Structure
2.1 Introduction
2.2 Objectives
2.3 Learner-centered Approach
2.4 Practising Learner-centered Approach in Actual Classroom Situations
2.4.1 Your Role as a Teacher
2.4.2 Know Your Child
2.4.3 How do Children Learn?
2.4.4 Helping Each Child to Participate
2.4.5 Learning Through a Variety of Materials
2.4.6 Learning at One’s Own Pace
2.4.7 Monitoring
2.4.8 Evaluation
2.4.9 Self-evaluation
INTRODUCTION
If we want all children to learn and develop to their full potential, it becomes
necessary to plan and organize the teaching-learning process around the child or the
teaching has to be child-centered. The National Policy on Education 1986 has also
emphasized that “each individual’s growth presents a different range of problems and
requirements, at every stage from the womb to tomb” implying that the child’s
individuality and dignity should be respected and his/her needs, interests, aptitude
and abilities taken into consideration by the educational system (NPE-86, p.5). The
policy has advocated a “child-centered and activity-based process of teaching learning”
especially at primary stage. However, often the entire concept of child-centered,
activity-based approach of teaching has been either misunderstood or not understood
by most of the teachers. In this unit, we will discuss the child-centered or learner centered approach, its components and how it should be practised in the classroom.
2.2 OBJECTIVES
After going through this unit, you will be able to:
! explain the learner-centered approach or child-centered approach;
! describe how to practise learner-centered approach in an actual classroom situation.
2.3 LEARNER-CENTERED APPROACH
Let us first try to understand what we mean by a ‘learner-centered’ approach in
teaching-learning process. In this approach the ‘learner’ or ‘child’ and not the ‘teacher’
is the main focus of the educational programme. It emphasizes ‘learning’ rather than
‘teaching’ The overall goal of education, according to this approach is all round development
of the child and not only that of acquiring knowledge. Curriculum, according to this
approach, should be based upon needs, interests, aptitudes and abilities of learners
at different levels so that it enables them to acquire the necessary skills, knowledge,
attitudes and values for realizing their full potential.
Do we follow this approach in our classroom? Let us go to a school to examine how
a teacher is teaching there.
Mrs. Geeta is teaching class V in a village school. She enters the class and instructs
the children to take out their social studies textbook from their bags. She starts
reading a lesson from the book. There is silence in the class. Some children are
looking into their textbooks while some are peeping outside. She finishes the lesson
by asking one or two questions. Only two children raise their hands. She asks one
of them to reply and that’s all.
This is an example of typical classroom teaching followed in most of the Indian
schools. The approach of Mrs. Geeta and most of the teachers is teacher centered in
our country. The teachers teach whatever they know, generally with the help of
textbooks and the students are expected to memorize and reproduce answers. The
learner-centered approach on the other hand, means that there should be a shift in
emphasis from the teaching process to the learning process.
Learner or child-centered approach means planning and transacting curriculum in the
classroom in a way that allows for flexibility in pace and style of learning keeping
in mind that children in a classroom are widely different. It therefore suggests an
approach of teaching different from the existing practice of having uniform curriculum,
uniform learning material and activities, uniform time and uniform instructional and
evaluation strategies for the whole class.
Learner-centered approach advocates:
! flexible curriculum
! varied methods of teaching
! varied learning experiences/tasks/activities
! varied learning time
! varied methods of assessing children’s progress
To cater to children in a class with varied ability and intelligence levels, varied
interests and attitudes, varied age levels and varied socio-economic background, this
approach emphasizes ‘learning by doing’, ‘experiencing’ and ‘active participation’ on
the part of the child. The methodology employed in this approach is largely based
on creating a learning environment for the child through planned activities, which are
joyful and involve active thinking/learning from the child. The child-centered approach
is thus largely guided by the following two basic principles or assumptions :
! Children create their own knowledge from their experiences and interactions
with the world around them.
! Teachers foster children’s learning and development best by building on the
existing knowledge, abilities, interests, needs, styles of learning and strengths of
the children in the class.
In a child-centered classroom:
! The child and not the teacher is the focus of the entire process of teaching
learning.
! The child is not a passive but an active participant in the classroom process.
! Has democratic climate so that the child gets maximum opportunities for
interaction with other children in the class, with the teacher and with a variety
of teaching-learning material.
Reflects planning of teaching-learning and its monitoring jointly by teacher and
children.
! The curriculum and the instructional materials serve as a means to foster the
child’s all round development and are not ends in themselves.
! The goal of teaching-learning is not merely helping children to acquire knowledge
but also to promote all round development of personality
! Activities planned by teachers and carried out by children become the medium
of learning for the child rather than only the textbook.
! Teacher adopts a variety of teaching-learning strategies to address the needs of
all children at the same time.
! Evaluation of the child’s attainment is done to ensure child’s progress and not as
a means of passing judgement on the child’s abilities and achievement. it is
diagnostic as well as remedial.
! The environment in the class is warm, joyful and encouraging in which children
feel secure and confident and participate freely and without fear.
! Varieties of activities/opportunities are available in the classroom, which enable
each child to learn at her/his own pace and in tune with her/his own learning
style.
! The teacher is a friend and a facilitator for the children and allows the center of
action to shift in the classroom from herself/himself to the children.
Many teachers and parents often believe that the child-centered approach to teaching
learning will not provide the structure needed for rigorous, intensive and desired
specific learning. However researches have shown that child-centered classrooms
have been found to produce children with better academic performance in comparison
to the children who attend traditional classrooms.
Unlike the teacher-centered approach the learner-centered approach provides scope
for a wide range of experiences for children, which would help to lay the foundation
for the following four pillars of learning that :
! Learning to know
! Learning to do
! Learning to live together
! Learning to be
2.4 PRACTISING LEARNER-CENTERED APPROACH IN
ACTUAL CLASSROOM SITUATIONS
You may be familiar with the essential components of a traditional teaching-learning
situation i.e. the teacher, the child and teaching-learning processes.
The learner-centered approach also comprises of these three components. However,
as indicated by the name of the approach, the ‘learner’ or ‘child’ is the focus of the
teaching-learning process and the teacher has to facilitate the child’s learning process.
Let us try to understand how this approach is used in actual classroom situations:
2.4.1 Your Role as a Teacher
The learner-centered approach demands a definite change in the role of teachers. The
role of the teacher in the traditional classroom situations is that of a person who
imparts knowledge to students with the sole objective of completing the syllabus
without giving much attention to how many children have really learnt. However, the
role of the teacher has to be redefined keeping in view the aim of learner-centered
approach. In this approach the role of the teacher will be that of a friend, facilitator,
guide or intervener who should be able to create a conducive learning environment
for every child through planned activities. Both children and teacher participate as
learners in a friendly atmosphere. Instead of one-way communication, the teacher
involves students at every stage of the teaching-learning process and uses interactive
styles of communication to facilitate his/her learning potential. In this process, you
as a teacher, may require help from the children, parents, community, your head
teacher and your colleagues.
2.4.2 Know Your Child
You will agree that in every class we teach, there is amazing diversity among the
students. This diversity appears in a variety of forms like physical appearance, maturity,
self-confidence, intelligence etc. The teacher has to be familiar with these diversities
so as to adapt teaching to the needs of all his/her students. Therefore, it is necessary
to first get to know what children are really like at the primary stage? What are their
needs and interests? How do they learn? What all they can or cannot do?
No doubt, each child is unique in terms of his/her abilities, interest, likes, dislikes
and behaviour. However each child has to pass through same stages to growth and
development and there are certain characteristics which are common to each specific
age range of children. Generally, the age range of children at primary stage is 6 to
11 years. As a teacher you should have a sound knowledge of a child’s development
— physical, intellectual, social and emotional for 6-11 year old children. Teachinglearning process must be planned in tune with a child’s development at this particular
stage. Communication or interaction with children, their peers and parents may be
very useful in understanding your students, but do not limit your communication to
some individual students. In other words you have to communicate with the whole
class. Try to be familiar with the existing knowledge and skills of student, their
previous experiences, attitude, interests and their socio-cultural background.
To illustrate, a teacher Mrs. Saika noticed in class IV that one of her students Seema
who was an intelligent girl, was not taking interest in classroom activities for quite
some time and her performance was much below that of her peers. One day
Mrs. Saika accompanied her to her home and informally interacted with her parents
and sibilings. After a good interaction, she came to the conclusion that Seema was
suffering from emotional insecurity which was affecting her class room performance.
With the help of the parents Mrs. Saika could plan some appropriate strategies for
improving her participation in learning activities.
Thus deep understanding of each child will help you to plan, organize and evaluate
teaching-learning according to his/her needs. Further this information will help you
to recognize more easily those children who are functioning either intellectually or
emotionally below or above the majority of their peers and the children who have
exceptional physical, intellectual or emotional disabilities. For such children you
have to take help from the school counsellor or the school psychologist or school
doctor if available. You can get information about each child through different ways
like interacting with them, visiting their homes, observing their behaviour in and
outside classroom, written reports and appropriately designed reaction sheets.
2.4.3 How do Children Learn ?
! As we all know the performance of a large number of children in Indian schools
is not fairly satisfactory. One of the major reasons for this may be that there is
a wide gap between what is ‘taught’ by the teacher and what is actually ‘learned’
by the children. Therefore it is an important to know how children actually learn.
This understanding will help them to enhance their learning. Let us consider
some ways in which children may learn better :
! Children come to school with a fund of knowledge, understanding and experiences
already with them. The learning experiences must be planned and organized
taking these into account.
! Children develop new knowledge through the process of active construction i.e.
they use their own knowledge and understanding to build new understanding.
Further they develop understanding that makes sense to them. Direct experiences,
interaction between teacher and students and interaction between students among
themselves are important for this process.
! All children cannot be expected to learn at a uniform speed as each child has his/
her own pace of learning. Flexibility is, therefore, very important in providing
learning time.
! Children’s learning proceeds from concrete to abstract, from familiar to unfamiliar
and from specific to general. Learning experiences for children therefore need to
be planned keeping these principles in mind.
! Children differ in the way they think, reason out and respond. Therefore we
cannot expect every child to behave in the same way in a particular situation.
! Children learn better if they are encouraged and appreciated.
! Children learn easily when the content is interesting and relevant to their immediate
environment.
! Children’s learning is a more effective if the teaching-learning process is joyful
and activity-based.
! There is no ‘one right way’ through which all children learn. Every teacher needs
to experiment and to try alternatives to see what is effective in which situation.
2.4.4 Helping Each Child to Participate
Think about your own schooldays. How many students of your class were actively
participating in most of the classroom activities, whether it was giving answers,
doing work on the blackboard, reciting a poem or participating in dance/drama or
sports activities? Only a few names will come to your mind, who used to participate
in most of the activities at most of the time? This is a common phenomenon in most
of the Indian primary schools even today. Learner-centered approach demands a
change in this situation. Now every child has to be actively involved in teaching
learning activities. You may ask how it is possible to involve each and every child in
the teaching-learning process keeping in view the diversity among-learners. The
following practices may be useful in helping each child to participate actively in
teaching-learning process.
Treat all children equally
First of all there is a need to bring a change in a teacher’s attitude and behaviour
towards children. The teacher has to accept and respect diversity among children and
try to treat all students equally as far as possible. As teachers we have to demonstrate
through our behaviour that we care about and value all learners in our classroom
regardless of gender, culture, socio-economic status, abilities or achievement. Further
we have to elicit positive and high expectations from every student. Such behaviour
has been found helpful not only in increasing achievement of students but also in
lowering the number of absentees. For treating students equally the following
suggestions may be useful.
! Make an effort to call on all students equally. This means calling on boys and
girls, high and low achievers and learners from high and low socio-economic
background all as equally as possible. Calling on all learners communicates that
you believe all students are capable learners and you expect them to participate
and learn.
! When some students are unable to respond, rather than redirecting questions to
others, prompt them until an acceptable answer is given. This also communicates
that you expect all learners to be able to respond or answer.
! Make eye contact with all students and orient your body directly toward all
students as you talk to them.
! Change seating arrangement of students in your class so that every one gets a
chance to be near the front periodically. Move around in the class so that you are
physically near to all students as much as possible.
! Make it a point to talk with all students for a minute or two to discuss something
personal with them such as asking about the family, special interest or recent
achievement. As human beings, we are pleased when some one pays individual
attention to us and school children are no exception.
Flexibility in curriculum and curriculum transactions
A teacher, Mrs. Sharda, joined a primary school in Morigoan district of Assam. She
was supposed to teach class III having forty children. She was given the curriculum
and syllabus for class III that was to be transacted during the year before the
examinations. She was a young dynamic lady and was fully aware about the learnercentered approach and wanted to use this approach to make all children learn. After
some time she found that all children were not actively participating and learning in
the class. She analyzed the situation and came to the conclusion that all children
could not participate fully due to rigidity in the curriculum and activities. Yes, with
traditional curriculum and teaching methods it will be very difficult to make all
children participate in learning activities. Does this mean that there should be different
curriculum for different children since it has to based on their needs and characteristics?
How does the idea of a core element of curriculum fit in with this idea? It is true
that children’s needs and characteristics must be borne in mind. Therefore the
curriculum has to be re-defined. While the core elements of curriculum are common
for all, the flexibility or differences will be in the methods and materials which have
to be followed in transaction of the curriculum.
If you have to make every child participate actively in learning activities according
to his/her needs/choice particularly large sized classroom or in multigrade setting, as
a teacher you have to adopt different methods of teaching. Questioning, group learning,
peer tutoring, self-learning and other activities may be quite helpful in making each
child active and meeting his/her individual needs. Some of the strategies are discussed
below in detail:
Effective questioning
Mr. Barua teaches class V with 35 students ranging widely in ability. The class is
average and is composed primarily of lower to lower middle class students. Meera,
Mohan, Deepa, Pallav and Gopal are the five lowest achievers, in his class.
He teaches science for 30-35 minutes each day. Today he wants his students to
understand one property of substance i.e. solubility. Students are familiar with solid,
liquid and gas and some of their properties. He begins his lesson by putting a small
piece of wax in a glass tumbler containing water. He asks the children to observe the
candle wax carefully for some time.
Effective questions motivate students to think critically and to interrelate new ideas
and integrate new learning with their current knowledge/understanding. For making
questioning an effective strategy to involve all children in the learning process a few
things may to be kept in mind.
! The teacher should be very clear about what he/she wants students to accomplish
and should use his/her questions to guide them for achieving this goal.
! The teacher should adjust his/her questions to the needs of students. For example,
when a student is unable to respond, the teacher should rephrase the question or
can ask another question.
! To involve all students in teaching-learning a teacher has to ask a large number
of questions and a variety of questions. All questions should be equally distributed
among students of a class i.e. high achievers, average and low achievers; very
active and passive students.
! A teacher should address questions to all students as equally as possible and by
name irrespective of whether or not they raise their hands. It will improve the
attention of every student and help them to participate in learning activities.
! Generally teachers, after asking a question, generally wait for less than a second
for students to respond before prompting, providing the answer themselves or
call on other students especially in case of low achievers. In contrast when
teachers wait and give students time to think about their answers, the quality of
learners’ responses increases significantly. Effective questioning is a skill and
you won’t become an expert overnight. However, this skill can be mastered with
practice.
Group Activities or Group Learning
You may be fully aware that the size of our primary class may vary from 20 to 50
or 60. In a crowded classroom there is very little scope for interaction, and it is too
easy for quiet or less confident students to become uninvolved. In a classroom of 30-40 students every one cannot be asked to answer. Generally only a few bright
children will get a chance to interact and less attentive students often-loose interest.
To reduce such problem and to encourage the participation of all students, teacher
can use group work to enhance student learning.
Self-confidence, communication skills and habit of cooperation can be developed and
improved among children through group work. In comparison to large groups, small
groups are better to make primary school children active. In small groups the children
can exchange and share their view more freely. Children, who generally remain quiet
and inactive in the normal classroom teaching situation, take interest and participate
in small group activities.
Effective use of group work requires careful planning and organization. If it is not
well organized, a lot of teaching-learning time can be lost.
You may face problems while organizing a groups’ learning. Initially students may
find some difficulty in adjusting to group work. However, if you gradually develop
the habit of group learning among children and use the right kind of method then it
can be organised successfully. Remember, the composition of groups needs careful
consideration. The grouping could be done in different ways. It is generally better to
have a mixed ability group. However, the teacher must ensure that all members of
the group participate and the less able or slower children can also make their
contribution to the task or activity at their own level. The grouping should be planned
in a flexible way depending upon the nature of the activity and school setting
(monograde/multigrade) and you should be clear about the purpose of the grouping.
You can keep in mind the following points while organizing group activities:
! Seat group members together before starting the group activity.
! Give students a clear and specific task to accomplish in the groups.
! Keep all group tasks short and simple in the beginning.
! Specify the amount of time in which the students have to accomplish the task
(and keep it short).
! Do not make a regular group for a long time, keep students rotating from one
group to the other.
! Keep changing group leaders to optimize students’ participation.
! Every student should get a chance in the group in one activity or the other.
! Keep the size of a group around 4 or 5.
! The sitting arrangement should be flexible in a group activity i.e. semicircular
way, big circle etc. depending upon the nature of the activities.
! Do not force pupils to participate in-groups without their willing choice.
! Have 3-4 sets of learning materials.
! Be sure to leave time at the end to bring the whole class together for a followup session so that they can share their experiences and difficulties.
2.4.5 Learning Through a Variety of Materials
Variety of learning experiences based on learner’s needs and local conditions is an
essential component of child-centered learning. To provide need-based experience to
each child a teacher requires a variety of teaching-learning materials. It is required
for securing and sustaining attention of primary school children in the teaching
learning process. Till recently the textbook has been the only teaching-learning material
for children at the primary stage in most of the schools. Generally the text books
have been found to be not of much use for children, as they are not child friendly.
For example, the language is not suitable for the child, the context is not relevant for
the child and textbooks do not promote activity-based-learning. In fact textbooks are
prepared keeping the teacher in mind and not the child. Teaching-learning aids which
are often developed by teachers seem to be more teacher-centered to be used as
teaching aids rather than as learning aids for children.
Now what are the kinds of materials that are likely to facilitate the use of a learnercentered approach? Do we require materials for learners as well as teachers? Let us
think over these issues.
Actually we need two types of materials — one for teachers and the other for
children if we want to successfully implement a child-centered approach in our
classrooms. The textbook is more useful for teachers rather than for the children
since it gives an idea about the entire content to be taught.
Besides the textbooks, teachers need a detailed guide or hand book including details
of content to be taught to the children, possible strategies to teach the content, and
the process of assessing children’s performance.
Children, on the other hand, need a different type of teaching-learning material
whether in the form of books, kit or aids which satisfy their learning needs.
The best learning materials for primary school children are the actual objects, living
and non-living things in the local environment of the child. Since it is not possible
to procure and interact with real objects always, you have to prepare and develop a
variety of learning materials in the form of charts, pictures, worksheets and models.
Whatever teaching-learning material is collected or developed should be child-friendly
which depends on:
! How far is the language suitable for the child for whom it is meant?
! How far is the content relevant for the child?
! How far does it promote activity-based learning through the content and exercises
suggested?
! How far does it create interest and motivation in the child to learn?
You can involve children in preparing/collecting learning materials. Try to make
learning materials with locally available materials as far as possible. Encourage
and help pupils to choose from a variety of learning materials to match with their
learning needs and preferences. ! Textbooks cum work books.
! Workbooks in graded form
! Worksheets for revision (in graded form)
! Pictures, flash cards, other cards
! Manipulative materials/concrete materials, environmental objects, developed
objects.
! Thinking games, puzzles
! Globes, charts, maps, models, posters
! Play materials, sports equipment and material for art and craft activities like
papers, crayons, poster colours, water colours, pastels, sand, puppets.
! Other materials — audiocassettes containing rhymes, action songs and dialogue
for promoting communication, TV slides, video-cassettes, story books, magazines
etc.
Learning Corners
In every classroom there are some children who generally finish their work earlier
than the others and create problems for those children who are still completing their
assignment or activity. What could be a better incentive to keep these children busy
than learning corners? Especially in large-sized classes or even in multigrade classes
where the teacher is unable to attend to all children at a time, such corners may be
of great use. However, they have to be really attractive, well organized and provide
for a meaningful learning. For example, a variety of children’s story books, magazines,
games, puzzles, worksheets, colours, papers, puppets, insects in containers, cardboard,
string, wire, tape, twigs, stones, leaves, cans, pieces of cloth, potted plants or any
other locally available material which can be used as a learning aid can be part of
a learning corner. These corners can be developed at low cost through locally available
materials or materials made by teachers and children.
Whatever teaching-learning material is developed or used should be attractive, catchy
and additive in the learning process. Care has to be taken to facilitate enlightenment
with entertainment, inspiration with interest and needs with joy.
2.4.6 Learning at One’s Own Pace
As a teacher you have to keep in mind that every child can learn provided she/he is
allowed to progress at her/his own pace and follow her/his own style of learning as
each child is differently intelligent, able and interested. There is no average speed or
pace of learning which should be pre-decided by the teacher for the whole class.
Instead of this a teacher has to make time requirement flexible keeping in view the
diversity and needs of the learners. The teacher should adjust time and allow slower
students more time to complete their assignments. However this strategy can work
successfully when you provide enrichment (additional) activities for students who
complete their assignment quickly. You have to supervise, guide and help every child to learn at his/her own pace. Do not compare children on the basis of their learning
speed and try to facilitate learning of children who have some difficulty.
2.4.7 Monitoring
The teacher should keep the whole class within his/her eye span. Even when you are
attending an individual child or a small group, keep an eye on what goes on in the
classroom. The warm smile, the encouraging note and soft touch of a teacher act as
a catalyst during the learning process. Therefore, try to find out who is in need of
your attention and help, who needs further guidance and help in the successful
compilation of the learning task. I fondly remember one teacher who would come to
my place and when I was slow with work would whisper quietly “you alone can do
it”. I was so thrilled by the whole process that within no time I was the fastest to
finish the work in time.
2.4.8 Evaluation
Another aspect that we must consider is evaluation of children. First of all let us
think why do we want to evaluate children’s learning. No doubt, evaluation assessment
is a vital part of the teaching-learning process. It is essential for improving learning
of the individual child as well as the quality of the teaching process. It is also helpful
in providing feedback to the parents, the teachers and to children also. Unfortunately
our evaluation system is not child-friendly and instead of supporting the teaching learning process it tends to dominate it.
Now let us think what we should evaluate, when it should be done and how it should
be done if we want to assess a child learning? The learner-centered education is
geared towards helping the child
! Learn to know
! Learn to do
! Learn to live together
! Learn to be
Evaluation or assessment of a child’s progress, therefore, has to address all these
aspects particularly in terms of MLL identified for each curricular area. Assessment
has to be comprehensive i.e. it should cover all areas of child development —
knowledge, skills, competencies, social and emotional behaviour also.
How often should a child’s progress be assessed? As we all know that learning at the
primary stage takes place on a continuous basis, we have to keep on assessing the
child’s learning/progress on a continuity so as to identify/diagnose the weakness, if
any, and try to improve it through remedial measures.
As we have seen throughout this unit, the diversity in our students influences the
planning of the teaching-learning process, designing curriculum, providing learning
experiences and organizing learning activities we conduct. This is true of assessment
as well. The evaluation or assessment will thus have to be very individual-based and
cannot be visualized as a whole class exercise to be carried out routinely as a half
yearly and annual exercise.
Now the question arises how should be evaluate a child’s learning? Evaluation or
assessment has to cover all areas of a child’s development. Some learning outcomes
can be assessed quantitatively for which percentage of marks or grades can be given.
For example, knowledge, skills, achievement may be assessed quantitatively whereas
some other learning outcomes cannot be assessed quantitatively e.g. sociability,
leadership, self-confidence, ability to work with others. These can be assessed
qualitatively through observation of a child’s behaviour in different situations and
over a period of time. Evaluation techniques will, therefore, include written tests, oral
performance, observation and use of cumulative records.The assessment should include a column on a child’s positive strengths as well as on
problem areas, if any, indicating whether the child needs special attention or
encouragement in terms of his/her overall development.
One more thing about evaluation is that it has to be done not merely for the purpose
of ranks and grades e.g. to identify children who stand first, second and so on, but
should be done with respect to learner himself/herself i.e., his/her performance has
to be compared not with performance of others but with his/her own earlier
performance. It should aim at assessing what the child know and not only what he/
she does not know.
2.4.9 Self-evaluation
You may not believe that primary school children are capable of making an realistic
assessment of their own performance. However, with the help of your proper and
timely guidance they can identify their own strengths and weaknesses as far as
learning is concerned. Some schools have very successfully experimented with self evaluation with children which not only eases the work of teacher but helps children
realize that they can commit mistakes and they should learn from their mistakes.
Identifying and sharing their own mistakes is likely to develop self-control among
children. Therefore, try to involve children in assessing their own work/performance.
Let them monitor their own progress in learning and evaluate both the process and
outcomes of their learning and encourage them to use it to improve their subsequent
learning. This evaluation may also help you to plan your teaching-learning for future.