Academic Team (Faculty)
1) Apart from his/her own; the Most Important Role in a students' success is played by the Faculty, the Teacher or The Coach. Resonance can boast of having one of the best Faculty Team across the Country in terms of strength, coaching experience, qualification, competence and most importantly care for the students.
2) Presently, a strong Faculty Team of over 250 members is the core strength of Resonance. The Faculty Team includes Faculty Members in Physics, Chemistry, Zoology and Botany for AIPMT Division .
3) Most of the Faculty Team leaders/members are B.Tech. from IITs & MBBS, M.D., BDS, M.Phil and M.Pharma in AIPMT/AIIMS Divisions.They understand the rigours of AIPMT/AIIMS respectively, preparation very well.
4) The Faculty Team is a perfect blend of Experience, Energy and Enthusiasm to hone the skills required to crack AIPMT/AIIMS.
5) All the Faculty Members are recruited through a rigorous Recruitment Process which involves Scrutiny of Applications, Written Test, Demonstration Lecture and Personal Interview.
6) A Faculty Member who is new to the Resonance System; is sufficiently trained in Teaching Knowledge, Attitude and Skill before getting face to face with students inside the Classroom. They also attend the classes of Senior Faculty Members/HODs to understand the teaching methodology, effective use of teaching aids and general behaviour inside.
7) Apart from Regular Teaching and Problems Solving; the Faculty members also deliver motivational thoughts and tips to revitalize the students and keep their momentum up towards the ultimate target.
8) Resonance has envisaged the future need of competent & skilled Faculty Team for the growing number of aspiring students' appearing in AIPMT/AIIMS.
9) A Faculty Training Programmes (FTP) is the platform created by Resonance to identify, select and train the young teachers according to its Academic System and Teaching Pedagogy.
10) Further to groom and refine the coaching skills of young teachers; Resonance has evolved a Faculty Development Programmes (FDP) under which continuous enrichment and value addition is done to keep the faculty members abreast with the changing trends of AIPMT/AIIMS respectively.
1) Total Lectures Per Week: 09 to 18.
2) Total Lectures Per Week Per Subject (Physics, Chemistry & Biology(Zoology/Botany) each): 3 to 6
3) Each lecture consists of 90 Minutes duration (01 Hr 30 Min.)
4) The 90 Minutes of each lecture is divided as follows: First 15 Min for Daily Practice Problem (DPP) Discussion; Next 30 Minutes for Sheet/Module Discussion and last 45 Minutes are devoted for theoretical and conceptual learning.
5) Theoretical learning consist of Theory coupled with important concepts /fundamentals, formulae and is taught through solved/ unsolved examples/illustrations and derivations.
6) The Discussion part is more of interactive type and students are motivated to raise and discuss their doubts/objections to understand the concepts/fundamentals used in problem solving.
7) The Faculty Members take help from and largely followed standardized Lecture Notes while delivering their lecture. This helps in synchronized teaching in all the batches across the course/study centres.
8) Exhaustive & detailed Class Notes are prepared by the students in the Classroom for all topics which almost eliminates the need of any other study material.
9) Appropriate Home Work is assigned in the form of Daily Practice Problems (DPPs), Problems from the Sheet and Problems from some standard/NCERT books.
10) The assigned home work is discussed in the next class with interactive participation of the students.
Example : For a Typical Yearlong Classroom Contact Programme (YCCP)
A) Total Course Duration: 40 Weeks B) No. of Classes (Minimum): 09 Classes Per Week C) Total No. of Classes Per Course (in a Year) = 40 X 9 = 360 Classes D) Total No. of Classes Per Subject (in a Year) = 120 Classes (P, C & B each) E) Total Classroom Teaching Hours Per Course (in a Year) = 360 X 1.5 Hr = 540 Hours F) Total Classroom Teaching Hours Per Subject (in a Year) = 120 X 1.5 = 180 Hours
Daily Practice Problems (DPPs)
1) Daily Practice Problems are popularly known as DPPs. It is a set of Problems assigned to the student as a part of the Home Work and is to be attempted at home.
2) The objective of DPP is to revise all the concepts which have been taught till date.
3) Typically a DPP contains 6 -10 Problems (on an average 08 Problems). It includes all variety of problems like Single Choice, Multiple Choice, Short Subjective, Long Subjective, Match the Column, Comprehension, Assertion & Reason, True & False, Fill in the Blanks and Miscellaneous Type. Further, DPPs can be changed according to the AIPMT/AIIMS pattern.
4) Around 03 DPPs Per Week Per Subject are given for all the three subjects (P, C & B). Hence, a student typically gets about 100 DPPs in each subject in a year. Hence, DPPs are like ' Boond Boond Se Ghada Bharta Hai (Many a pickle makes a mickle)'. A student can learn and practice around 8X100X3 = 2400 Problems in a year.
5) Each DPP is assigned with Total Time/Marks (overall/question wise) for self-assessment.
6) A DPP consists of questions mostly based upon the syllabus studied/learned in the previous lectures. Few problems in each DPP are also included from the topics previously taught for the continuous revision of old topics.
7) The Discussion of problems of DPP is done in the next lecture. It boosts the morale of the student by doing sufficient practice of the theory taught in the classroom by practicing/solving the problems himself based upon that in the succeeding lectures.
8) The problems of DPPs (with the same data or change in numerical data are revised in the Part Tests to firmly anchor the concepts.
9) DPP gradually helps in developing a habit and practice of revision of the syllabus. The problems of DPPs can be marked/highlighted at the time of attempting so that they can work as an additional Question Bank and help in better revision before the AIPMT/AIIMS.
10) The DPP is an important tool of Resonance's Teaching Methodology. Its importance can be understood by the fact that if a student attempts the DPP regularly with full sincerity and commitment; he/she may have more than 75% chances of getting selected in AIPMT/AIIMS with a good All India Rank (AIR).
1) A Sheet is typically a topic wise collection of problems in each subject i.e P,C & B. It is provided to the students as printed Study Material (topic wise).
2) The objective of the Sheet is to achieve perfection in a topic while it is being taught through rigorous practice of variety of problems of various levels.
3) The entire syllabus of AIPMT/AIIMS is approximately divided into 25 to 30 Sheets in each subject.
4) The contents of the Sheet starts with summarized theory related to the particular topic; which is provided for a quick review of the topic.
5) A students learns/attempts around 20000/15000 problems through Sheets in a two/one year course/programme respectively.
6) Every Sheet includes problems which are sequentially segregated in exercise of four different levels. Exercise 1 comprises of conceptual problems which require fundamental knowledge of the topic; thus it helps the student feel confident about the preparation of that particular topic immediately he/ she complete the topic. It is further divided into two parts i.e. Part-A (Subjective Problems) & Part-B (Objective Problems). Each part is divided in various sequential section of the topic. In Exercise 2 the toughness of problems gradually increases. It is further divided into two parts i.e. Part-A (Subjective Problems) and Part-B (Objective Questions of Single Choice & Multiple Choice). The Exercise 3 further consists of 4-5 parts wherein variety of problems like Match the Column, Comprehension, Assertion & Reason, True & False and Fill in the Blanks etc. are included with the objective of practice of almost all the variety of problems. Exercise 4 consists of problems asked in AIPMT/AIIMS in last Years.
7) The Answers for all the problems are provided at the end of the Sheet for reference to the students.
8) After each Theory Class; the student is assigned to attempt some problems from the Sheet (keeping in mind around 15 Questions Per Lecture Per Subject) as Home Work. Further, these problems are discussed in the successive Theory Class for better understanding of the concepts/fundamentals of the portion of topic taught in the previous class.
9) The selection of Problems is very specific in nature, covering each and every aspect of the theory and fundamentals/concepts of the topic.
10) The contents of the Sheet ends with Miscellaneous Question Bank (MQB) - which is a set of additional but jumbled problems and is meant for those students who want more problems to practice. It is further divided into two parts i.e. MQB-I (Objective Questions) and MQB-II (Subjective Questions). The problems of MQB are not discussed in the Classroom but solutions of MQB are provided to the students.
Doubt Discussion Classes
1) The Objective of Doubt Discussion Classes is to provide additional attention and care to the students. It helps those students who couldn't understand a concept at first which is now affecting their performance.
2) It also helps those students who hesitate to ask/discuss their doubts in the classroom because of their shyness and their past academic environment.
3) In fact Doubt Discussion Class is a One to One Discussion Forum between the student and the teacher.
4) It is a regular facility available at Resonance through out the academic session for all the classes.
5) The faculty members are available in the specific timings (from morning to evening) at a specific location for Doubt Discussion Classes as per pre-announced schedule.
6) Doubt Discussion Class encourages the students to clarify their doubts immediately without affecting the performance by ensuring firm hold on the concepts/fundamentals of the subject.
7) A student feels Personal Touch/Attention while attending the Doubt Discussion Classes. It motivates him to focus on his/her target with improved energy and enthusiasm.
8) Sometimes Doubt Discussion Classes become a good platform to recover the lost syllabus for those students who couldn't take admission at the time of beginning of the course and have got delayed due to some reason(s).
9) Discussion Classes help students recovering this lost syllabus to certain extent. In case a student falls sick or is unable to attend the classes due to some unavoidable circumstances and loses some syllabus taught during the absence period.
10) The Doubt Discussion Classes are also very helpful to those students who don't feel confident in a particular subject and it is affecting their overall performance. Through Doubt Discussion Classes such students can increase their grasp in that subject.
Periodic Assessment Tests (PATs)
1) The objective of Periodic Assessment Tests is continuous assessment of the level of preparedness of student (own/comparative) and compelling him to study, practice and perform according to the requirements of AIPMT/AIIMS.
2) The Periodic Assessment Tests are conducted twice in a month.
3) The pattern of Periodic Assessment Tests is as per AIPMT i.e. Two Papers of 3-Hours each carrying objective questions of all the three subjects viz. Physics, Biology(Zoology/Botany) and Chemistry in each paper.
4) However, sometimes Subjective Periodic Tests are also conducted to measure the fundamental based problem solving approach of the students. Since it develops an attitude to solve the problems in step-by-step manner; it is very helpful for regular school going students in terms of daily learning and to practice for writing school/board examinations.
5) The Periodic Assessment Tests have following specialities:
6) Approx. 08 Periodic Assessment Tests which included 04 PTs and 04 CTs are conducted during one academic session.
7) All the Periodic Assessment Tests are Live in nature and conducted under standard examination environment.
8) The result of a Periodic Assessment Test is displayed to all the students with marks/percentage in Physics, Chemistry and Biology(Zoology/Botany) separately and with TOTAL apart from Current %, Study Centre Rank, All Resonance Rank (ARR) and Cumulative % & Cumulative Rank.
9) The quantity of Periodic Assessment Tests is sufficient to remove the examination fear amongst the students.
10) The Performance in Periodic Assessment Tests reflects student's chances of becoming successful in AIPMT/AIIMS.
Academic Research & Development (R&D)
1) Resonance has its own Study Material Research & Development (R & D) Division.
2) Every faculty member is a part of R & D Division apart from a dedicated faculty team involved in various R & D activities.
3) The R & D Team continuously strives to reform and upgrade the Study Material to maintain equilibrium with the dynamism of AIPMT/AIIMS respectively.
4) The R & D Team regularly develops/updates/enriches the work of Question Bank Development (Original/Assorted).
5) The R & D Division is involved in research and enhancing the Study Material (DPPs, Sheets and MQB), preparation of Periodic Test Papers, their validation and preparation of Answer Key, Hints & Solutions for the students as per need.
6) The R & D Team make every effort in compiling and framing the wide variety of problems according to the latest pattern of AIPMT/AIIMS for adequate and wholesome practice of the students.
7) The R & D Team ensures that the problems included in the Study Material and Test Papers are not repetitive in nature and give a feeling of freshness and innovativeness to the students.
8) The R & D Team regularly analyses the performance of students in periodic tests and accordingly develop the academic inputs for the students to enhance their performance.
9) The R & D Team closely watches the changing patterns of AIPMT/AIIMS and does the analysis of the trends in Examination System and Test Papers.
10) The R & D Team also studies the changing needs of the students and develops the new academic products according to these changing needs.
Academic Administration and Management
1) The Academic Calendar for the whole session is systematically planned for various courses at the beginning of the session itself.
2) The Academic Calendar includes Curriculum Planning, Designing & Development, Course Pedagogy, Syllabus Division, Test Schedule and Lecture Planning.
3) The Overall Academic Management is divided into three parts:
4) The Academic Management Hierarchy includes Managing Director, Executive Director, Head of Departments (HODs), Functional Heads (FHs), Functional Coordinators (FCs), Programme Coordinators (PCs), Faculty Members (FMs) and Teaching Associates/Assistants etc. The Hierarchy of Academic Team is designed in such a manner that the mentors are involved at various functioning areas related to academic and co-academic deliverables.
5) The Academic Management Team is supported by a Non-academic Management Team in running the Academic Management System effectively and efficiently.
6) All the Faculty Members are given a Responsibility Sheet which includes their academic, co-academic and academic management responsibilities.
7) A regular Syllabus Progress Monitoring Report is compiled and analyzed on weekly basis for all the courses to ensure syllabus execution as per academic planning.
8) Academic Discipline Guidelines & Code of Conduct is followed by all the Faculty Members related to syllabus execution, content delivery, start/end of classes, attitude & behaviour towards students.
9) Several Academic Performance Parameters (APPs) are developed and measured regularly to monitor the successful implementation of academic planning. They are regularly communicated to the concerned authorities through an Academic-Management Information System (A-MIS).
10) Regular meetings of Academic Team members are held to review the academic planning & its execution, performance of faculty members, performance of students and to discuss the areas for improvement.
Academic Performance Analysis
1) Resonance understands that the Academic Performance of both the coach (faculty) and the trainee (student) is not only very important but also highly critical for the success in AIPMT/AIIMS.
2) Students' academic performance in each test is analyzed on various parameters at Macro Level through Students' Test Analysis Report (STAR). These parameters include individual student's performance, nbsp;average performance of all the students in the course, cumulative performance, comparison with best performers etc.
3) The academic performance of a student is also analyzed and studied at Micro level (i.e. subject wise, topic wise, question wise etc.) and special academic initiatives are taken to improve the performance.
4) Each periodic test is concluded with a summary report of the number of mistakes and wrong practices adopted by the students in attempting the problems; it helps in refining the preparation of students by highlighting their weak areas and accordingly measures are suggested to them.
5) Continuous Development of Effective Learning Tools to enhance the student's performance. It includes improvement in Teaching Methodologies, new and innovative problems in study material, change in test paper pattern, its toughness level and variety in the problems asked.
6) Student Satisfaction Survey is conducted 3-4 times during the academic session to measure the academic performance of the faculty members individually and that of department (Physics, Chemistry, Biology(Zoology/Botany)) for AIPMT/AIIMS Divisions on various parameters. The results are analyzed and used giving inputs to enhance the output of both students & faculty members.
7) To improve the academic performance of the faculty members Faculty Training Need Identification Surveys and Faculty Trait & Competence Analysis are done.
8) The analysis report of the above is used to design and develop Faculty Knowledge (subject and fundamentals), Skill (Communication Practices and Methodologies, Use of Modern Training Tools, techniques and Technologies) & Attitude (teaching aptitude and behaviour) Improvement Programmes.
9) A Periodic Assessment of Faculty Members'performance is done to increase competition amongst teachers similar to the students and to perform better than the others. The measurement of Effectiveness of Faculty Training & Development Programmes is also done to foster the Teaching & Academic Excellence amongst the faculty members.
10) The overall focus of the Academic Performance Analysis is on the improvement in the subject knowledge, understanding of the fundamentals behind scientific concepts, application of the concepts in problem solving with speed & accuracy through rigorous practice and persistence.
1) Resonance provides excellent infrastructure & facilities to create an ideal ambience for effective learning with caring and committed management and administration.
2) Students are made to sit in the classroom in order of the ascending sequence of their ranks to enthuse the student with a competitive spirit at every step.
3) The students' batches are reshuffled on the basis of their performance in Periodic test. This again inculcates the spirit of competition amongst the students.
4) Students Academic Performance & Evaluation Report (SAPER) Sheet is distributed to the students & also sent to the parents 3 - 4 times in a year. The SAPER includes marks secured by the student, Centre Rank, All Resonance Rank-ARR (Rank amongst all the students of All Study Centres), Percentile, Test Percentage & cumulative percentage. The performance is also available on institute's website at Students' Corner.
5) Extra Classes are planned and conducted as and when required to complete the syllabus on time and to remain aligned with the Course Planning.
6) Back up Classes are planned and arranged for specific students of various courses according to their performance to improve the performance level of such students.
7) The student's preparation is evaluated at National Level as several periodic tests are conducted at all the Study Centres of Resonance as per the same schedule and syllabus.
8) The institute also plays the role of a guardian by keeping a vigil on attendance and indisciplinary activities of the students. Further, Motivation Classes are conducted to ease the stress and pressure from the mind of students.
9) Apart from routine Periodic Tests; several other tests are also conducted to further evaluate the preparation level of students for various objectives. The Major Tests (MTs) are conducted to revise the entire syllabus just before the completion of the course. Open Tests (OTs) , JEE Preparatory Tests (JPTs), AIEEE Preparatory Tests (APTs) & Medical Preparatory Tests (MPTs) are conducted with students of Resonance-All India Test Series(R-AITS) to intensify the competition at National Level amongst wider pool of AIPMT/AIIMS aspirants.
10) Awareness is created through counseling amongst students for Various Science & Biology Olympiads and other Competitions which are relevant and could be helpful in improving the confidence level of the students.