspectives
• 2. Learning and Knowledge
• 3. Curriculum Areas, School stage and
  Assessment
• 4. School and Classroom Environment
• 5. Systemic Reforms

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• 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 examination more flexible and integrated
  into classroom life.
• -Nurturing an over-riding identity informed by
  caring concerns with the democratic polity of the
  country.

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• The period of elementary school-Class I to VIII
• Formal introduction-reading, writing and
  arithmetic
• cognitive development, shaping reason,
  intellect and social skills.
• Plurality and flexibility
• Child's language competence issues related to
  articulation and literacy, and the ability to use
  language to create, to think and to communicate
  with others.
• Opportunities to study in their mother tongue.
• Diagnosing learning difficulties and addressing
  remedial work in language and mathematics.
• Process oriented-approach to curriculum

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• School and classroom environment
• Children feel safe, happy and wanted
• Teacher a facilitator (learner centeredness)
• Cooperative learning/ collaborative learning
• Learning experience of learner-importance
• Interlinking the knowledge of learner with school
  knowledge
• Going beyond the textbook
• Learner autonomy
• Create knowledge-constructivist classroom

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• School environment
• Classroom space- windows, doors in learning
  Mathematics
• Outer space-trees helping in understanding
  seasons, Water conservation concept-gardening,
  Water harvesting
• Importance to childs work- art, painting, poem
  on wall
• Ratio 130
• Learner friendly classroom(6hrs/day and
  1000hrs/yr)
• Questions/talk/discuss/noise-self-confidence,
  self-esteem
• Opportunities for learner to construct knowledge

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• Maximised use of A-V materials
• Decompartmentalising the subject boundaries
• Interdisciplinary approach
• Community participation-belongingness
• Plurality of textbooks but not at the cost of
  quality.(authentic source of
  knowledge?)accontability.
• Flexibility
• Textbooks are child friendly- ARE WE?

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• School subjects
• Languages- Multilingualism a resource?
• Studies-bilingual proficiency raises the levels
  of cognitive
• growth, social tolerance, divergent thinking and
  scholastic achievement.
• Article 350A of our Constitution- instruction in
  the
• mother-tongue at the primary stage of
  education to children belonging to linguistic
  minority groups.
• Emphasise on reading (with understanding?)
• Primary stage, childs languages must be accepted
  as they are, with no attempt to correct them.
• Class IV, if rich and interesting exposure is
  made available, the child will acquire standard

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• Errors are a necessary part of the process of
  learning.
• Provide comprehensible, interesting and
  challenging inputs.
• Speech and listening, reading and writing-
  children's mastery over them becomes the key
  factor affecting success at school.
• MATHEMATICS
• the child's resources to think and reason
  mathematically, logical conclusion and to handle
  abstraction.
• Values inbuilt in examples.
• Teachers engage every child in class with the
  conviction that everyone can learn mathematics.
• Visualisation and representatio Skill (at home).
• Interdisciplinary

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• SCIENCE
• Curiosity
• Observe
• Hypothesise
• Verify-experiment
• Conclude
• Universal truth- sunrises in the east- DOES HE?
• Cognitive validity requires that the content,
  process, language and pedagogical practices of
  the curriculum are age appropriate, and within
  the cognitive reach of the child.
• Content validity requires that the curriculum
  must convey significant and correct scientific
  information. Simplification of content, which is
  necessary for adapting the curriculum to the
  cognitive level of the learner, must not be so
  trivialised as to convey something basically
  flawed and/or meaningless.

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• Process validity requires that the curriculum
  should engage the learner in acquiring the
  methods and processes that lead to the generation
  and validation of scientific knowledge and
  nurture the natural curiosity and creativity of
  the child in science.LEARNING TO LEARN SCIENCE
• Historical validity requires that the science
  curriculum be informed by a historical
  perspective, enabling the learner to appreciate
  how the concepts of science evolve over time.
• Environmental validity requires that science
  beplaced in the wider context of the learner's
  environment, local and global
• Ethical validity requires that the curriculum
  promote the values of honesty, objectivity,
  cooperation, and freedom from fear and prejudice,
  and inculcate in the learner a concern for life
  and preservation of the environment

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• Social Science
• Sensitivity towards issues
• Non-utility subject-
• Provide the social, cultural, and analytical
  skills to adjust to an increasingly
  interdependent world
• Contextualization of content in the
  diversity/plurality
• Environmental Studies-sustainable development
• Reflect the day-to-day experiences
• ART EDUCATION-'useful hobbies
• Theatre, Music, Dance, Visual Arts in Education
• Role play,theatre exercises, body and voice
  control and
• movement, and group and spontaneous
  enactments.
• debate and discussion

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• Interactive approach
• HEALTH AND PHYSICAL EDUCATION
• basic needs like food, safe drinking water
  supply, housing, sanitation and health services
  influences the health status of a population, and
  these are reflected through mortality and
  nutritional indicator
• Physical education and yoga contribute to the
  physical,
• social, emotional and mental development of a
  child.
• WORK AND EDUCATION
• Work -an arena for learning for children
• Transform knowledge into experience
• EDUCATION FOR PEACE
• Intolerance, violence
• living in harmony with oneself and with
• others, including nature

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• Teaching learning strategies
• Constructivist approach
• Cooperative learning
• Concept mapping
• Experiential learning
• Creative writing- Poster making, story board,
  story telling

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• Thank You