NATIONAL CURRICULUM FRAMEWORK: To improve individualized instruction, NCF advises continual assessment and differentiated learning.

The National Curriculum Framework for School Education (NCFSE) places a strong emphasis on individualized learning for children and suggests formative assessment and varied instruction to support this process.

The National Curriculum Framework (NCF) mandates that teachers design lessons in a way that meaningfully engages students with a range of interests and abilities and promotes better learning. According to this, the instructor should carefully monitor students, evaluate their work, and learn as much as they can about them before making any plans for this.

Meeting specific educational demands

Differentiated instruction and formative assessment are two examples of effective teaching and learning strategies. Differentiated instruction takes into account a student’s varied needs, abilities, and interests and involves customizing instruction, materials, and assessments to meet each child’s individual learning needs. Formative assessment is the term for continuous formal and informal evaluation techniques to assess students’ learning and comprehension of a subject.

While formative and summative assessments are used, differentiated instruction involves teaching the child based on his or her requirements. Board exams for classes X and XII are examples of summative assessments that are given toward the end of an annual semester. Midterm exams and unit tests are already being used in India as part of the regular and formative assessment process. Formative assessment is given weight in some countries’ final results, but in India it is not included in the board exam results because the validity of this type of assessment has not been proven in the nation, according to an educationist who spoke on the condition of anonymity.

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The pedagogies involved now concentrate more on competency building than mere transfer of knowledge. “To accommodate NCF and NEP into consideration, the lesson plans and classroom transactions have been revamped. Multiple assessments provide flexibility in students learning. For effective policy implementation, teachers need to be groomed with a specific understanding of the policy and how to implement it.” says Silpi Sahoo, chairperson, SAI International Education Group, Bhubaneswar, adding that the student-teacher ratio must be carefully considered in Indian schools, and they must actively address the problem of rural student dropouts.

Differentiated instruction seeks to offer individualized and inclusive learning experiences for every student in the classroom rather of using a “one size fits all” approach.Teachers are aware that each student has a varied level of readiness, learning preferences, and interests. “This can be applied successfully if teachers can establish distinct learning objectives, employ a variety of assessment techniques, increase student involvement, encourage students to take ownership of their education, provide prompt feedback, and modify lesson plans as necessary. Technology use improves learning, according to Neeta Bali, director of schools at the Seth Anandram Jaipuria Group of Schools in Uttar Pradesh.

Responsibility for execution

The willingness of all parties to implement differentiated education is one of the main obstacles. “Teachers must have adequate training, parents must see the value of independent study and individual effort, and class size must be favorable. The student-teacher ratio must be favorable to ensure individualized learning. Students must also be responsible for their education, according to Meenakshi Chauhan Bhakuni, head of the GD Goenka Public School in Vasant Kunj, Delhi.

Schools must take action to carry out the policy goals in order to strengthen the nation’s educational system as a whole. “Wherever there are fewer instructors, more should be hired, and appropriate classes with a manageable number of children and teachers must be established. Making a start is crucial since only then will we be able to accomplish the policy’s end aims, according to the educationist.

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