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ISE Methodology

Design of the curriculum:

The syllabus for higher secondary classes (+2 Science) prepared by Council of Higher Secondary Education, Orissa is taken as the basic curriculum by us. The extra portions covered by CBSE in its higher secondary curriculum is also added to it. The depth of teaching is determined by analysing the questions that in various entrance examinations are set.

Study Materials and Books:

We have a 4-tier system of studies at ISE. At each level a different book is used. The study of a topic begins with the ISE's Study Materials. Here the student gets basic ideas on the topic. After this, in the second tier, the prescribed Text Books of CHSE and CBSE are used to complete the studies as per the requirement of the CHSE. Students seeking advanced knowledge on a topic are encouraged to study the Advanced Text Books which are written mostly by foreign authors. Finally, the Entrance Examination Books are used by the students to work out the questions which have already been asked in various state and national level entrance examinations and the questions which are likely to be set in such entrance examinations.


Students are always made aware of the next day's classes, the teachers and the topics to be taught. This helps the student to prepare himself or herself for the class.

Pre-class Self-study:

A student is always instructed to prepare himself or herself for the class. (S)he has to go through the study material thoroughly to know the contents, the vocabulary, scientific terms, the special usage of any word or phrase, the concepts, the derivations, formulae and diagrams associated with the topic to be taught. They are further encouraged to note down anything they do not follow. This will help them in the class when the teacher teaches the lesson. It practically increases their understanding to a great extent.

Classroom Teaching:

In the class, the teacher teaches the topic through interaction and discussion, blackboard work, LCD Projector and other necessary teaching aids. The theory teaching is always accompanied by sufficient examples, explanations, workedout problems and diagrams. The students are taught to take notes during teaching. Teachers focus on each student individually.

Classroom Attentiveness test:

In every class five randomly selected students are asked questions so as to test their attentiveness. Since the name of the students are not known before hand, all of them remain fully attentive and alert in the class.

Post-class Preparation:

After the class is over, a student is asked to study the topic in detail using textbooks and advanced textbooks and prepare his/her own notes, and note down all the doubts that arise during this process to be asked in the next class. (S)he will submit these notes to the teacher for necessary correction and suggestion for improvement.

Problem Practice Class:

The topics that have problems to work out are assigned extra classes to solve typical problems.

Assignment System:

At the end of the teaching of a topic, a student is given a set of questions to answer as the assignment. These answers are verified by the teacher and returned to the students. Then there will be a class called Assignment Discussion Class to discuss the appropriate answers of these assignments.

Doubt Clear System:

Inspite of these steps of the teaching-learning process, a doubt may arise fresh. In such a case, a student is free to request the administration for a session with the teacher where, he/she can personally interact with the teacher regarding the doubt.

Entrance Examination Orientation Class:

As a student becomes stronger in a topic through the above mentioned process, classes to orient the student for questions asked in the entrance examinations on that particular topic begins. Here, preferably another set of teachers, who are experienced in giving coaching for entrance examinations take this responsibility. A variety of questions asked in different state level and national level entrance examinations are discussed and the methods of getting the answer to such questions are taught. This makes the student stronger in all the concepts of the topic and in the application of these concepts.

Topic Test:

Every topic, after passing through the above cycle of events, comes to an end. Then, there will be a test on that topic or a group of such topics. The date, time and topic of such an examination is notified pretty early. The duration of examination is 1 hour and it follows the pattern of CHSE.

Examination Discussion:

Answer scripts of Topic Tests are evaluated and discussed with the students in a special class called Examination Discussion Class. All doubts regarding the marking pattern, important tips to get better marks are clarified by the teacher.

Surprise Test:

We conduct surprise tests on previously taught topics to test how much reminiscences are there in the mind of the students. This is a unique feature and students develop a tendency to browse the topic that has already been examined.

Maintenance of records of individual students:

Evaluation of a teaching method is a critical process. To analyse it, we need to check how much of our method has been accepted by a student. Therefore, we keep all academic and examination records of each student separately.

Finding the shortcomings of each student:

The analysis of Academic activities and Examination records of each student points out the shortcomings of the student.

Finding a Solution to a Student's Problem:

Every student is unique. His/her problem is unique. Thus the solution is also unique. There cannot be a universal solution to such specific problems. The Management discusses the problems of a student with the parents, student and the teacher together to develop a solution. Till today we have been successfully implementing this method to the benefit of the students.

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