Pedagogy for School Education

NEP-2020
2020

“Pedagogy must evolve to make

education more experiential, holistic,
integrated, inquiry-driven, discovery-
oriented, learner-centered, discussion-
based, flexible, enjoyable” NEP,2020

Prof . Anjum Sibia

NCERT
 Vision of Education-
Education NEP ,2020
Holistic development-cognitive,
cognitive, affective, psycho-motor
psycho
Competency based – knowledge , skills, attitudes, behaviours

School curricular and pedagogical restructuring

• Continuum from anganwadis// playschools (ECCE) to formal schooling
• Developmentally sensitive as it takes into cognizance
00 the child’s cognitive developmental stages
• Highlighting age appropriate curriculum, learning goals, and pedagogy
• Empowering learners by flexibility in course choices

Thrust of curriculum and pedagogy

• Shift towards learning how to learn
• Facilitate attaining the potentialities /hidden abilities of all learners.
• Integration of specific sets of skills and values across domains & stages
• Curriculum to focus on core concepts, Constitutional values, bonding with one’s country

Pedagogy
Experiential, holistic, integrated, inquiry-driven,
inquiry discovery-
oriented, learner-centred,
centred, discussion-based,
discussion flexible, enjoyable
Foundation Stage (3 - 5 Years)
 National mission - Attaining foundational literacy and numeracy for
all children (ability to read, write and perform basic operations
with numbers)

 Child explores and learns on his own-

activities both indoor and outdoor play,
puzzles, logical thinking, problem
solving, drawing, painting, etc.

 Mathematics and computational thinking is to be given increased emphasis

 Exposure to different languages in this stage with major focus on mother tongue.

 Anganwadis (3-5years) will be

strengthened in terms of pedagogical
strategies like activity filled tours
Preparatory Stage (8-11
(8 years)
 Taking forward interactive pedagogical
style of the Foundational Stage- learning
opportunities to be built on the play,
discovery, and activity-based.
 Incorporating light text materials-aspects
aspects
of more formal
 Implementation of three language formula
 Students may change one of more of the
three languages in grade 6 or 7 ,
demonstrate basic proficiency in three
languages at the end of secondary stage.
 Bilingual approach- including bilingual
teaching
teaching-learning materials-across subjects
 Providing opportunities to use language
with peers, teachers and others
 To support Experiential learning- content in all subjects need to focus on the key
concepts, ideas, applications, and problem-solving.
problem

Pedagogical Implications -

• More interactive teaching–

learning, promote exploratory
activities, discussions, questioning

• To make classrooms interactions

more enjoyable, creative,
collaborative for deeper
understanding and more
experiential learning.
Middle stage (11-14
(11 years)
Introduction of subject teachers-specifications
 Promoting learning and discussion of more
abstract concepts across the sciences,
mathematics, arts, social sciences, and
humanities
 Integrated ,cross curricular approach

 Participation in project/activity on the ‘The

Languages of India’ under the ‘Ek Bharat
Shrestha Bharat’ initiative
 Facilitate learning about the major Indian
languages
 Develop unity and understanding of cultural
heritage and diversity of India
 Project/activity is to be done as a joyful activity
and not involve any assessment
Developing vocational sensitivities in students
 Every student take a fun course, during Grades 6-8,
6
that gives hands-on experience on important
vocational crafts, such as carpentry, electric work,
metal work, gardening, pottery making, etc.
 As decided by States and local communities and as
mapped by local skilling needs.
 Coding activities will be introduced through
activities inbuilt in the mandated content using an
integrated approach

 The value building too will be the

focused with students being taught at a
young age the importance of “doing
what's right”

 Logical framework for making ethical

decisions
Pedagogy –Building on Fables and Stories
 Learners need to be given opportunity to read and learn
from the Panchatantra, Jataka, Hitopadesh, and other
inspiring tales from the Indian tradition

 Excerpts from the Indian Constitution will also be

considered essential reading for all students

Health and social sensitivity nurtured by integrating in

curriculum
 Basic training in health, including preventive health, mental
health, good nutrition, personal and public hygiene,
disaster response and first-aid
 Scientific explanations of the detrimental and damaging
effects of alcohol, tobacco, and other drugs
Secondary stage (14-18
(14 years)
 Stage is marked by four years of Teaching and learning will be conducted in a
multidisciplinary study.The focus need to be on more interactive manner encouraging
key concepts, ideas, applications, and problem- questions/dialogue with fun, creative,
solving. collaborative, and exploratory activities
• Build on pedagogical and curricular style of the
Middle Stage- greater depth, greater critical
thinking, greater attention to life aspirations, and
greater flexibility and student choice of subjects
• Option of exiting after Grade 10 and re-entering in
the next phase to pursue vocational or any other
courses available in Grades 11-12

10-day bag less period

All students will participate to avail
internship opportunities to learn vocational
subjects throughout Grades 6-12 - online
mode will also be made available.
Pedagogy for active participation
 Arts-integrated and sports-integrated education, story-
telling-based pedagogy
 Classroom transactions will shift towards competency-
competency
based learning with assessment tools aligned
 Engaging learners with enjoyable and inspirational books
for students at all levels, high-quality translation
(technology assisted as needed) in all local and Indian
languages
 Learners will be encouraged to participated in the Project-
based Clubs- Science Circles, Math Circles, Music& Dance
Performance Circles, Chess Circles, Poetry Circles, Language
Circles, Drama Circles, Debate Circles, Sports Circles, Eco-
Clubs, Health & Well-being Clubs/ Yoga Clubs, Summer  Visit different states as part of
programs, Olympiads, cultural exchange programmes.
 Competitions in schools topics and subjects (tribal
 Video documentaries on
knowledge and indigenous and traditional ways of
inspirational luminaries of India,
learning across- mathematics, astronomy, philosophy,
ancient and modern, in the school
yoga, architecture, medicine, agriculture, engineering,
curriculum.
literature, sports, …..
1. Creating learning environment is important to 5. Creating a supportive learning environment
enrich the learning experiences of students. for students to develop the ability and skills
2. Expose learners to the immediate environment • performing activities, experiments, projects,
which is full of exciting possibilities for field work, paper reading, discussions,
creating - learning situations. seminars etc.
3. Provide experiences to students to develop the • Inquire, observe, hypothesize, measuring,
ability to engage, handle conflicts with their analyzing, communicating, evaluating,
peers/co learners, communicate effectively, seeking alternative explanations.
work collaboratively, work cooperatively. 6. Integrating environmental concerns, ethical
4. To design learning experiences with flexibility concerns, skills, health and hygiene ,inclusion,
• learner’s past experiences and existing gender … to be part of the pedagogy to ensure
ideas are collated a supportive, sensitive and nurturing learning
• enrich their learning experiences environment.
• to devise a strategy, select and change from
one strategy to other as per the requirement
of teaching-learning situations
 NEP- Experiential Learning Approach to Pedagogy
• Developmentally sensitive –student’s potential to learn
• Holistic development-cognitive, affective, psycho-motor
• Competency based – knowledge , skills, attitudes, behaviours
• Integrated
• Multidisciplinary
• Diverse teaching methods

Content Learning Environment

Processes
• Nature -key concepts, ideas, • Fun, creative, collaborative,
• Experiences, hands-on
hands learning,
applications, specified learning exploratory, experiences with
linked to daily life, integration-
integration
outcomes flexibility
values , arts, sports
• Sets of skills and values across
• Space for self-learning,
learning, reflection, • Explore , ask questions, plan
cognitive, affective and psycho-
problem solving, ..... investigations, reflect on the
motor domains
• Interactive engagement-
engagement findings , communicate in various
• Linkages and relations among
questioning, story-telling
story ,games , forms.
different subjects
experiments, field work, • Engaging learners with their
• Stories, arts, games, sports,
examples, problems, etc. immediate environment, collate
• Critical thinking . inquiry-based, past experiences and existing ideas
discovery-based, discussion-based, • Ability to engage, handle conflicts
analysis-based with co learners, communicate
• Ability to engage, handle conflicts effectively,
with co-learners, communicate
effectively, experiences with
flexibility
 Educative Quality of Experience
-A
A Fable-
Fable

A country that had no fruit trees…scholar came across references to fruit…and shared this with
village people
A person decided to undertake a journey to experience fruit…. directions… found himself at the
entrance to a large apple orchard.
Reached at a time when the apple trees were in blossom. Tasted one of the blossoms. ..neither
liked the texture nor the taste… went to another tree, tasted another blossom, and then
another…..concluded fruit was not a tasty food.
Another person decided to go and taste the fruit…………..
fruit reached the orchard when the apples
had over ripened …..ate the few apples on the trees …did not like the taste ….tasted rotten
….concluded fruit was much overrated food.
Unable to recognize the difference between the blossom and over ripe fruit
Making experience have an educative value is important in experiential learning
 Implications of Experiential Learning for Classrooms
-Attributes
Attributes-

Doing, having an
Concrete
experience experience, engaging
(feeling) directly in authentic
situation

reviewing, reflecting on
Testing new ideas;
Active Reflective experience, noticing what
planning or trying
Experimentation observation happened and relating to a
out what is learnt in (observation)
(doing) past experience and
a new experience
conceptual understanding

Refine perceptions into

Abstract
abstract concepts, Conceptualization
concluding ,learning (thinking)
from experience
Assessment as, of, for Experiential Learning

Holistic
1. Self, peer, teacher, parents
2. Cognitive -emotional-psychomotor
3. Observation, reflection, experiments, surveys

Individualized
1.Self referenced
2.Uniqueness/ strengths
3.Monitor own learning

Learning Outcomes
1.Competency based
2.Process based
3.outcomes-Product based

Reporting
1. Multi-dimensional
2. Descriptive
3. 360 degree
 Experiential Pedagogy-Transforming
Transforming Classrooms

Teaching-Learning
Learning Environment
Practices
• Questioning • Inquiring • Respecting learner
• Games • Investigating • Valuing differences
• Discussion • Presenting Learner Competencies • Resolution of conflicts
• Dialogue information • Information seeking
• Resourceful
• Investigate • Initiative taking
• Initiative taking
• Experiments • Owning Responsibility
• Self-Responsibility
Responsibility
• Case studies • Team work, collaboration
• Creative
• Field work • Freedom to explore
• Resilience
• Role play • Acceptance for mistakes
• Independent
• Simulations • building on students’ strengths
• self-disciplined
• Seminars • Positive relationships
• self directed
• Visualization • Culture of care
• Reflective
Thank You