(a) the school system is characterized by an (a) the school system is characterized by an inflexibility that makes it resistant to change; inflexibility that makes it resistant to change;

(b) learning has become an isolated activity, which (b) learning has become an isolated activity, which does not encourage children to link knowledge with does not encourage children to link knowledge with their lives in any organic or vital way; their lives in any organic or vital way;

(c) schools promote a regime of thought that (c) schools promote a regime of thought that discourages creative thinking and insights; discourages creative thinking and insights;

(d) what is presented and transmitted in the name (d) what is presented and transmitted in the name of learning in schools bypasses vital dimensions of of learning in schools bypasses vital dimensions of the human capacity to create new knowledge; the human capacity to create new knowledge;

(e) the “future” of the child has taken centre stage (e) the “future” of the child has taken centre stage to the near exclusion of the child's" present”, which to the near exclusion of the child's" present”, which is detrimental to the well-being of the child as well is detrimental to the well-being of the child as well as the society and the nationas the society and the nation..

ProcessProcess ScienceScience LanguageLanguage

ObservationObservation

ContextualizationContextualization

CognitiveCognitiveapprenticeshipapprenticeship

CollaborationCollaboration

InterpretationInterpretationconstructionconstruction

MultipleMultipleinterpretationsinterpretations

MultipleMultipleManifestationsManifestations

SituationSituationLearners read a text on mammals and viewLearners read a text on mammals and viewa video on the life of mammals ina video on the life of mammals indifferent locales. Such events or activitiesdifferent locales. Such events or activitiesconsist of mammals moving in groups onconsist of mammals moving in groups onland or in water, grazing, attacking a prey,land or in water, grazing, attacking a prey,giving birth, flocking together at the timegiving birth, flocking together at the timeof danger and related events.of danger and related events.

Learners make note of the key events orLearners make note of the key events orbehaviour or activities of mammals.behaviour or activities of mammals.

They relate their analysis to the text.They relate their analysis to the text.

Teacher illustrates how he/she wouldTeacher illustrates how he/she wouldanalyses and interpret such information usinganalyses and interpret such information usingthe example of mammals.the example of mammals.

Learners form groups to work on the taskLearners form groups to work on the taskwhile the teacher suggests/guides them aswhile the teacher suggests/guides them asthey proceed.they proceed.

Learners analyze and generate evidence toLearners analyze and generate evidence toverify their hypothesis related to mammalsverify their hypothesis related to mammalsliving on land or water, etc.living on land or water, etc.

They provide explanations and defend theirThey provide explanations and defend theirideas or hypotheses using their analyses andideas or hypotheses using their analyses andtext both within and between groups.text both within and between groups.Evidence and arguments along with the textEvidence and arguments along with the textexpose them to various ways of findingexpose them to various ways of findinganswers or interpreting data.answers or interpreting data.

By going back and forth through the processBy going back and forth through the processand relating each contextual background onand relating each contextual background onvarious events and the behaviour ofvarious events and the behaviour ofmammals, the learners notice that the generalmammals, the learners notice that the generalprinciples embedded in what they are doingprinciples embedded in what they are doingbecome manifested.become manifested.

SituationSituationLearners read the story Learners read the story ‘‘Kabuliwallah’. Later, they areKabuliwallah’. Later, they aregiven background materialgiven background materialwith illustrations of certain with illustrations of certain

scenes scenes of the story and brief of the story and brief

descriptions.descriptions.A fewlearners enact one or two A fewlearners enact one or two scenes depicted in the scenes depicted in the illustrations. illustrations.

Learners watch the Learners watch the scenes enacted.scenes enacted.

They relate the They relate the story of the text with thestory of the text with theillustrations of the backgroundillustrations of the backgroundmaterial. material.

Using a scene enactedUsing a scene enactedthe teacher models how to the teacher models how to integrate reading the story and integrate reading the story and

thetheillustrations of the background illustrations of the background material. Learners work in material. Learners work in

groups groups to generate interpretations while to generate interpretations while the teacher suggests/guides the teacher suggests/guides

them them as they proceed.as they proceed.

They analyze and generate theirThey analyze and generate theirOwn interpretations of the story.Own interpretations of the story.

Comparing the interpretations Comparing the interpretations within and between groups giveswithin and between groups givesthe learners the idea that peoplethe learners the idea that peoplecan have different reactions tocan have different reactions tothe story, ‘Kabuliwallah’the story, ‘Kabuliwallah’..

Using the text, background Using the text, background illustrations andillustrations and

their own reflections, the their own reflections, the learners see howlearners see how

the same characters and themes the same characters and themes can becan be

manifested in several ways.manifested in several ways.

Children’s voices and experiences do not find expression in the Children’s voices and experiences do not find expression in the

classroom. Often the only voice heard is that of the teacher. When classroom. Often the only voice heard is that of the teacher. When

children speak, they are usually only answering the teacher’s children speak, they are usually only answering the teacher’s

questions or repeating the teacher’s words.questions or repeating the teacher’s words.

Common sources of physical discomfortCommon sources of physical discomfort Long walks to school.Long walks to school. Heavy school bags. Heavy school bags. Lack of basic infrastructure, including support books Lack of basic infrastructure, including support books

for reading and writing.for reading and writing. Badly designed furniture that gives children Badly designed furniture that gives children

inadequate back support and cramps their legs and inadequate back support and cramps their legs and knees.knees.

time tables that do not give young children enoughtime tables that do not give young children enough breaks to stretch, move and play, and that deprive breaks to stretch, move and play, and that deprive

older children of play/sports time, and encourage older children of play/sports time, and encourage girls to opt out.girls to opt out.

Especially for girls, the absence of toilets and Especially for girls, the absence of toilets and sanitary requirements.sanitary requirements.

Corporal punishment—beating, awkward physical Corporal punishment—beating, awkward physical postures. postures.

Observing something happen, say, the process of seed Observing something happen, say, the process of seed germination, in a real situation or observing different germination, in a real situation or observing different stages of milk collection, processing and packaging stages of milk collection, processing and packaging different kinds of products in a dairy farm.different kinds of products in a dairy farm.

Participating in an exercise involving body and mind such Participating in an exercise involving body and mind such as planning a role play around a theme and presenting it.as planning a role play around a theme and presenting it.

Talking about and reflecting on something the child has Talking about and reflecting on something the child has experience of (e.g. dialogue on gender-differentiated experience of (e.g. dialogue on gender-differentiated practices in the family and society or participating in a practices in the family and society or participating in a mental game of numbers).mental game of numbers).

Making something, say, a system of gear wheels or trying Making something, say, a system of gear wheels or trying out an experiment to lift a load using a system of pulleys.out an experiment to lift a load using a system of pulleys.

After the experience, teachers could organize a After the experience, teachers could organize a discussion, an exercise involving, writing, drawing and discussion, an exercise involving, writing, drawing and display. She could identify along with the children display. She could identify along with the children questions to be thought about and answered.questions to be thought about and answered.

She could connect the experience with textbook She could connect the experience with textbook knowledge and other references and deepen the knowledge and other references and deepen the experience.experience.

Such experiences and post - experience activities Such experiences and post - experience activities would be valuable at any level of schooling. Only the would be valuable at any level of schooling. Only the nature and complexity of the experience would need to nature and complexity of the experience would need to change over the years. Language is key to organizing change over the years. Language is key to organizing experiences. Hence, there should be a proper experiences. Hence, there should be a proper coordination between the kind of experience and the coordination between the kind of experience and the level of language developmentlevel of language development

One period a week to be devoted to One period a week to be devoted to library reading.library reading.

During this time, children sit and read During this time, children sit and read silently in the library. They return the silently in the library. They return the books borrowed the previous week books borrowed the previous week and borrow new ones.and borrow new ones.

If there is no library room, the If there is no library room, the teacher can bring out books teacher can bring out books appropriate to the age group and appropriate to the age group and allow children to choose from the set. allow children to choose from the set. It is important to let the child choose It is important to let the child choose rather than having the teacher rather than having the teacher distribute the books.distribute the books.

Library books can be brought into the language class.Library books can be brought into the language class. For class projects, children can be asked to look up a For class projects, children can be asked to look up a

reference in the library.reference in the library. Children can be asked to write about the book they have Children can be asked to write about the book they have

read that week during the language class.read that week during the language class. Children can be asked to share a story they have read with Children can be asked to share a story they have read with

the other children in class.the other children in class. The school library should be kept open during vacations.The school library should be kept open during vacations.

The concept of time on task is an essential reckoner for The concept of time on task is an essential reckoner for taking stock of the total time that children spend actively on taking stock of the total time that children spend actively on earning. earning.

This would include time spent on listening, reading, writing, This would include time spent on listening, reading, writing, doing activities, discussing, etc. It would not include waiting doing activities, discussing, etc. It would not include waiting for one’s turn, copying from the board or revising.for one’s turn, copying from the board or revising.

Particularly in multigrade classes, planning and designing of Particularly in multigrade classes, planning and designing of learning activities for children need to ensure that children’s learning activities for children need to ensure that children’s time on task is maximized.time on task is maximized.

Total study time that is expected from students in both face-Total study time that is expected from students in both face-to-face and self - study or homework needs to be accounted to-face and self - study or homework needs to be accounted for while planning the syllabus or course of study for for while planning the syllabus or course of study for students, especially as they go into higher grades.students, especially as they go into higher grades.

Total homework time Total homework time Primary: No homework up to Primary: No homework up to Class II and two hours a Class II and two hours a week from Class III.week from Class III.

Middle school: One hour a Middle school: One hour a day (about five to six hours a day (about five to six hours a week).week).

Secondary and Higher Secondary and Higher Secondary: Two hours a day Secondary: Two hours a day (about 10 to 12 hours a (about 10 to 12 hours a week). Teachers need to week). Teachers need to work together to plan and work together to plan and rationalize the amount of rationalize the amount of homework that they give homework that they give children.children.

Inclusive education is about embracing all.Inclusive education is about embracing all. Disability is a social responsibility —accept it.Disability is a social responsibility —accept it. No selection procedures to be adopted for No selection procedures to be adopted for

denying admission to learners with disabilities.denying admission to learners with disabilities. Children don't fail, they only indicate failure of the Children don't fail, they only indicate failure of the

school.school. Accept difference… celebrate diversity.Accept difference… celebrate diversity. Inclusion is not confined to the disabled. It also Inclusion is not confined to the disabled. It also

means non-exclusion.means non-exclusion. Learn human rights … conquer human wrongs.Learn human rights … conquer human wrongs. Handicap is a social construct, deconstructHandicap is a social construct, deconstruct handicap.handicap. Make provisions — not restrictions; adjustMake provisions — not restrictions; adjust to the needs of the child.to the needs of the child.

Remove physical, social and attitudinalRemove physical, social and attitudinal barriers.barriers. Partnership is our strength such as school – community; Partnership is our strength such as school – community;

school – teachers;school – teachers; teachers – teachers; teachers – children;teachers – teachers; teachers – children; children – children; teachers – parents; schoolchildren – children; teachers – parents; school systems and outside systems.systems and outside systems. All good practices of teaching are practices of inclusion.All good practices of teaching are practices of inclusion. Learning together is beneficial for every child.Learning together is beneficial for every child. Support services are essential services.Support services are essential services. If you want to teach, learn from the child.If you want to teach, learn from the child. Identify strengths not limitations.Identify strengths not limitations. Inculcatemutual respect and inter-dependence.Inculcatemutual respect and inter-dependence.

√ √ care for children, and should love to be with them.care for children, and should love to be with them.√ √ understand children within social, cultural andunderstand children within social, cultural andpolitical contexts.political contexts.√ √ be receptive and be constantly learning.be receptive and be constantly learning.√ √ view learning as a search for meaning out ofview learning as a search for meaning out ofpersonal experience, and knowledge generation aspersonal experience, and knowledge generation asA continuously evolving process of reflective A continuously evolving process of reflective

learning.learning.√ √ view knowledge not as an external reality view knowledge not as an external reality

embeddedembeddedin textbooks, but as constructed in the sharedin textbooks, but as constructed in the sharedContext of teaching-learning and personal Context of teaching-learning and personal

experience.experience.√ √ own responsibility towards society, and work toown responsibility towards society, and work tobuild a better world.build a better world.√ √ appreciate the potential of productive work andappreciate the potential of productive work andhands-on experience as a pedagogic medium bothhands-on experience as a pedagogic medium bothinside and outside the classroom.inside and outside the classroom.√ √ analyze the curricular framework, policy analyze the curricular framework, policy

implications and texts.implications and texts.

MAJOR SHIFTSMAJOR SHIFTS From From To To• • Teacher centric, stable designs • Learner centric, flexible Teacher centric, stable designs • Learner centric, flexible

processprocess• • Teacher direction and decisions • Learner autonomyTeacher direction and decisions • Learner autonomy• • Teacher guidance and monitoring • Facilitates, supports and Teacher guidance and monitoring • Facilitates, supports and

encourages learning encourages learning• • Passive reception in learning • Active participation in learningPassive reception in learning • Active participation in learning• • Learning within the four walls of • Learning in the wider social Learning within the four walls of • Learning in the wider social

context the class roomcontext the class room• • Knowledge as "given" and fixed • Knowledge as it evolves and is Knowledge as "given" and fixed • Knowledge as it evolves and is

createdcreated• • Disciplinary focus • Multidisciplinary, educational Disciplinary focus • Multidisciplinary, educational

focusfocus• • Linear exposure Linear exposure • Multiple and divergent exposure • Multiple and divergent exposure• • Appraisal, short, few Appraisal, short, few • Multifarious, continuous • Multifarious, continuous