Jliti10snpitv in ~buration - Institute for Social and Economic Change

Simi 1 ar
category.
to
th~ abov~ typ~ are classified in this
In
th~
second category the bulk of
the
learning
episodes
are partly structured.
The
educational objective set is to provide basic skills of
3 R's but
the
logical
steps in relation to
the
educational
objectives
are merged Into one.
The
learning activity takes the form of mechanical
rather
than the educational dimension. 'Students' activity
consists of (i) tracing the alphabets/numbers on the
slate
(Ii) writing of words,
(iii) multiplication tables
and
(IV)
oral recitation
of
alphabets/multiplication
tables, poems etc. All the above activities are to be
repeated a number of times to ensure memorization.
The
learning activity is in the form of setting speCifiC
tasks and instructing students to pursue them. No effort
IS made to monitor the student activity. \lJh lIe some
students pursue the task, many of them do not, except
for the Initial momentum.
Even those who pursue, do not
sustain the activity for the entire period. Student
partiCipation lacks motivation and IS reduced to a
mechanical exercise. Repetition forms the baSIS at
partiCipation eIther at the indIVidual level (mecnanl~dl
tracIng or copy writing) or enmass 1 eve I WhlCn
culminates in rote learning. The primary function
implied
is to provide baslc skills of reading,
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