Special Programmes for advanced learners & slow learners

Indian Classroom Scenario

Indian classroom is typically a mixture of varied ability groups of students. The roots of this phenomenon can be traced back to their socio-cultural and techno-economic backgrounds. They basically differ from one another in terms of cognitive development and therefore their capacity to grasp domain knowledge and to critically evaluate are bound to differ. Their ability to articulate their understanding of the subject also differs. Curriculum transaction to such a mixed classroom is not possible since one-size-that-fits all approach does not work well to the satisfaction of all the students in the class.

Criteria for Categorization of Students

Their score in the qualifying examination cannot be taken into account to identify the different categories of students such as advanced learners or high achievers, average learners, or slow learners as they belong to different boards. Moreover, the qualifying examination tests their memory skills in a group of related subjects. On the other hand, they have to specialize in one discipline at the tertiary level. Hence, their participation in the classroom activities, or their performance in the first continuous internal assessments (CIA) can be used as criteria to identify and categorize students with a view to devising different strategies for curricular transaction and to providing scaffolding for meaningful learning experiences. Students are usually streamed into three categories on the basis of pedagogical convenience. They are

1. Advanced learners or high achievers who are quite visible,
2. Average learners who are often but not always dependent on teachers, and

• Slow learners who need extra help outside the classroom.

Identification of Learning Styles

The institution is very careful not to create in students any psychological division and labeling them as particular type of learners. However, it is aware of general scholastic abilities (intelligence) of students. Teachers and mentors make a close observation of students’ learning styles:

1. Some are field-dependent while others are field-independent;
2. Some are divergent thinking while others are convergent thinking;
3. Some are risk-taking while others are cautious;
4. Some are reflective while others are impulsive;
5. Some are outgoing (extroverted) while others are withdrawn (introverted);
6. Some are active and energetic while others are lethargic and sluggish;
7. Some have positive self-concept while others have negative self-concept.

Strategies for High Achievers/High Ability Students

1. Project Work in the place of class quizzes
2. Extended Library Use
3. Engagement in Peer Teaching
4. Tutoring slow learners
5. Academic recognition such as membership in Boards of Studies, Annual Feedback Sessions
6. More challenging questions in the Examination Question Paper through Choices set at K5 and K6 levels.
7. Writing Assignments on more Challenging Topics

Strategies for Slow Learners

1. Compensatory teaching
2. Remedial teaching
3. Developing self-learning materials (SLM)
4. Frequently varying instructional techniques in the classroom itself
5. Providing peer tutoring by high ability classmates
6. Encouraging them to articulate orally in the class & providing more chances for classroom participation
7. Teaching learning skills such as note-taking, outlining, and active listening
8. Mentoring by faculty mentors
9. Encouraging them to spend more time on reading in libraries outside the class hours
10. Additional learning opportunities though online sources like Youtube, Whatsapp, etc.

Based on above strategies the following are being carried out:

Special programmes for advanced learners:

1. Higher studies at foreign institutions
2. In plant training at premium research institutes and higher education institutes.
3. Knowledge dissemination
4. Online courses
5. Conferences, Seminars, Webinars, Online quizzes
6. Professional and Proficiency examinations
7. Scholarships
8. Science Academies’ Lecture Workshop
9. Summer Internships
10. Wild life surveys

Special programmes for slow learners:

1. Orientation Programme – bridging the gap
2. BPE-Special Programme
3. Remedial Class
4. Self Learning materials