» Our Process

Our Process

We at AGXL believe that every child has their own learning pattern, their own retention method and a unique problem-solving mechanism. Our process involves a step by step analysis of every child’s Knowledge, Attention to detail, Memory (long term/short term) and Working memory (conceptual retention), Judgement, Evaluation, Reasoning, Computation, Problem Solving, Decision making, Comprehension and Language.

 

Our team of Teachers, Counselors and Special Educators go through the answers, exercises, and game scores in order to understand each child’s unique mechanism such as Memory, Association, Concept Formation, Pattern Recognition, Language, Attention, Perception, Strategy formation, Action and Mental imagery. Consequently, all data collected and scored by us not only helps a child learn and acquire academic excellence in a stress free environment, it also provides Parents, Teachers, Tutors and Schools with a state of the art Graphical Timeline representing where every child started on the academic front on our site from day one and outlines the progress made by him/her on a short-term (session to session) and long-term (month to month) basis. All scores and data analysis will be put together as a report which can be accessed by you at any given time, ensuring that a child gains the maximum out of the time they put in during each session.

INTELLIGENCE QUOTIENT

The first step in unlocking the key to a child’s mind is understanding where they are placed on the IQ scale. IQ is a score obtained by taking the child’s mental age score (functioning according to stage of life), obtained by administering an intelligence test and taking into consideration the child’s biological age, both expressed in terms of years and months. The resulting fraction is used to obtain the IQ score with the average score being 100 (using the international standard IQ test).

 

We use multi-process algorithms for intelligence mapping by analyzing several criteria such as:

  • Fluid Intelligence which includes the broad ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures.
  • Crystallised Intelligence includes the breadth and depth of a child’s acquired knowledge, the ability to communicate knowledge, the ability to reason using previously learned experiences or procedures.
  • Quantitative reasoning is the ability to comprehend quantitative concepts and relationships and to manipulate numerical symbols. Reading and writing ability includes basic reading and writing skills.
  • Conclusive reasoning is the ability to hold information in immediate awareness, and then use it within a few seconds. Long-term reasoning and retrieval is the ability to store information and fluently retrieve it later in the process of thinking.
  • Visual processing is the ability to perceive, analyse, synthesise, and think with visual patterns, including the ability to store and recall visual representations.
  • Auditory processing is the ability to analyse, synthesise, and discriminate auditory stimuli, including the ability to process and discriminate speech sounds that may be presented under distorted conditions.

We also isolate the child’s Processing speed, i,e the ability to perform automatic cognitive tasks, particularly when measured under pressure to maintain focused attention. Decision/reaction time/speed reflects the immediacy with which an individual can react to stimuli or a task.

 

Some test items are visual, while many are language related or numerical. Test items vary from being based on abstract-reasoning problems to concentrating on arithmetic, vocabulary, or general knowledge. Children’s school grades across seemingly unrelated school subjects are positively correlated it is understandable that these correlations reflected the influence of an underlying general mental ability that entered into performance on all kinds of academic tests. This is to ensure that a child that shows extremes of both high functioning or low functioning does not waste time in tests that are above or below their individual capability, as our subject based tests pertaining to school syllabus vary in stages of difficulty from low to high i,e we strive to ensure that every child gains the maximum with minimum effort or time on their part, in order to do this we must first understand what the basic mental process of a child’s learning mechanisms are and then build on them.

AGE, STAGE AND LEARNING

We analyse our data based not only on retention specific knowledge but also development specific where we factor in the age of the child and stage of learning that they are performing at. We follow a format based on well established criteria for multiple learning stages –

Pre operational stage (2-7 years) – This is specific to early childhood where the ability of the child is assessed through response towards Language, Memory, Imagination, Non-logical Thinking (common sense), Intuitive problem solving, Grasping the concept of numbers, Recognition of patterns and Understanding of verbal cues.

Concrete operational stage (7-12 years) – Pertains to logical and systematic form of intelligence, symbols and relation to objects. Grasping special association, ability to understand the concept of Mass, Volume, Length, Weight, Ability to visualise oneself in different situations which sets the basis for analytical thinking and productive decision making. Promptness towards both verbal and non verbal cues.

Formal operational stage (12- 18 years) – Understanding of abstract concepts, flexibility in thinking and performing tasks based on priority. Complex reasoning and problem solving, ability to decipher between obvious and conceptual theories. Advance vocabulary and contextual reasoning. Recollection of previously learned tasks/subjects/theories/concepts and applying them to solve problems at hand.

UNDERSTANDING TESTS

Once a child’s IQ is established we run them through a series of tests pertaining to the academic year they are in, the kind of syllabus they are following and the learning pattern they are most comfortable within each individual subject. Here in the form of tests we understand how the child is performing per subject and where they encounter the most difficulty. Once we know where a child is unable to reach desired results we suggest coping methods different learning structures, patterns and styles. We then bring them to better understand the solution to the any given problem they were unable to solve before. Not all scoring is based on tests, we understand that repetition of a task results in boredom, to ensure that a child does not lose interest in academia we include a number of interactive games that help a child gage concepts while they have fun, we analyse the gaming scores to decipher patterns in the mind map of every child while simultaneously suggesting games targeting their learning type and encouraging them to perform better.

EVALUATION

Since our processes are multifaceted and we perform a number of tasks to improve a child’s overall performance in both day to day classes and school/competitive examinations we also give children the confidence to volunteer information in class, this is especially helpful for students who have high academic scores based on theoretical/written examinations but often lose out when under verbal scrutiny or oral tests. No information gathered by us is filler data, everything from the child’s age, gender, class, academic performance, game scores, homework and assigned task completion is used to analyse, strategise and produce a comprehensive guide for any academic intervention needed to ensure that a child attains his/her full potential. When we come across any anomalies in a child’s scores such as, inability to cope with a particular subject.

Example:- Low performance in social studies the child’s scores and all relevant data is then passed on to a special educator or teacher in our social science department to be verified and analysed so we can inform parents/teachers/tutors where the child may need help and what steps they should take in order to correct said issue. Along with this our teachers/special educators also help in giving guidelines (video’s, games, cue cards etc) specific to concepts or chapters so that misinterpreted information does not go unchecked.

IMPLEMENTATION

Once we isolate the How? Where? and Why? of a child’s inability to score well on a task or subject, we begin to provide a strategic method of corrective measures to ensure that the issue gets resolved.

Children who cannot remember date’s and events (history) are shown a graphical representation of events/ visual cues to give them a feel for the event and its relevance in a documented fashion so that they need not memorise information by rote. Children who have the ability to perform par excellence in terms of information retention don’t do well because they often leave test questions unanswered are provided with time management tasks where an hour long question paper is divided in to quadrants of 15 minutes each with a buzzer sounding at the end of each quadrant helping them prioritise and speed up the pace at which they solve problems.
These are just 2 of the many ways we help a child progress.

PERFORMANCE AND PROGRESS

Progress charting and providing notifications to parents who may not be in the direct vicinity of the child, is a step we take to ensure that one is aware of every new benchmark the child reaches, making constant verbal confirmation of completed tasks redundant. This is done by providing state of the art reports and pictographically depicting progress from day one, ensuring that those with the child’s best interest at heart are quite literally on the same page, while maintaining complete transparency on the here and now of a child’s overall growth.