» 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.
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
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.
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.
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