The 7E's

Combining scientifically sound framework and brain friendly methodologies, our programs utilize the 7E approach to learning:

Engage

It is futile sharing strategies with students if they show disinterest and apathy towards the content. Using AKLTG unique brand of delivery, trainers adopt a variety of methods to get students interested in themselves. Using humorous anecdotes, metaphors, analogies, global and localized case studies and biographies, students can draw relevance to their daily lives and gain some insights about their current plight.

“People do not care how much you know until they know how much you care.”

Empower

Empowering students is not just about motivation and inspiration because these without strategies will merely lead to frustration. Some students may have set goals only to give up halfway because they “know” that it is impossible for them to reach such high targets. Empowerment means giving them hope for tomorrow that the past does not equal to the future, that it is what they do today that affects tomorrow. Many plan to be disappointed as they every little choice they make contributes to a bigger picture. Through reflective and self-awareness activities, students can begin to develop an “I can do it” attitude.

Evaluate

Like finding directions on a map, people need to know where they are before they can plan where they want to go. By sharing with them how certain learning strategies they might be using now are counter-productive to their studies, students can critically evaluate what they can eliminate and retain from their current learning approach. Change should not happen because of change itself but because it works. We recognize that radically changing a student’s learning style may have adverse effects on their grades, which is why self evaluation is so important. Students will also have an opportunity to evaluate themselves as a person, to know where their strengths and blind spots are, so that they may make better informed decisions about the future.

Educate

After the first 3Es have been accomplished, students are ready to learn and this is where strategies meet mindset. Students will learn a variety of skills and competencies to help them not just with school work but also to tackle the many challenges they face in life. We believe there is no such thing as one size fits all, which is why we educate students with a toolbox of strategies rather than one skill. We also share with them how to apply the right tool for the right situation so they can learn how to empower themselves.

“Give a man a fish and he is merely a man. Teach the man how to fish and he becomes a leader!”

Evoke

Strategies and mindset change can only happen if what has been taught is evoked. Through application sessions, students will get hands on practice with learning strategies to get a taste of how the new learning techniques can apply to them. We acknowledge that not every tool will be a perfect solution for every problem which is why some time is dedicated in our programs to help identify, experiment and troubleshoot the application of the tools before productivity can stabilize. Usage will only see continuum if it works.

“Knowledge is merely potential power.”

Evolve

This happens after the program when changes begin to take place. Some students may make drastic changes to their lifestyle to accommodate the new goal while others might take the time to fine tune what they have already been doing to achieve their desired grades. For this evolution to sustain, we are happy to present our unique support system catered to only participants of our flagship programs:

1. 2 hour booster sessions
These booster sessions are scheduled after the flagship program to help students as part of our change management. It is idealistic to have immediate change take place after the program and we all know that such changes are either not sustainable or too abstract to conceive. To manage and support the change, these sessions are strategically placed to create an avenue of reinforcement or troubleshooting for the participants to advocate the changed behaviours and mindsets. Topics covered can range from learning techniques oriented to a more emotive related genre depending on the needs of the students.

2. Success Coaching Sessions
This opt-in series that ranges from a month to 3 months is meant to support weaker students who acknowledge they need more frequent conditioning before they can be independent. Working in smaller groups, trainers will be able to give them more dedicated attention to help them understand and apply what was shared in the program to their studies.

3. Email Support
Every participant who goes through our programs will have direct access to our trainers’ support via email. Through this resource, participants can have their queries answered specifically in the shortest time possible. Based on our experiences, these are the typical genre of questions that participants tend to ask:

• Management of time
• How to handle stress?
• Tackling the tribulations of a boy girl relationship
• Family pressures
• Personal emotional issues
• Techniques shared in the program that require clarification
• Possible career prospects

The interesting thing is that many participants continue to use this resource long after they have left school. Over the years, we have some participants who have even asked us to help them with their university projects and assignments.

4. Periodic newsletters
The challenge with the world today is that there is so much useful information that we do not what we should read first. Our newsletters are targeted towards helping students tackle today’s challenges like studying, personal and social challenges. Adults advocate reading widely to gain general knowledge but would a student know where to begin. These newsletters help to condense the essential information and provide new developments in learning techniques and strategies that are relevant to the everyday student.

5. Teachers’ debrief
As training partners with the school, the system can never be complete without the support of the teachers and the school administration. For successful change management on the targets, the agent, champion and sponsor have to work in synergy to drive the change. What we have learnt from some of our partner schools is that previous vendors who have worked with them have been ineffective not because their methodologies do not work but because their approach is disjointed with the school. Beginning with the outcome in mind, we encourage teachers’ involvement every step of the way without having to add onto their existing heavy workload. Teachers and AKLTG work hand in hand to be the agent and the champion of change as advocated by the school administration who is the sponsor to ensure lasting change.

This short session acts like a forum or a sharing session where trainers share their observations and what was covered during the program with the teachers, working together to come up with possible suggestions and solutions customized to suit the learners’ preferences and school culture.

Environment

The confounding variable that can influence the success of any change is the environment. It refers to more than just the physical environment. There are many areas that can affect a person’s degree of success like the family background, the social environment, the learning culture, the school climate etc. We understand that there are certain facets mentioned above which are beyond our control. How about those that we can control? Do we ignore them because we cannot or because we do not want to? Whether or not the change agent has succeeded in creating the change is dependent on whether the environment can support the change.