Unique & Useful Features

Isolating and targeting means each area of thinking skills is systematically isolated from others and zoomed into, and worked through step by step. In this way it becomes easier to target the student's "zone of proximal development" and identify their blindspots.

Such scrutiny also enables a much deeper grasp of the thinking operations and functions. It leaves little room for oversight. 

This quality of scrutiny is not possible in a subject driven lesson of a normal classroom where content or topic is the focus and thinking skill is generally left to the child to apply as they see fit.

Our worksheets and activities run alongside an exploration and understanding of how the brain functions. This provides a context for the child so they can appreciate the growth process. 

Children explore how their brain forms networks of neurons that physically fire together and become stronger. They examine the idea of neuroplasticity and its role in the pursuit of improving their learning skills.

They are empowered with the feeling of being the control center of learning, and equipped with and understanding that the brain grows new neural networks when they make an effort. There is a physical and tangible change.

Let us say instead of collecting stickers or credit points, our learners appreciate the growing neurons and pathways in their brains as rewards.

Mediated learning Experience or MLE is a special manner of coaching that involves the coach or the tutor intercepting and interpreting stimulus and signals for the learner. 

This occurs in little chunks from the input signals, to elaboration or the synthesis of signals in the brain, to preparing relevant and effective output that can easily be received by others.

In most normal learning environments the stimulus (S) and the Organism (O) and the response (R) would be carried out by the learners alone without intervention from the mediator (H or Human). Whereas in MLE the Human (H) intervenes between the stimulus and Organism and the Organism and the Response (R).

After the child has explored their own thinking skills, habits and behaviours they identify the useful and universal learning principles. These principles become apparent during the exploration because the activities are clinical in nature. Through their own mistakes the child realises the disadvantage of NOT FOLLOWING the principles or the universal rules. The child has no option but to follow the principle and keep it as a guide for future.

Learning principles become a critical part of thinking skills development. Their "cause & effect" is validated, and removes the habit of wishful thinking. 

Furthermore, the child takes ownership of the principle, not because they are told to do so, but because they have discovered the value of each of the learning principles. Put simply they have discovered the secrets to learning.