Archives: Programme (Module)

Universally known, the learning capabilities of babies are prominent during infancy. This module aims to enhance problem solving capacity of infants through environmental stimulation and anticipatory imitation with limbs, head, and eyes for strengthening their cognitive development.

One of the key stages of infant development is to conceptualize and interact with their surroundings. This module aims to optimize sensory integration – i.e. infants’ visual, auditory, tactile and kinesthetic development which rapidly increases their response rates to their novel surroundings.

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.