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Guidelines For Using The Back To Basics Activity Sheets: D T Sudharsan Rao, Deputy Commissioner, KVS RO Varanasi

The document provides guidelines for using "Back to Basics" activity sheets in the classroom. It outlines that the activity cards can be used as templates to develop more activities to meet learning objectives. The materials cover primary and middle school subjects and ensure smooth transitions between levels and integration of subjects. Teachers should use the activity cards to focus on developing basic skills and concepts, act as facilitators, and incorporate life skills into lessons. The goal is for students to be able to apply their learnings to real-world situations and integrate knowledge from different sources to solve problems outside the classroom.

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Bindeshwar Das
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52 views

Guidelines For Using The Back To Basics Activity Sheets: D T Sudharsan Rao, Deputy Commissioner, KVS RO Varanasi

The document provides guidelines for using "Back to Basics" activity sheets in the classroom. It outlines that the activity cards can be used as templates to develop more activities to meet learning objectives. The materials cover primary and middle school subjects and ensure smooth transitions between levels and integration of subjects. Teachers should use the activity cards to focus on developing basic skills and concepts, act as facilitators, and incorporate life skills into lessons. The goal is for students to be able to apply their learnings to real-world situations and integrate knowledge from different sources to solve problems outside the classroom.

Uploaded by

Bindeshwar Das
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Guidelines for using the Back to Basics activity sheets

D T Sudharsan Rao, Deputy Commissioner, KVS RO Varanasi


The present material has been created keeping in mind the needs of today’s teachers.

Back to Basics contains guidelines and sample activity cards for use in classroom in addition
to the text book and other learning tools being used in the class.

 The activity cards are designed in such a way that teachers can use them as a
template for developing more such activities for attaining the other learning
indicators mentioned in the cards or by identifying the learning objectives present in
the lesson.
 The learning material has been prepared for Hindi, English, EVS and Maths for
Primary Classes i.e. Classes I-V and in Hindi, Sanskrit, English, Science, Social Science
and Mathematics for Classes VI-VIII.
 The material has been prepared in such a way that the transition from one level to
the next is smooth and seamless. Care has also been taken to ensure integration of
subjects wherever required.

3. Subject specific general instruction and guidelines are given in the beginning of each
subjects which will give additional inputs about how to administer the worksheets.

 Level and subject wise learning indicators suggested by NCERT have been used as the
base. Learning indicators have been identified from each chapter/ unit of every
subject and class, sample activities have been developed to illustrate a particular
learning indicator. Suggestions for more such activities and pedagogical tools have
also been given at the end of each card.
 The worksheets also contain a short test item to assess the attainment of a learning
outcome.
 A Learner’s Achievement Test (LAT) to assess a student after completion of every
three cards on the basis of Bloom’s Taxonomy has also been given.
 Test items being given in the LAT are cumulative in nature.

Sufficient copies of the cards should be made for use by teachers in the classroom. They
should also be encouraged to use their creativity in making more such activity cards on
the basis of the learning indicators. Teachers should be encouraged to incorporate
learning outcomes, learning indicators, pedagogical tools and evaluation as per Back to
Basics in their lesson planning.

Teaching Learning process should focus more on developing basic competencies,


concepts and skills instead of teaching of the text book or completion of the course.
Activities for children and by children should be allotted more time and teacher should
act as a facilitator in the classroom. Participation by all students should be ensured and
teacher should keep a record of participation and performance of students in classroom
so that students who do not generally participate or perform well may be identified and
remedial measures be planned for them.
Some activities to encourage students to think and ask questions should be incorporated
in the lesson plan. Basic life skills like creative thinking, decision making, empathy,
critical thinking, problem solving should also be incorporated in the classroom activities.

All knowledge, information, skills, competencies or concepts learnt in school are meant
to be used in the world outside where children will have to deal with a variety of
situations and problems. In situations outside the school, what they learn in different
classes separately will need to be integrated and combined to solve issues that they will
face outside the classroom. We need to train our children in the art of using their
knowledge from different sources and integrating it to resolve issues they may face in
society. Simultaneously we need to devise learning opportunities integrating various
subjects so that children are aware that all learning is to prepare them for LIFE.

There are Missing Links in our classrooms and the children seem to be learning in a
bubble- we need to devise ways to link subjects- scholastic and co-scholastic and
develop key competencies by using a variety of tools, techniques and technology.

Children are living, breathing individuals who are rich in terms of knowledge,
experiences and support systems, these rich resources in the form of parents, family and
society should be explored and incorporated in the classroom for sharing and learning.

Focus should be on making students independent learners who can access and
understand relevant information, critically examine it and be able to apply it
meaningfully in day to day situations- in brief they should have the capability for
LEARNING TO KNOW.

Activities that give learners an opportunity to create, work with their own hands,
develop a sense of work ethics and dignity of labour should also be incorporated in the
classroom lessons. This will give the ability of LEARNING TO DO.

Children should also possess the ability to willingly accept, appreciate and tolerate
differences among people, life styles and cultures etc. They should be able to live, play,
and work with others as a part of a team, group or community without losing awareness
of their own culture, its limitations and strengths and be proud to be a part of the
society. Children should be provided with opportunities for attaining the skill of
LEARNING TO LIVE TOGETHER.

Learning events should be planned in such a way that children can learn to
communicate, have a sense of self-esteem and confidence, basic values specific to their
context, capacity to take independent decisions, have potential for creative expression,
imagination, aesthetic appreciation and be able to adjust and cope with the world
around them. These will enable children to LEARN TO BE.

I suppose it is because nearly all children go to school nowadays, and have things
arranged for them, that they seem so forlornly unable to produce their own ideas. -
Agatha Christie

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