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JNV module:

Jawahar Novodaya Vidyalaya is unique and novel initiative from the central government to
provide for fully funded quality education to bright and gifted students from Std.6th to Std. 12th.
Here our NGO has started to conduct coaching classes for bright kids to prepare them for Std. 6th
entrance exam to enter the hallowed JNV schools. Our module for JNV has been develop to help
the teachers understand the exam pattern, devise a teaching methodology and suggests ways to
evaluate and improve the students performance.
In this module we have described the procedure to apply for the exam, exam pattern and the
time schedule for individual sections. A brief information of quality teaching material is also
provided. The exam pattern includes a list of important topics under each section. As this is a
module to structure the training given to entrance test taker, we have tried to devise a action plan
consisting of :
Exam material procurement consisting of text books, practice tests for individual sections,
complete test papers and other supporting measures
Utmost importance given to complete course completion with proportional time given to
individual topics based on their relative significance &
Classifying students based on their abilities for targeted teaching and 2-part structuring of
the preparation program for effective results.
Furthermore we have given a sample template to classify the students into two batches
namely the standard batch and achievers batch. This classification will be done on the basis of a
screening test which will benchmark the students against the group. The benchmarking index can be
the any convenient cut off score or class average etc. Classifying students into two groups will help
teachers to concentrate more on the areas where each student group lacks rather than giving a
standardised teaching to all students. Another important suggestion to teachers is two device a 2stage pedagogy namely:
Foundation Stage: This will concentrate on building core concepts among students with
regards to the individual examination section. The main motive of this stage is to improve
the accuracy of the students and help them understand word problems and map them into
mathematical equations. This foundation course can run upto 2-2.5 months which will help
students understand the topics and practice few problems and gain understanding and
accuracy. Time is secondary issue during the foundation course. The trainers are free to
modify the foundation course duration to suite the different student groups.
Turbo stage: This stage is targeted towards solving lots of problems related to each topics,
using tricks and formulas and also practising full length test papers so as to simulate the
exam situation. The turbo stage is entirely dedicated to increasing the speed of the students
after having developed accuracy. The turbo session can run for 1-1.5 months before exams
so that students are thoroughly practised and well versed. To make matters more convenient
for students we have also provided few sheets with commonly used mathematics formulas
for revision and practice purpose.
The key idea behind 2-stage process here is to develop a combination of accuracy and
speed which are the two most important aspects that can help students ace entrance exams.
In addition we have also highlighted key areas that teachers need to understand and follow
so as to build a conducive atmosphere for students to learn and enjoy at the same time. Also the
module suggests an ideal teaching session itinerary. Finally we have suggested using visual medium
to help understand concepts rather than just using wording and equations (egs. of percentages and
Pythagorus are given). Visual medium is much more impactful than traditional medium.
Problems faces:We however had requested them to provide few videos of actual class teaching to
get to understand any anomalies or shortcomings in addition to what we have already suggested but
we could get any useful information on that front. Language was a major barrier as hardly one

person was able to somewhat communicate in Hindi and English, rest were Malayalam speaking
faculties.

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