Slow And Advanced Learners Policy

Bharata Mata School of Legal Studies (BSOLS) is a centre of excellence in legal education affiliated to the M G University and approved by Bar Council of India, New Delhi. BSOLS aims to provide a vibrant academic environment for its students thereby facilitating an enriching learning experience. Through case studies, group discussions, seminars, debates, role plays, moot courts and other related activities, interactive education forms the essence of the teaching-learning process at BSOLS. The management, staff and students endure in making a difference, for a difference, with a difference for God and Country, as is evident from the motto of the institution.

BSOLS has a dedicated team of faculty members including legal luminaries and retired judicial officers who constantly strive to nurture exceptional academic performances amongst students. Understanding that each student is different and that there are varied cognitive styles and differential learning capabilities amongst the student population, the IQAC at BSOLS has devised its Policy on Slow and Advanced Learners. In line with Goals 1, 2, 5 & 6 of the Institution¹, the policy addresses the different means by which learning capacities are identified and slow/ advanced learners are given the necessary skills, support and motivation in their quest for excellence. As is evident from the Mission Statement of the institution, a high quality, innovative and responsive learning experience of globally accepted standards of education, is provided to each student, at BSOLS. Further, every member of the Faculty of BSOLS believes that ‘youngsters can learn in different ways and at different rates and by giving appropriate support and resources, all of them can learn’.² A teacher at BSOLS ‘will strive to nurture a love for learning in the students so as to help them succeed’.³

This policy document has been prepared keeping in view the unique nature of the under-graduate academic programmes offered to students at BSOLS. At present, BSOLS offers the following undergraduate programmes which are integrated in character: (i) 5 Year B.A.LL.B.(Hons.); 5 Year BBA LL.B. (Hons.) and (iii) 5 Year B. Com LL.B. (Hons.). This policy has been designed keeping in mind the fact that courses (papers) relating to both disciplines of the integrated programme (for example (i) law and (ii) commerce in the case of B. Com LL.B. and (i) law and (ii) management in the case of BBA.LL.B.) are spread across the various semesters of the 5 year (10 semester) integrated programme. Students who may demonstrate higher learning skills in law related courses may not exhibit the same in case of the other discipline and vice-versa. Hence it is recommended that the learning skills of the students may be assessed from a discipline centric perspective. Most curriculum delivery systems are designed to cater to the requirements of moderate learners. This policy document lays down a framework for the identification of learning levels of the students and the adoption of appropriate strategies to address the specific requirements of slow as well as advanced learners in addition to what is generally followed in respect of moderate learners.

The term advanced learner in this policy refers to the students who can engage in learning activities faster than the other students in the class. They have more capabilities of comprehension, retention, memory, critical thinking, creativity and contextualization practices. These students can take up higher level learning and academic responsibilities.

Slow learners are those students who are able to learn necessary academic skills but at rate and depth below average same-age peers. They may have difficulties in their comprehension, retention, reproduction and integration. They may also fail in articulations and critical reflections. Their motivation levels also may be poor and may find it difficult to adjust with the teaching learning process and can drop out or fail in the programme. The poor performance may not be a sign of the poor capacity or talent but may be due to family situations, inadequate support, unscientific learning practices or even the inability to converse in an unfamiliar language.

In connection with the implementation of this policy each individual teacher shall employ appropriate strategies that provide the right amount of support for every student. Differentiated teaching shall be employed to broaden, extend and improve upon the knowledge and skill base of every student in the class. Each teacher shall strive to provide supportive care and appropriate pedagogical systems so that the advanced learners can achieve more and the slow learners can also achieve their goals. The teachers shall take special care so that the content and instructional strategies are based on student needs, the assignments are tailored based on students’ learning goals and a right mixture of slow and advanced learners are included while
assigning group tasks.

The class teacher and other teachers shall periodically discuss and evolve strategies with respect to the slow and advanced learners. The class teacher of a particular semester has a vital role to play in the implementation of this policy. The class teacher shall effectively co-ordinate with the other teachers offering courses in the semester and review atleast once in a month the progress in the implementation of the policy. During these meetings the response of the students to the interventions (as evidenced through performance in internal test papers and other assessments as part of continuous assessment) as well as individual experiences of each teacher can be shared so that an assessment can be made of the outcome of the implementation of the policy.