Page 112 - Handbook_for_Teachers

activities. The basic capabilities of language require both approaches, and aesthetic
understanding also readily lends itself to both approaches. All these areas require

opportunities for project activities, thematic and interdisciplinary courses of studies,
field trips, use of libraries and laboratories.

• This approach to knowledge necessitates a move away from ‘facts’ as ends in
themselves, and a move towards locating facts in the process through which they

come to be known, and moving below the surface of facts to locate the deeper
connections between them that give them meaning and significance.

CHAPTER 6 : PEDAGOGY
KNOW THIS

Teachers of various subjects must come together to plan activities and lesson plans of
interdisciplinary nature.

CBSE guidelines on Art-Integrated Learning will be useful in this context as these
guidelines contain exemplars that integrate various subjects.

The Board will soon also put exemplars of lesson plans of inter-disciplinary nature in
the public domain as a teacher resource.

6.7 Activity-Based and Joyful Learning:

• To help students to attain the ‘AHA! moment, activity-based and joyful learning must
be practiced in classrooms.

• Ways for Joyful Learning can be many, ranging from integrating sports in educational

activities to integrating Arts in classroom transactions. Joy comes when a child feels
she has created something new. It could occur after completion of a lesson by her/
himself, it could occur when the given task is done independently by the students, it

could occur while doing an activity in or outside the classroom. Therefore, a teacher

must start his/her lesson with the following questions:

 What purposes should the lesson seek to achieve?

 What joyful experiences can be provided that arelikely to achieve these purposes?

 How can these joyful experiences be meaningfully organised?

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