How Schools Can Use Activities to Improve Learning in Students
1. Introduction
Across India, many schools face a common classroom issue. Students attend classes regularly, teachers complete the syllabus, and exams are conducted on time. Still, actual understanding and interest in learning remain low. This situation is seen in CBSE schools, ICSE schools, and state board schools, whether in metros or smaller cities.
Teachers explain concepts clearly, but students often struggle to apply them in exams or daily life. This is where using activities to improve learning in students becomes essential. Activities are not meant to replace teaching. When planned properly, they support teaching by making learning active, practical, and engaging.
2. Understanding the Problem / Current Situation
In many Indian classrooms, teaching is still lecture-based and exam-oriented. Teachers, especially TGT and PGT teachers, are under pressure to complete the syllabus for board classes. As a result, classrooms become one-sided, with limited student interaction.
Common challenges faced by schools include:
Rote learning instead of concept clarity
Low attention span, especially in primary and middle classes
Fear of subjects like Math's, Science, and English
Limited student participation
Exam pressure reducing curiosity and creativity
In government and budget private schools, large class sizes make personalized learning difficult. In smaller private schools, teachers want to use activities but lack planning support or confidence. Some principals also feel that activities may waste time or affect exam results.
However, CBSE and NCERT guidelines clearly promote experiential and activity-based learning. The real challenge is how schools can use activities in a structured and syllabus-linked way.
3. Practical Solutions / Step-by-Step Guide
Below are simple and realistic ways schools can use activities to improve learning in students.
1. Link Activities Directly to the Syllabus
Activities must always be chapter-specific and goal-oriented.
PRT classes: picture stories, object-based EVS activities
TGT Science: simple experiments using classroom materials
PGT subjects: case studies and real-life problem-solving
When students see that activities help them understand exam topics, engagement increases naturally.
2. Use Short, Time-Bound Activities
Activities do not need a full period. Even 10–15 minutes can be effective.
Examples include:
Mental math's rounds
English role-play for speaking practice
Social Science map or chart activities
Short activities maintain discipline and do not slow syllabus completion.
3. Encourage Group-Based Learning
Group activities help students learn collaboratively and build confidence.
Good practices include:
Small groups of 4–5 students
Clear roles such as reader, writer, and presenter
Role rotation to ensure equal participation
This method works well even in large CBSE and state board classrooms.
4. Use Activities for Concept Reinforcement
Activities are very effective after teaching a concept, not just at the start.
Examples:
Chapter-end quizzes
Worksheet-based discussions
Peer teaching, where students explain topics to classmates
This helps teachers assess real understanding, not just memorization.
5. Match Activities with Student Level
Activities must be age-appropriate and level-specific.
PRT: drawing, matching, storytelling
TGT: debates, charts, short projects
PGT: presentations, subject discussions, analysis tasks
This ensures activities support learning instead of confusing students.
6. Support Teachers Through Training
Many teachers hesitate to use activities due to lack of confidence.
Schools can support teachers by:
Conducting internal training sessions
Sharing best classroom practices
Observing demo classes focused on activity-based teaching
This is especially useful for new teachers during the probation period.
4. Common Mistakes to Avoid
Schools should avoid these common mistakes:
No clear learning objective behind activities
Too many projects, causing student stress
No connection with exams or assessment
Same activity style for all subjects
No reflection or discussion after activities
Activities work best when they are simple, relevant, and well-planned.
5. How SchoolNaukri Helps
Effective activity-based learning depends greatly on teacher quality and hiring decisions. Schools looking to strengthen their teaching quality can also explore hiring guidance and teacher recruitment support on
www.schoolnaukri.com .
Through this support, schools can:
Hire PRT, TGT, and PGT teachers skilled in modern, interactive teaching
Use demo class evaluation guidance to assess activity-based methods
Save recruitment time and focus more on academic improvement
Schools may also refer to official CBSE and NCERT frameworks, which actively support experiential and competency-based learning.
6. FAQs
1. Are activities suitable for Classes 10 and 12?
Yes. Structured activities like case studies and discussions improve concept clarity and exam performance.
2. Will activities slow syllabus completion?
No. Well-planned activities often reduce re-teaching time.
3. Can activities work in large classrooms?
Yes. Group-based and time-bound activities work even with 40–50 students.
4. Should activities be graded?
Some can be part of internal assessment, while others can remain formative.
5. Do Indian boards support activity-based learning?
Yes. CBSE and NCERT actively promote experiential learning.
7. Conclusion & Next Step
Using activities to improve learning in students is now a practical necessity for Indian schools. When activities are syllabus-linked, level-appropriate, and teacher-supported, they improve understanding, confidence, and engagement.
The next step for school leaders is to review teaching practices and hiring standards. Schools that hire teachers comfortable with activity-based methods and support them through training see stronger classroom outcomes and better learning results.