 Hello, I welcome you all once again to my channel Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education at the Skarna Girls to be College, University of Allahabad. And I am, nowadays I am discussing various issues over the main heading of primary education in which today I am going to discuss the last topic of this unit that is non graded school. Okay, the lecture will be in bilingual mode and do subscribe my channel to get my future and previous videos too. And the lecture will be interesting as well as useful for you for various competitive teaching examinations as well as for your general B.A.M.A. and professional B.H.M.H. courses. Okay, so first of all, non graded school, we have to read non graded, non graded means Avargi Khruth school, you can say Avargi Khruth Vidyalaya. So first of all we have to know what is graded school, graded school is nothing but what is graded school, the children were conveniently divided into chronological age groups beginning with 6 years old in the first grade and continuing through the law step design through 11 or 12 grades. They are saying that graded school is made according to the age group of the child. Like 6 years old child's first grade admission is done in the same way, we have to read 11 or 12 grades, so this is graded school, why graded school? Because we have made a chronological age group and graded it. This is the first grade, this is the second grade, this is the third grade. Okay, so in the first class, second class, we give grade, you will understand it now. Children who met these standards were promoted to the next grade at the end of the school year. This is what happens at the end of the year, we believe that if you pass from 100 to 33, then if we have made this standard to 30, then if you have 30 to 35, then you will go from 1 to 2, 2 to 3, 11 to 12, this is how graded school is made. Those who did not need the grade expectations failed to be promoted and had to repeat the grade again in the next year. So, the grade expectations that are made or whatever the person is set up, they fail. They cannot promote and they have to repeat the grade again and again. This is how the brand of failure and head negative effect is done on the non-promoted grade. So, the grade that is set up is not promoted. So, the grade that is set up is not promoted. So, the grade that is set up is not promoted. This is how the brand of failure and head negative effect is done on the non-promoted child. But the child that cannot be promoted has a negative effect on him. His psychology is disturbed. Everyone says that he is a failure. He has failed. He cannot pass like this. Everyone in the family, in the society, in the class. He has a psychological effect on him. Non-promotion calls children to develop defeatist attitudes and feelings of failure. This sometimes created psychological block so the child could not learn anymore. Sometimes it happens that the child performs even worse in that class. Because a psychological block is required for him to not be promoted. He is not good. He is not good. He cannot do this. Non-promotion could cause the child to become socially misgrouped. It could turn him into a behavior problem. Many times it happens that the child was like this before. Now that the child does not fail. He is then promoted to re-examined. But generally it happens that the child fails. He will repeat in the same class. And in the new year he will get new children. What are the new children? They are younger than him. He is older than him. And if he fails in the second time in the same class, then he becomes older than the children of the class. So he is not good. And if he fails in the second time in the same class, then he becomes older than the children of the class. So the behavior problem also happens to him. That he does not get any age in the class. This also happens with him. The system of classifying children, teachers, text books and instruction by the chronological age of the children is very much the same today as it was in the beginning of reading. When the beginning of graded school started, then it is almost the same type of system. The system is going on. We divided the children chronologically. Chronological means according to their age. We have divided them according to their age. We have divided their textbook. We have understood that we have to teach this class. We have already decided that it is necessary to pass so much. If you pass, then you will go to the class. If you cannot, then you will stay in the previous class. This is graded school. Whether you will go to the next grade or the next class or not. It will depend on whether you have got a very determined standard or not. Now, what is graded school? The main problem with graded structure is and has been failing to deal with the individual differences of children. The most difficult grade at school is not the difference between the children. Individual differences in children make it impossible to fit them together according to ages and to need packages and to impose the same expectations on all in a grade group. We are saying that we have accepted that if the children of 6 years old should perform like this. But this does not mean that it is not possible. This is a person. There is an individual difference. He can pass the standard in 7 years. He can pass it in 5 years. We cannot say that all the children of 6 years old will perform like this. The most dominant weakness of graded school appears to be the expectation for groups of children to learn the same thing at the same time. This is a violation of human growth and development theory. This is a violation of human growth and development theory. Because we grow according to ourselves. We have our own development. We are not a mountain. Everyone is equal to 4. In view of the criticism of the past and the future, we are not a mountain. We are not a mountain. We are a mountain. We are not a mountain. In view of the criticism of the past 1 and 1.5 decades, the low achievement of pupils and the dropout rates, there is a need for drastic change in instructional program in education. So, it was seen in 10-20 years that there is a dropout rate and the child cannot achieve it. So, it was found that there is a problem and the instruction program needs to be changed. You should understand that these are talking about American schools. Because we do not know that non graded schools are a little typical. They are very good but it is difficult to achieve them. So, we are talking about total literacy campaign. We are talking that we should encourage everyone. So, we are not talking about innovation yet. So, this concept of America came from American school of philosophy that it was found there that there is a need to change and improve access rate is an organizational and process design known as the non graded school. And it was thought that if something is changed, then one inch is removed from that which is known as the non graded school. Now, the non graded school will come. First, we know its history. In short, I have told you. There is a lot to tell in its history but we will focus more on the concept. In 1960s and 1970s there was a lot of talk about non graded schooling. The educational press carried a number of articles on the topic and many research studies were conducted. A lot of articles were written on this topic. A lot of interviews were published. John Goodlad and Robert Anderson's revision of the non graded elementary school which was written in 1913 provided the rationale for schools attempting non graded programs. Meaning, they wrote non graded elementary school in 1913 and talked about how a non graded program can attempt a school. That book was revised again in 1987 making a new period of interest in non graded schooling. This book was revised in 1987 and people are more interested in non graded schooling. And to key analogy on now mandate, non graded continuous progress primary units as vehicles for school improvement and other state departments of education and school districts are considering the implementation of non graded programs. Now as the year 2000 approaches and schools are being re-evaluated in light of changing social and economic conditions, non gradedness is the focus of renewed interest. As the year 2000 approaches, schools are being re-evaluated in light of changing social and economic conditions. So again, non graded school is getting more interest. What is non graded school? What is non graded school? If we look at the concept of non graded school does not use grade level designations for students or classes. We don't give grade to the students. We don't say that you are class 1st or 2nd or 3rd. Progress is reported in the terms of tasks completed in the manner of learning not by grades or dating system. In this way, we don't know how many tasks he has completed or in which way he has completed the course. We don't know whether he has completed the next grade or the second grade. A team of teachers generally works with a team of students who are re-grouped frequently to the particular task and activity and student needs of interest. They are saying that teachers are also involved in this. Many times, these are multi-age heterogeneous groups pursuing complex problem solving activities in interdisciplinary thematic units. Many times, we have done chronological age grouping in graded school. Here, we make task wise groups. The group is a multi-age heterogeneous group. Students are active participants in their learning and in the collection of documentation to be used for assessment and evaluation. The students actively work, learn and participate. The continuous progress of UPS is reflected in students' growth of knowledge, skills and understanding, not movement through a predetermined sequence of curriculum levels. It is a non-grading plan for classifying students and moving them through a school program. It is primarily an administrative arrangement that recognizes individual differences. The non-graded school recognizes the difference between the students. It is a non-graded school that recognizes the difference between the students. It recognizes the difference between the students where he is and where he is at that level. It provides continuous progress at his own speed. It makes suitable provision for teaching. We bring the group We make groups for them, the curriculum and the materials. They are provided with that kind of curriculum and material. Discards, grade levels. We don't give them any grade. Replaces grade standards and uniform academic requirements with sequential subject matter levels. Here we have replaced the grade with that you go into sequence, learn little by little. Whatever you understand, learn from yourself. Permits, inter and intra-class grouping and movement. Here we allow many groups to make a task-wise group. But what happens in graded school? Class 1 activity will be different, class 2 will be different, 3 will be different. Rewards the efforts of students. Here we reward the child's efforts. Strides to challenge each student. Every student here challenges them to do better. Develops a sense of adequacy in students. Provides a reporting system consistent with its philosophy. Eliminates failure and social promotion. No one fails here. No one is afraid that we will get a social stigma. We will fail. As much as we know, our progress card will be formed. What else is non-graded school? It is defined in terms of respect for and optimism about individual differences. Everyone should understand this. It is a concept of non-graded school. It calls for the provision of a pleasurable, challenging and rewarding learning atmosphere. Here, we give you an example of how you get happiness. You get challenges, you get rewards. Where there are maximum opportunities for productive interaction between the learners. Students interact with each other. Within a non-graded setting, the curriculum is both integrated and flexible. Our curriculum is not already established. It has flexibility. It is not rigid. It is integrated. It is connected. Similarly, the timetable for the academic progress of each unique child is flexible. What happens in graded school is that you have to go to class for 45 minutes. Many children understand it in 45 minutes and many don't understand it at once. Here, your timetable is not fixed. As long as you are doing a task, there will be a time period. The learning of facts is important. It is recognized that subordinate to the mastery of concepts and methods of inquiry. It is said that learning and knowing facts is also important here. But it is more important that you become a master of concepts. The assessment of students is holistic and individualized. Here, your whole method is done. The method of inquiry is done. Here, Moliankan is a very good expert. And he has to know which things are lacking in you. Research and experience generally support the conclusion that pupils in non-graded settings work harder, more comfortably and achieve more and better results than graded students do. This is also found in a lot of different concepts that a child performs well in a non-graded setting. It is also found that the physical and emotional health of children who are of non-graded schools is better. Various names have been used to describe this approach. Non-graded schools are known by many names such as mixed-age grouping, heterogeneous grouping, open education. And they can be accompanied by any age group. But in primary years, the concept of non-graded school is more beneficial. A non-graded classroom differs physically from a graded one. The non-graded classroom differs physically from the graded one. For example, when there is a graded school, the desk is fixed. Here, rows of desks do not permanently face one direction. And all desks are the same in graded schools. There is no space for interaction between children. But in non-graded schools, rows of desks do not permanently face one direction. It is not necessary that you always look in one direction. It will be such a situation that we can become a group again and again in the classroom. Learning centers are scattered around the room. Tables holding mats, science and art materials, a sand table with plastic toys, a library corner, book filled shelves. Your classroom will not always remain the same. There may be some books somewhere, there may be some material. You may be able to regroup. Flexible grouping is a key element of non-graded education. It is a key element of non-graded education. If we talk about the main element of non-graded education, it is flexible. We are flexible. We have already accepted that we will continue like this. Students are rude homogenously by achieving and for sub-subdicts. For other subjects, they can learn in heterogeneous group. Their grouping is also flexible. Sometimes they can form a group. Sometimes they can form different ways. At different times, students work independently in pairs and in large and small groups. They work in different groups at different times. Sometimes they work with two children. Sometimes they work with a large group. This is the last slide for the concept. A non-graded school recognises that each child is an individual with a unique timetable and style of learning. A non-graded school acknowledges that each child is unique and his timetable and learning style is unique. It honours this by removing grade learning requirements and permits each child to progress through the curriculum at the pace and most convenient and profitable. They let the child move forward according to the curriculum which is good for him. Any reason by age into separate grades does not exist. According to age, no grading has been done here. The rapid learner progresses rapidly through the curriculum simply because he is a rapid learner. He does not mark time waiting for slower learners to catch up to him. The advanced child, who is very intelligent, who will learn quickly, he will not have to wait for the other child to write. When we used to write on the blackboard, we used to write on the blackboard. We used to say, wait for the other child to write, we would have to wait for the other child. We would have to wait for the other child to write. Now we are getting tired of it, we will rub it, erase it, now all of us have to write, but many children are still left. This is the grade at school. Similarly, the slow learner moves more slowly through the curriculum because this is the learning pace, the most productive. He is not goaded into trying to learn something, he is not yet ready to learn. And the child who is not ready to learn a new concept, till then we will read a new chapter. He doesn't know anything about it. And he saved from the embarrassment of appearing dull before his classmates. So he thinks that he is dull according to the rest of the children. But that is his individuality. We should respect him and let him study from his pace. Non-graded schools then are the schools that teach children as they are and not at the money mentioned they should be. It is a very special line. He says that non-graded schools believe that the children we will teach them the same way and not that we will teach them the same way as we have imagined that they should be taught. Then look at the definition. Robert Endersen's definition of non-gradedness points out that it is more than a vertical pattern of school organization. He says that it is not just a vertical pattern of school organization. In fact, non-gradedness refers to at least two dimensions of the school and its atmosphere. In these two, we work on the philosophy. The vision that guides the behavior of the school staff towards the pupils. What is the behavior of the school staff towards the pupils? And the administrative and organizational machinery and procedures whereby the life of pupils and teachers is regulated and facilitated. So these two things work in non-gradedness. One is the vision and the other is the academic and organizational machinery of the school. Then Richard Miller clarifies this definition by citing three identifying characteristics of the non-graded school. He says that if a school is a non-graded school, it should have three characteristics. Which one? The non-graded school is one without great failure and no retention in the conventional sense. It will not be that a child fails or a child passes. It has individualized instruction with the purpose of permitting youngsters to progress. They individually show competence to do so. That is to say, you should be given an introduction according to you and you should move forward in your own way. It permits sufficient flexibility in the instructional program to make instructional adjustments both in terms of intrapersonal variability and in terms of intrapersonal variability. That is to say, this system allows you to do all the things that you want to do, that you want to form a group with them, that you want to adjust with them. Then there is research evidence. Research has also said that non-graded schools are good. Graded education is used as students who are of the same age are at basically the same level of cognitive development, can be taught in the same way and will progress at the same way. It is wrong. Intellectual development is assumed to be the goal and the division of curriculum into discrete skills and objects to be the most effective organization. But it is not like that. Young children actually vary in their rates of intellectual development. They are saying that especially in small children, they are not very good at learning. They often progress at different rates in different areas of the world. They vary in many ways. Goodladd and Anderson said that children entering the first rate differ in mental age by approximately four full years. They said that it is possible that children entering the first rate in mental age by approximately four full years. They said that it is possible that children entering the first rate in mental age by approximately four full years. They said that, it is possible that children entering the first rate in mental age by approximately four full years. They are children of one age group but at least four years apart in mental age. Even greater variations may be found in subsequent grades and in other grades, it can be more than that. So, how wrong is it to expect them to learn the same way. These psychologists established that young children are cognitively not ready to think abstractly. They learn best through active hands-on activities with concrete materials. We have read today that they say that a small child cannot think abstractly. That is when we can learn better by doing it. Research on learning has shown that whatever the learner says, information taught in a meaningful context is more easily learned than unconnected facts and that individuals with different learning styles rely on different degrees on auditory, visual and cognitive cues. We have also read the learning style. The learning style is that each person has a different style of learning. Research also says that we should give information in a meaningful and very different way according to the learning style, which we generally don't do. In its influential position statement, the National Association for the Education of Young Children summarized this accumulated knowledge of child development and described appropriate teaching practices for primary age children. Its list of developmentally appropriate practices closely matches the components of non-graded education. That means the National Association for the Education of Young Children gave its position statement and said that the appropriate teaching practices for small children are found in many components of non-graded education. After reviewing studies comparing graded and non-graded programs, the learner concluded that the multi-age and multi-graded classes are as effective at single grade classes in terms of academic achievement and superior in terms of student attitude towards school and self. That is, researchers have also said that non-graded schools work better. If we want to conclude, experts agree that teaching multi-age classes requires more preparation time. Teacher burnout due to insufficient planning time was one reason for the failure of earlier non-graded experiments. Most teachers will require substantial training. It is a cost-clear program. This is a very good thing. We are giving individual instruction to the child. We are teaching them with the help of their skills. We will never cover them that they will fail and you will be less than anyone. But for this, you need a lot of preparation. You need a lot of staff for this. You need more teachers for this. You need more training for this. We need proper planning. We need a lot of equipment, infrastructure and resources. This is a very expensive program. That is why it is difficult to study abroad or abroad. But at least we can accept this. We can follow this philosophy that each child has a different class and we do not expect that each child will be top in the class. Or if someone is talking, we accept that it will take more time. We do not have much time to study. We do some extra tutorials, we do some remedials. At least, we do not have to worry about the failure of the class. Goodlare and Anderson found that understanding and support by teachers and parents for the factors most crucial to the success of non-graded programs thus educating and informing teachers and parents is the first priority. Goodlare and Anderson found that only then will they be able to get non-graded schools when teachers and parents believe that non-graded schools are better than graded schools. That is why we were successful in this. This is a very good concept. So in this way, I have completed all topics under the main heading of primary education. So go through all the videos, learn it by heart and do very well in your exams. Thank you and don't forget to like and subscribe my channel Explore Education. I have done and completed from my pit.