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PEDAGOGY AT VIRAT

At VIRAT we maintain a learning environment which is both supportive and

productive. Adhering to our values, we incessantly encourage students to set theirgoals and work hard with efficiency to achieve those goals. Our Academic Team

works on creating a learning environment which promotes independence selfstudy!,interdependence teamlearning! and self"motivation. The temperament for learning

new concepts is build through implementation of SocraticMethod where a faculty

delivers a lecture in such a way that students feel selfmotivated to learn newconcepts.

#e encourage our faculties to assimilate in their lectures the following methods of

learning$

Active Learning

Active learning is a process

whereby students engage inactivities, such as reading,

writing, discussion, or

problem solving that promote

analysis, synthesis, andevaluation of class content.%ooperative learning,

problembased learning, andthe use of case methods and

simulations are some

approaches that promoteactive learning.

Interactive Learning

An interactive lecture

intellectually engages andinvolves students as active

participants in a lecture.

Interactive lectures are

classes in which the instructorbreaks the lecture at least

once per class to havestudents participate in an

activity that lets them work

directly with the material.

Problem Solving Skills of students are improved through

regular provision of &aily 'ractice 'roblems &''s! and (uicksheets. 'ossession of knowledge is not the only re(uirement,

but a good professional must have a good problem solving

skill, which is tested in all entrance e)ams. &oubt sessionsprovide everybody a chance to ask (uestions, eliminate

fundamental misconceptions and reflect on understanding ofthe concept. *isconceptions are usually universal which are

noted down by the faculty during one to one discussion session.

These known misconceptions are later purged in the class. This

kind of teaching methodology proves (uite effective inidentifying and removing flaws in understanding.

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Concept building process is made easier by making it more

intuitive by showing to students$ animations and simulations of

hard to visuali+e systems like & ob-ects, graphs, motion of

ob-ects, waves, interference, fluid flow etc. tudents learnthings easily if they are shown analogous e)amples of a system.

tudents are encouraged to regularly selfaccess themselvesand improve upon their flaws and mistakes. #ith this belief inscientific approach in our teaching methodology, we e)pect that

our students will e)cel and successfully fulfil their dreams.

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&aily 'ractice 'roblems or popularly known as &''s is one of the most effective tool

that is used in teaching.

The main ob-ectives of &''s are to let students practice what is being taught in theongoing lectures, revision of old topics, and to keep the practice of problems regular.

A &'' contains about 5678 problems of which 58 problems are from the currenttopic and the rest from previous topics. &''s of %lass I9 and 9 contain problems

from chapters in syllabus, 4igher Order Thinking 'roblems, a few problems of

Olympiads

A &'' is given after each class. In a week, on an average to : &''s are given of

each sub-ect.

'roblems selected in &''s are selected such that all concepts related to the chapter

may be revised.

The solution of a &'' is discussed in the first 58 min of subse(uent lecture. The care

is taken that students are first encouraged to attempt problems by themselves.

The problems of &''s with the same data or change in numerical data are revised inthe 'art Tests to firmly anchor the concepts.

&''s also help in revision before e)ams. If one (uickly revises all &''s right before

e)aminations, he can (uickly go through all the concepts and formulae.

&'' is an important tool of Virat;s Teaching *ethodology. Its importance can beunderstood by the fact that if a student attempts the &'' regularly with full sincerity

and commitment< he=she may have more than >6? chances of getting selected in thetoughest of competitive e)ams.

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A sheet is part of study material that is given to students. There are two kinds of

sheets that are given to students$ Theory heet and 'roblem heet.

A Theory heet contains relevant theory, in a summari+ed form, of a particular topic

being taught in the class. It has been prepared with a point of view that a student may

revise theory before e)ams and need not to refer to different books which may be

confusing and time consuming. The sheet also contains important solved e)amples

and (uick formula summary.

A 'roblem sheet is generally attached to the theory sheet and it contains a broad

variety of problems arranged in difficulty level and types. There is a section of

(uestions from IIT11 of the last 57 years 7885B57!.

The ob-ective of the heet is to achieve perfection in a topic while it is being taught

through rigorous practice of variety of problems of various levels. There is a separate

sheet for each topic. There are on average 76 sheets given for each sub-ect.

1)ercises are arranged in order of difficulty and type of problems. 1)ercises contain

ob-ective (uestions< sub-ective (uestions< match the columns< %omprehensions