How Focus On Concepts analyses it

At Focus On Concepts, we have assessed the patterns of gaps over the years that students have shown. The gaps start building in the formative years but they start showing only in higher classes.

The gaps showing in Maths and Science can be attributed to one or more of the reasons below (this includes but is not limited to):

• Parents' discussion at home and which the child passively hears: “Maths is just so very tough.”
• Parents not finding enough time to oversee their children's progress in studies. This can be attributed to a mix of reasons
  
  • Holidays means “sleep till late.” This is one of the most dangerous habits that parents pass on to their children. The day is half gone by the time they wake up…
  • Assessing children's results solely based on marks the children score in school exams
  • We would like to highlight that schools dole out marks in bulk especially in final exams to show to the parents that their wards are doing well. How else will they justify the massive school fees they charge?
  • By the time the parents and the students realize that there's been a 20% drop in performance, it's usually already late and the students then resort to fire-fighting
• Parents using the last resort: getting their children admitted to coaching institutes who charge a fortune and who have experts in convincing the parents that it is a matter of time that everything will be back on track
  
  Unfortunately, this does not work for students who need concept-building from scratch and not just volumes of practice-sets

What Focus On Concepts offers and suggests

We at Focus On Concepts make regular notes of students' responses in classes. This includes responses from students made voluntarily and also the ones they give when asked questions. The kinds of responses coming from the students give a fair view of where the misses lie. We then work towards bridging those misses.

What more..? Focus on Concepts works on

• Making the contents more readable: A more readable version of the textbook notes is shared with students for every chapter.
• Doses: We share small doses (of questions and concepts) with students from time to time
  
  • We have seen in the past that students tend to not attend to larger question sets unless they have exams on their heard
  • To circumvent this, we brought in the concept of doses. Five four-question doses spanning four days—one dose per day—has been seen to have better compliance rate than one twenty-question set. Answers and explanations to each question in the doses are shared
• Iterative learning: Many students do not practice enough despite showing reasonable aptitude and understanding of the topics. As a result, they lag behind many others who are more sincere on this front. By regularly revising all that we have already learnt, we ensure that students don't forget what they have learnt