The teaching and learning methodologies of SmartLab® Education
  Private School are as follows:

• During the Exploration stage, teachers’ focus is to interest the students in the subject. It is an important stage where learners acquire good foundation and basics in order to proceed later on to enjoy and understand what they are doing. Apart from challenging students with open-ended questions, activity based learning, problem based learning or experiential learning could be incorporated to allow learners to appreciate the fun of learning and to think about developing various approaches to find answer. Formative tests should emphasize on identification of the general weakness of students in the topic, so that at the Strengthening stage these identified weakness of the students can be taught again.

• In the Strengthening stage, teachers would focus on preparing the students for the requirements of summative assessment. A range of questions can be given to prepare the students to answer familiar problems in familiar context to unfamiliar problems in unfamiliar context, and to answer questions from a single topic to a few topics. The demands of the summative assessment should be clearly defined for students and this should normally end with a term test to check their strength and weakness. Preparation for assessments can be made challenging and interesting by organizing game show style group competition and peer assessments. An after-assessment plan should be developed to fully review the scores obtained by the students to identify their strength and weakness in the areas of knowledge acquired in each topic, presentation skills of their answers, understanding what is being asked in the question and managing examination stress. There should be extra classes to cater to students who still perform poorly.

• During Consolidation stage, teachers would prepare learners to manage numerous topics simultaneously, and to expose students to a range of novel problems in familiar context and unfamiliar problems in unfamiliar context. Solving of questions and exercises should be given time limit with emphasis on presentation of answer in relation to marking scheme. Students should be asked to develop marking scheme and trained to conduct their own after-assessment analysis as part of self-assessment. Teachers should emphasize and give verbal rewards on efforts put in by learners during preparation of summative assessments, rather than only congratulate those who have high scores.