NCF 2005 and Teaching at Elementary Level

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NCF 2005 and Teaching at Elementary Level

• Dr. Asha KVD Kamath
• Regional Institute of Education
• Mysore

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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

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

4
School and Classroom Environment

• 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

5
School and Classroom Environment

• Learner friendly atmosphere
• Understanding based learning
• Respect for multiple views
• Multilinguism
• Learner autonomy
• Flexibility
• Opportunities to the learner
• to evolve and create knowledge

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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.

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NCF 2005 and School Subjects

• Languages Emphasis on reading- a solid
  foundation for school learning.
• Mathematics - Succeeding is the right of every
  child.
• Enhance childs resources to think and reason,
  to visualize and handle abstractions.

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• 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

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• 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

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• Physical and Health Education- more attention to
  be given
• Peace pre condition for development
• -socialising children into a
  democratic culture.
• -appropriate activities

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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.

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Experiential Learning

• Direct participation in the events of life.
• Reflect upon everyday experiences
• Create space for exploration- data collection,
  classification, labelling, analyzing..

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Concept Mapping and Concept Map

• Selecting key concepts and sub concepts, linking
  them through prepositions.
• Making meaning out of horizontal and vertical
  linkages.

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Creative Writing / Work

• - develops cognitive and affective abilities
• allows for free expression of thought, feeling
  and emotions
• poster making, story boards, story telling, etc.

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Thank you