Learning Philosophy: 6E
The extended 6E Instructional Model

The 6E's represent SIX stages of a sequence for teaching and learning: Engage, Elicit, Explore, Explain, Extend or Elaborate, and Evaluate. Our teaching methodology supports the 6E learning cycle, helping students build their own understanding from learning, practicing and mastering new ideas.

Engage

While exploring, students get involved in the topic; get a chance to build their own understanding. In the EXPLORATION stage the students have the opportunity to get directly involved with phenomena and materials. The teacher acts as a facilitator, providing materials and guiding the students' focus. The students' inquiries inside the classroom is a boon to their learning.

Elicit

Elicit prior knowledge Uncover misconceptions The purpose is to evoke the conceptual understanding of the students. During this emphasis is given on removing misconceptions formed during their early stage of learning.

Explore

An essential element of understanding science is to explore the conceptual ideas through observation and correlating it to obeservables present around. The students' inquiry process drives the instruction during an exploration. Students are actively learning through inquiry-based science instruction and engineering challenges. Emphasis is placed on: Questioning, Data Analysis and Critical Thinking. Our modules help students EXPLORE new topics on their own. Through self-designed or guided exploration students make hypotheses, test their own predictions, and draw their own conclusions.

Explain

Make sense of laboratory data Provide opportunity for students to articulate concepts Learning guided by the teacher At this stage students are provided with an opportunity to communicate what they have learned so far and figure out what it means. EXPLAIN is the stage at which learners begin to communicate what they have learned. Language provides motivation for sequencing events into a logical format. Communication occurs between peers, with the facilitator, and through the reflective process. Once students build their own understanding, they can use our modules or learning units to summarize or EXPLAIN their own ideas.

EXTEND or ELABORATE

Further discussion and generalization of concepts Transfer of learning to new domains. Here the students are allowed to use their new knowledge and continue to explore its implications. At this stage students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them in new ways.
This is part of assimilation stage wherein a student actually understands and remembers a concept. Here one can visualize what they have learned. Through these interactive units students EXTEND and ELABORATE what they learned to the new and unfamiliar situations.

Evaluate

To complete the learning cycle, evaluation of concept learned is an essential element. Unless students get evaluated of the concepts they have studied, practiced and assimilated they would not be able to understand what is the outcome of their continued effort. Regular and continuous focus on objective and summative test helps a student to learn-unlearn-relearn the important concepts to build the overall understanding of the topic or chapter. Strength, weakness analysis; reward and redial actions go hand by hand. This not only morally boost the confidence it also helps the child to prepare to handle Board as well as Medical Exam with confidence.

Strategies for Communicating with Students to Improve their Learning

1.  Classroom Teaching

   Based on our course planner the concepts of differen subjects are explained from the basic to Medical. Learning is two way communication, believing in this students are encouraged to ask their doubts inside as well outside the classroom. These lectures include problem discussion of excercises and DPP's.

2.  Study Material

   A comprehensive and Exhaustive study material consisting of concepts, misconceptions, illustrative examples, worked out examples on single as well as mixed concepts and excercises of different difficulty level. The exercise section is divided into four different section viz

•  Objective problems based on subtopics of the chapter.
•  Subjective problems based on the sub topics.
•  Objective problem set based on Medical level covering mixed concepts.
•  Problems based on Medical patterns and.
•  Previous years question bank.

1. DPP's

   Listening a lecture won't benefit unless the concepts are practiced. Based on each lecture we have designed scientific daily problem practice sheet called DPP. This consists of 10-15 question covering 60% of the topic covered in the latest lecture and 40% from previous lecture. Idea is simple: grasp new concepts along with revision of the old.

2.  Assessment

   We have exhausitive system of assessment to monitor the performance of students at different stages of learning.

Why Exhaustive Assessment?

For assessment to be most effective in improving students’ learning, it needs to occur throughout the teaching/learning process.
A sampling of these follows: The logic of using assessment to motivate improvement is relatively simple:

1. Results from the assessment support important insights on the nature, strengths, and weaknesses of student progress relative to the standards.
2. Educators and students use this feedback to understand and direct their attention to improving relevant aspects of student learning.
3. Assessment can motivate students to learn better, teachers to teach better, and Institute to be more educationally effective.

According to current cognitive research, people are motivated to learn by success and competence. When students feel ownership and have choice in their learning, they are more likely to invest time and energy in it. Assessment can enhance student motivation by

1.  emphasizing progress and achievement rather than failure.
2.  providing feedback to move learning forward.
3.  reinforcing the idea that students have control over, and responsibility for, their own learning.
4.  building confidence in students so they can and need to take risks
5. being relevant, and appealing to students’ imaginations.
6.  providing the scaffolding that students need to genuinely succeed Classes consist of students with different needs, backgrounds, and skills. Each student’s learning is unique. The contexts of classrooms, schools, and communities vary. Aswell, the societal pressure for more complex learning for all students necessitates that teachers find ways to create a wide range of learning options and paths, so that all students have the opportunity to learn as much as they can, as deeply as they can, and as efficiently as they can.

Quality in Classroom Assessment

Classroom assessment involves complex processes requiring teachers’ professional judgement. Teachers decide how to assess, what to assess, and when to assess. They also interpret students’ learning according to reference points for success, such as curricular learning outcomes. The inferences about students’