Learning Programmes
*Active Learning *Creative Thinking *Holistic Approach
OUR PROGRAMMES
- SPECIAL ENGLISH ENRICHMENT (L.E.A.P.) for preschool and primary levels
- GRAMMAR
ENRICHMENT & CREATIVE WRITING for upper primary and secondary levels
- MATHS PROBLEM SUMS SOLVING TECHNIQUES for upper primary and secondary levels
- SCIENCE ENRICHMENT for primary levels
ABOUT OUR ENGLISH ENRICHMENT PROGRAMMES
通过生动、有趣又有效的方式学习英文
Our English Enrichment Programmes are based on the Principles of 'How Children Learn Best'™. We focus on the process of learning: of knowing, understanding and forming their own ideas, rather than the completion of repetitive exercises.Learning is most effective when children are actively involved and engaged in tasks that are meaningful to them.
Our Programmes include Story Reading, Educational Drama, Rhyme and Poem Recitation, as well as Aesthetics and Creative Projects (Art, Music, Movement & Writing) that are based on children's curiosity, needs and interests. All these activities provide opportunities for children to interact and solve problems among themselves.
Children construct ideas and acquire knowledge when they interact with their teachers, peers and learning materials. Our Enrichment Programmes emphasize on quality interactions that are crucial in the development of the children.
Children are active individuals. We use high quality and high interest texts and activities to motivate them to want to learn spontaneously. When children develop excitement in learning, they are more likely to desire to commit the language details to long-term memory. We want children to feel that learning is pleasurable and challenging. In this way, they will be more inclined to embark on the path of life-long learning.
On the contrary, when you drill children academically, the results are often short-term or even adverse to their benefits.
Our learning activities are age and developmentally appropriate.
Studies show that children pick up developmentally appropriate skills and concepts in as short as five minutes whereas teachers can spend up to an hour and yet unable to make children understand skills and concepts beyond their level.
Our Enrichment Programmes aim to provide varied opportunities for the children to explore and discover knowledge and ideas in a fun, natural, effective, yet non-pressurizing way.
LEARNING RECOVERY PROGRAMME©
Other Programmes
How do you teach Spelling?
(Only available to children with learning barriers)
Programme Details
Learning Recovery Programme© is a compact and modified version of LEAP (Learning Experiences in an Activity-based Programme) © - an enrichment programme which I had conducted in selected primary schools and CDAC's Student Service Centres.
This programme uses activities that are based on Multiple-Intelligences to literally 'bring out the best' in each child. The three instructional approaches: **Direct Instruction, Facilitation and Coaching** are weaved together in the programme for effective teaching and learning.
It is similar to the Kumon concept i.e. learning happens in a progressive manner. Students will be helped to attain mastery of basic skills before proceeding to the next stage, regardless of school level. However, unlike Kumon, students are not drilled to achieve the goals. They will be encouraged, guided, empowered and motivated to improve themselves. They will learn "HOW TO LEARN".
Besides the usual small group learning, there will be separate Flexible Interviews with each child under the programme. This important aspect of the programme serves to identify children's learning barriers, misconceptions and misunderstanding, so that they will be addressed in future small group lessons.
P/S: I
will be setting up a learning centre to provide quality enrichment
programmes at affordable fees for average-income families, next year
(most likely after Chinese New Year). My learning centre will cater to
children at the foundation levels (Nursery to P2) first.
The Learning Recovery Programme will be implemented once there is
sufficient demand for it.
I hope to train dedicated candidates (who would be paid moderately) to
conduct the programme and reach out to needy children. Many children
with learning barriers (P4 students assessed as having the academic
level of K2 children and 2 special needs children) have shown evidence
of improvement (in terms of exam grades and assessment by professional
doctor) from the LEAP structure.
**The three Instructional Approaches as described by Mortimer Adler in The Paideia Program (1984):
- Direct instruction. In this role, the teacher's primary goal is to help learners acquire basic information and skills through explicit instruction and modelling. Direct instructional strategies include lecture, multimedia presentations, convergent questioning, demonstration, modeling, guided practice, and feedback.
- Facilitation. Teachers in this role seek to help learners make meaning and understand important ideas and processes. Teachers guide learners in actively processing information and exploring complex problems through such instructional strategies as analogies, graphic organizers, divergent questioning and probing, simulations, problem-based learning, Socratic seminars, reciprocal teaching, and student self-assessment.
- Coaching. In a coaching role, teachers provide opportunities for students to transfer learning in increasingly complex situations. Teachers establish clear performance goals, provide models, and give feedback (as personalized as possible). They also provide just-in-time teaching (direct instruction) when needed. Instructional strategies include conferencing; encouraging student self-assessment and reflection; and providing specific commentary, feedback, and corrections in the context of authentic application.
Introduction to the Learning Recovery Programme©
Acquiring basic language and literacy is critical in ensuring an enriched and fulfilling life. With basic literacy, one can gain access to all archived knowledge to improve one's skills, enhance one's area of expertise, find out more on one's interests and strengthen one's talents; on top of being able to indulge in something meaningful to 'pass time'. Take for example, I learnt to design this website simply through reading and applying the knowledge.
Picture this: our illiterate future generation wasting their lives staring into thin air when they grow too old and weak to work or engage in strenuous activities - just like many of our past generation.
OR this: the elderly individuals engaging in some form of reading and writing activities.
To see the second more blissful scenario, we need to provide opportunities for our young, especially the late bloomers, to be equipped with the necessary baseline skills. Hence, we would like to initiate a 'Learning Recovery Programme' to help the children acquire the skills.
The Learning Recovery Programme comprises five main areas of development:
- Positive attributes and mindsets
- Interest in reading
- Grammar Foundation
- Functional Speaking and Writing Skills
- Good Questioning and Thinking Skills
This programme uses the 'Learning Centre' concept and provides varied opportunities for children to explore and discover language and literacy in a fun, natural and non-pressurising way. It uses different genres of high quality and high interest texts, and multi-sensory activities to motivate children to want to learn spontaneously. We want children to feel that learning is pleasurable and challenging. In this way, they will be more inclined to embark on the path of successful living and life-long learning.
Let us know if you are interested in the Learning Recovery Programme, whether to participate in coaching the children or recommending the target group to enrol in the programme.