Many children are talented in so many ways. Some have extreme music talents, while others have great memory, good grades or creativity abilities. To fully foster our children’s potential, we must pay full attention to the early brain development and ensure its whole development in order to achieve greater overall accomplishment.
Beside enhancing on our children cognitive learning, socio-emotional skills are crucial for our children to develop as well especially in this 21st century.
Through a series of fun and interesting learning activities, students will enhance both cognitive and socio-emotion development skills.
To enhance IQ, creativity, logic, language, focus and memory as well as to minimize any imbalances of the left and right brain.
To enhance self-esteem, anger management, anxiety coping skills, communication and problem solving skills.
The curriculum is led and designed by our management and research & development team, which includes 12 individual modules especially made to focus on children’s
IQ – creativity, logic, linguistics and memory skills.
EQ – leadership, time management and coping skills.
For details, please refer to our programme modules.
Suitable for 3-16 years old
This module provides the opportunity for children to manage a project independently, employing the combined skills and knowledge which they have accumulated over the previous months. Students are able to practice their goal setting skills, enhance their ability to manage changing circumstances, exercise their resources allocation and delegation skills, increase their data analytical skills and develop their problem anticipation ability.
Survival skills are nonetheless useful and important when managing a variety of adverse situations, and are in that sense, valuable people skills. Identifying problems, resources acquisition and allocation, adapting to changes and understanding interpersonal relationships are crucial elements for a child to develop excellent survival skills.
Good leaders will be able to stimulate other’s potentials, facilitating their team members to do what they each are best capable of, and thus producing optimal results. They will also understand the concerns of others, and respond to those concerns in proactive ways in order to minimize disputations, frustrations, misunderstandings, or confusion. Our students are able to lead their teams towards the production of the best obtainable results, at the lowest possible costing estimates of time, human and physical resources.
A good plan will help children remain focused, yet remain flexible with contingency routes built into them for coping with the unexpected events. Plan to Succeed will allow students to become more responsible for their own future plans and actions, whilst maintaining a positive attitude and enjoyment of their life as lived along a path filled with significant learning opportunities.
“Time will pass by even we do nothing!” Learning to prioritise and schedule tasks efficiently is the key to help children successfully manage the conflicts between the limited time and the to-do list. Of particular concern when engaging in tasks involving the coordination of several people, good task management or schedule management is vital in making the difference.
Having the concept of how one might be able to acquire money, it is then necessary to learn how to spend such money selectively and efficiently, according to one’s present and future needs, commitments, and desires. Together with an adequate knowledge to calculate, prioritise item expenditure in different situations, plan investments and to evaluate cost-benefit analysis will help prepare the students for the real world of personal independence and financial responsibility.
Children who succeed with managing their decisions to choose either a leadership or follower role across a range of changing circumstances, will likely take markedly different paths in their later lives in comparison to others – growing up with significantly enhanced intellectual foresight and self-esteem, with an eye for exploration, discovery, and success with detecting and following-through with their creative opportunities.
Usually children with good coping abilities will bravely face or even seek out various difficulties and come to view immediate obstacles as providing opportunities for new learning and application. It is crucial for children to develop their systematic thinking and skills of organisation such that they may readily accept and tackle problems or changes even when they may at first appear overwhelming or excessively complex.
Communication skills involve question generation, negotiation, discussion, presentation, conflict resolution or public speaking, any of which will significantly influence other people with often quite amazing, powerful impact. Children with good communication skills will remain open to a wide variety of opportunities for social interaction, networking and facilitated learning across a range of ever changing circumstances.
There are often times which require collective contributions in accomplishing shared goals, especially in the situations which may not be possibly handled by the actions of working alone. Our students’ abilities to organise and participate in teamwork will be enhanced by the experience of working with others, by making contributions, and by accepting and adopting suggestions offered by other team members.
Anger is an acceptable and normal feeling for everyone in which it is possible to learn to express the negative emotions in a more appropriate manner. It is also important to develop the ability to detect the emotional states of others. The development of such sensitivity will enhance each child’s willingness to negotiate social contracts with peers, friends and family members across a wide range of ever changing situations.
Children who feel good about themselves will often express their feelings with confidence and being more able to solve problems, tackle stress, and accept responsibility for their actions. This module aims to enhance or maintain the levels of self-esteem by allowing students to accept their strengths and weaknesses in order to make a variety of effective choices across different situations.
Letters or alphabets form the basic elements of word knowledge. Also constituting the symbolic representations of any system of determining spelling and pronunciation of written or spoken language, individual letters are themselves abstract tools created and combined within the human mind to systematically name and describe objects, events and experiences by using a variety of ‘words’.
The learning objective for this module is to enhance each student’s ability to generate and use an agreed alphabetic, letter/word symbolic system, in order to prevent them simply ‘guessing’ or just ‘rote’ learning the correct meaning(s), spellings and pronunciations of words. At the same time, we aim to increase their object; event and experiential vocabulary list and enhance sensitivities towards multiple orientations of letters and word combinations.
Practice with lateral number puzzles is one of the crucial ways to improve the ability of lateral thinking and brain power. The goal is to generate logical explanations for different numerical questions that otherwise appear to be illogical. In part because the mind principally works as a pattern-making, pattern-recognition and self-organizing system, it is important to train up each student’s lateral thinking skills, and especially so as we all possess a limited attention span available for task-orientation.
The learning objective for this module is to enhance students’ ability to generate alternative explanations, and thus to increase their working solution space. Most importantly, and together with an increased ease with numerical reasoning, each student will also develop an enhanced ability to overcome their own existing limitations which might otherwise limit the fuller application, and use, of their intelligence. As a result, this will also enhance the way students express their ideas and become able to provide a wider variety of creative solutions to problems, and generation of novel ideas.
It is very important for us to develop the ability not just to identify (construct) objects according to their shapes, but also to be able to deconstruct objects into their composite shapes, so developing the ability to mentally determine the true structure of any given object(s) according to the unique arrangement of specified shapes made available for exploration. Together with the perceptual functions of colour, one can easily recognize/generate object(s) with respect to unique shape arrangements and colours being reflected.
The learning objective for this module is to enhance each student’s ability to identify, and finely discriminate and categorise a variety of objects and events on the basis of colour and shape characteristics, and some of the relevant symbolic learning systems used to ascribe their meaning(s). At the same time, we aim to increase students’ geometric shape and colour/hue experiential vocabulary list, whilst also enhancing their sensitivities towards multiple orientations, and to the significance of interpreting multiple colour and shape representational combinations in different ways, according to different circumstances of their presentation.
Almost every action and reaction made by competent children and adults involves the perception of the spatial locations of external objects and/or other people in relation to themselves. Equally significant is the generation of a clear perception of one’s own position in space together with an accurate knowledge of one’s own body parts, and posture, with respect to planning one’s closer proximity to (or avoidance of) the most salient objects, or persons, with whom we may wish to interact.
The aim for this module is to enhance each student’s ability to detect, locate and schematically represent salient spatial information as derived from either direct personal sensory experience, or those of imaginary spaces developed in their mind’s eye. Students will also learn to identify the relative and absolute locations of objects by their use of poly-sensory input modalities, and to both use and create external representational devices for storing encoded maps of real spatial events as they may occur in the physical world.
The human sensory system needs to be ‘trained’ not only to attend to the particular stimuli that each ‘sense’ is attuned to (be it light, sound or touch), but also must be trained to form coordinated responses, and action plans, in response to the degree of importance each such stimulus might be able to evoke.
The learning objective for this module is to enhance each student’s ability to detect, discriminate and associate salient information from their personal sensory experiences. This in turn will lead to increased perceptions of the real diversity and depth of meaning which can be determined from a more focused attention being given to the detailed amount of information actually available from everyday objects, the people around us, and the significance of events which may otherwise remain unnoticed.
‘Good’ memory will often result from the use of pro-active selective forgetting, relatively ‘poor’ memory may occur as the result of weak initial encoding, or a lack of perceiving appropriate retrieval cues at the time of recollection. Other memory deficiencies may occur as a result of the passage of time and later experiences providing ‘stronger’ stimuli, and the generation of replacement activity within the same neural network(s) which might otherwise instantiate lasting memory activity.
The learning objective for this module is to enhance students’ ability to encode, store and recall salient information, personal experiences, and procedures experienced during their everyday life. Students will also learn to detect, synthesize, and associate the salient characteristics of related objects and events as may be discerned from different sensory modalities. These skills will then be combined in order to learn how better to use their multi-sensory memory faculties to recall objects, their relative locations and situational associations, across a wide variety of different contexts, using a variety of association mnemonics and techniques.
Signs and symbols are used in ways similar to those employed in the use of verbal or written language, and are typically comprised of visual or tactile iconic representations of the specific objects, events or experiences they come to represent. Grids (incl matrixes and tables) are external mnemonic representational devices which can serve as ‘containers’ of parcelled information which gather related lists of segregated or correlated information into externally organised, recognisable formats.
The learning objective for this module is to enhance each student’s ability to both create and readily identify a variety of iconic representational tools and devices for the purpose of optimizing both their communication and memory processes. Students will learn to verbally define, design and organise symbols, signs and other non-linguistic semiotic instruments. As students advance, they will come to transfer the products of their knowledge-seeking and organisation skills not only to represent their knowledge in multiple formats, but to also be capable of the representational re-description of that same knowledge using a variety of grid- and matrix-based solution spaces.
Sequence ordering is a tool with which to scaffold an exponentially large set of symbolic referents which may then be ‘mapped onto’ an equally large number of thoughts, feelings and experiences, which may then be distinguished between, and conveyed to others through our use of the vocabulary and language which one may make available to them.
The learning objective for this module is to enhance each student’s ability to recognise, encode, and generate sequences of significant symbols, objects and events, in ways which enhance memory whilst also reducing their cognitive workload. Students will learn to identify and make use of the differences between arbitrary and ‘naturally’ ordered sequences, whilst developing the means to construct time- and energy-efficient hierarchically organised sequence embedding when set-sizes become too large to handle ‘in-the-head’ when relying upon short-term memory alone.
The making (and agreement) of definitions necessarily involves the process of transforming specific mental representations into understandable, and externally recordable verbal representations. Thus, the quality and quantity of any given definition will be largely affected by one’s degree of organization skill and verbal intelligence.
Think Impact assists students in their learning ‘how’ to think more effectively and productively, aiming for higher grades and fun learning.
The good use of logic (in and of itself) may not help us to see beyond one’s own opinions unless all of the relevant facts and auxiliary assumption be examined also. Indeed, logic will rarely ‘teach’ one any new facts. The reason for us to improve our logical thinking is not so that we can thereby come to know more, but rather that we can learn to better believe, express, and more convincingly convey to others, the truth and usefulness of knowledge that we have gained from elsewhere, both more accurately and clearly.
The learning objective of this module is to enhance each student’s ability to raise relevant questions concerning the pre-exiting assumptions underlying the consistency of arguments, and truths of statements, as expressed by others. Over time, they will come to efficiently recognize (even seek out) novel ideas, concepts and events, whilst also learning to generate targeted questions which will help them to avoid errors based upon the drawing of unnecessary (often false) assumptions and reflexive responses.
Numbers form the basic quantitative value elements of mathematical calculations, but more importantly, perhaps, reflect the symbolic representations of the numerical system, created by the human mind to give count to identifiable objects and events in a variety of combinations.
The learning objective of this module is to enhance each student’s ability to generate and appropriately use a shared, conventional symbolic system, which in this case represents number (numerical quantity), in order to prevent them from guessing answers. Students will learn to think and represent their thinking in a quantitatively principled way, through the use of interesting and challenging mathematical calculation activities and problem sets that have been specifically designed to enrich their sensitivity to numbers, differential valuation, visual (perceptual) awareness of quantities, and sequential order processing.
Students with relatively high verbal intelligence will come to be better able to think both independently and constructively, rather than function only at the level of simple fluency or vocabulary generation and recognition.
The learning objective of this module is to enhance students’ ability to verbalise their thoughts/ideas and to be better able to both understand and generate their verbal reasoning by using concepts that have been framed in words. So doing will lead to enhanced articulation of each student’s thoughts and ideas in coherent ways, whilst also being able to form multiple representations of the ideas and thoughts of others, as expressed to them (by others) through both written and oral presentations.As students advance, they will also likely transfer their new skills of verbalizing, understanding, reasoning and generating thoughts to other core areas of their cognitive developments, including the manipulation of numbers and other concepts that have been framed in words, so enhancing their verbal reasoning, logical and lateral thinking abilities.
Brain researches find repeatedly that ‘smart thinking’ will occur independent of a person’s IQ, with even very high IQ people often demonstrating quite ‘sloppy thinking’ and acts of plan stupidity at times.
The learning objective for this module is to enhance students’ critical and creative thinking ability, opening each thinker to the faster, and more appropriate, generation and evaluation of both new and existing ideas, novel recombination of perceptions, thoughts and feelings, and extensions of lateral thinking preparedness. Together with their repeated exposure to novel structures, multiple re-representations and exploration of alternative explanations (rather than mere descriptions) of both familiar and unfamiliar data sets and life-relevant scenarios, students will be afforded the opportunity to explore a wide variety of task domains which will enhance their ability to avoid slipping into poor (though possibly acceptable!) ‘habits of mind’.
Creative processes often also involve a certain disposition of attitude: the ability to accept change and newness, a willingness to play with ideas and possibilities without certainty of material reward, a flexibility of outlook, or the habit of enjoying the ‘good’ (what ‘feels right’), whilst also looking for ways to improve upon them.
The learning objective for this module is to enhance students’ creative ability, broaden attitudes towards a greater openness to new ideas, novel combinations of objects and events, and lateral thinking processes. Through their exposure to different forms of representation and expression, students are able to let their imagination roam free, and to explore ideas and images previously unexplored. Through practice, and with disciplined use of time and resources, students will develop the skill of decomposing familiar object or event components, and their subsequent reconstruction to form/create wholly new objects and event interpretations well beyond the boundaries of their pre-existing imaginative capabilities.
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