思维印度培训 英文

Okay, it's already three minutes later and I will start.

Everybody can hear me, right? If you can hear it, you can text me on the text box.

Okay, let's start. Can you see the screen clear?

Okay, my name is Angel and I feel very glad to be here and I feel very excited because this is the first time I meet you guys. So today

I make this presentation here. I think most of you have the question about does it help to our daily work or after this presentation is it really useful for my work? So I think most of the people when I first got to know graduate class, they will find that this course is really

a systematic, complicated course and you cannot get a whole view of it. So today I'm going to give you a brand view of graduate class

of it. So today I'm going to give you a brand view of graduate class from the related theory and to some details of the course concept, syllabus. So let's get started. There are

concept, syllabus. So let's get started. There are

three parts here. The first part A is related theory. Part B is curriculum development.

Part C is some common questions. Okay, let's start with part A.

Okay, and part A is about related theory. I will

introduce about Piaget's theory of cognitive development and mathematical thinking and some important and famous systematic course syllabus.

So here we start with Piaget's theory. We all know that credit class is designed for kids from 3 years old to 8 year old, right?

And we know that this is the golden period for a kid to learn math.

Especially here, I paste one picture here and you can clearly see the light blue curve here. It is about the numbers and you can see that from age 3 to 3 year old to 6 years old, the sensitive is very high of a kid. So if we can seize the golden period, I think the kids can

a kid. So if we can seize the golden period, I think the kids can learn math really fast and they can, it's very useful for their future study. So

how can we do? How do the kids learn at this stage of years? So

let's get back to maybe one century ago and what Piaget told us. This is the Piaget's theory of cognitive development. You can

told us. This is the Piaget's theory of cognitive development. You can

see here, we can directly see the stage 2. It is called pre -operational reasoning stage, which is from 2 years old to 6 or 7 years old. It's this directly match credit class. And we know that in this stage, kids have so many different kinds of behaviors and thinking. They always

think from their own because they are so egocentric. And they think, everybody thinks as they do. Maybe they will have the same opinion. If you ask some kid, do you like apple? And they will think, they will say, no, I don't like apple. And if you ask them again, do you know if I like

apple or not? He will say maybe, no, same as him. So this is the egocentric. And to the math point, they cannot understand the

egocentric. And to the math point, they cannot understand the conservation concept, which I will give you more details about this experiment. Here, I want you to watch this little video here. And you

can get a brief introduction about it. Can you hear the voice?

Okay, does this remember what this is? Oh,

okay. Does this remember what this is? Oh, okay.

Wait, I will. Okay.

Okay, does this room have four quarters? Does this room have more quarters, or are they the same? The the same. The same. Okay, now watch.

Now, does this room have more quarters or are they the same? That one has more quarters. That one has more quarters. Why is that a because it's stretched

more quarters. That one has more quarters. Why is that a because it's stretched out because it's stretched out okay so how many are in this room one two three four five okay how many are in this room so are there more in this room this room or are they the same the

same the same yeah okay okay so we have two sticks is this stick longer is this stick longer or are they the same the same what about now is this stick longer is this stick longer or are they the same that stick is longer the stick is longer yeah can you tell me why

because you moved it over so now it's longer yeah okay tell me i'm gonna pour blue water into each of these cups and you're going to have to tell me when they're when they have the same amount good okay now watch this we're going to take the

blue water from this glass we're going to pour it from this one now does this glass have more water does this glass have more water or are they the same it has more water this one has more water yeah can you tell me why because that one's higher than that one that one's higher than that one great can you tell me does this ball have more play don't do this

ball have more play over are they the same that one has more yeah let's make them let's try and make them the same they go to two of the same space what about what about now they're the same they're the same now okay now watch now does this one have more play -doh does this one have more play -doh or are they the same

now they're the same why are they the same now roll that one back up okay great okay this is for the video and we can clearly see that the kids sorry the kids cannot the at the first time he can make sure that the two rows of coins the number of them are the same but after the teacher

like something moves the position of the first rows of the quarters and he cannot really understand it he just feel that the first row is seems longer than the second row so the first row number is more than the second row so this is how this kind of the stage of these kids they cannot really

know the concept of conservation so what i'm going to say is in credit class we also have so many lessons in based on these kind of conservation concepts look at here i posted some i pasted some pictures here for you and we can clearly see we have the water level problems and we have the number

conservation lens conservation so many things and we use so many images and we use videos animations to to let them to understand try to understand the conservation concept so so we can see that what pi j want to tell want to tell us uh the how to teach kids at this certain stage

okay let's move on to the next slide um after the pi j i want to share with you the concept with about mathematical thinking we all know that i want to teach kids math some people might think it is about calculation or shapes geometry something like that but in crater class we teach kids for so many

different kinds of things for example here classification and abstract thinking we can see that there are the ability is so variety and you can not only focus on only the calculation so in the part b i will give you so many details about this part okay and here i want to share with you one sentence that

i really love it mathematical thinking is a highly complex activity it is a way of thinking that uses mathematics to solve real world problems so we don't we don't really only teach kids about addition or subjection we wanted them to use mathematical thinking and knowledge to solve the problems in real world life so this is the

most valuable ability in today's world world okay and here i i put so many infamous syllabus here for example this is the core standards from the u .s and this is the early learning early years learning standard from the uk and also i put the cbsb

board from the india you know when i first got to know the different balls in india i was so confused but now i've it seems that a little bit clear because when i see different kinds of syllabus i can grab the common part is especially when i focus on crater class so this is one advice from me

if you teach kids for example addition and subtraction you can do some research and to find the connection between different syllabus and the crater class so when you talk with parents you can have more solid like clues and uh like some theory foundation to talk with parents so they will be

convinced that oh crater class is based on so many things and i'm not sure that i may i'm not just trying to say that we are 100 percent matched with all kinds of syllabus but most of them we cover okay so part a we know we got to know the phs theory

and the mathematical thinking and some famous syllabus so if you have any questions you can we can talk here if you don't have questions we can move on okay have questions oh okay let's move on if you have questions we can at the end we

can talk okay so part b which is the most important for today's presentation okay and i will give you maybe not um 100 100 100 appropriate analogy here the first i want to talk about the course concept which is like the brain and heart of graduate class and the curriculum syllabus is like the

skeleton and structure and course format is like the muscles and body because you can see every day what kind of lessons here so let's start with course the course concept in course concept uh we i will introduce the credit scope this concept and the math ability model and six core knowledge modules

and mathematical thinking i will talk in detail okay let's start with the creator scope in this picture you can see uh like a ring here uh it consists of three different colors and blue color is cognition see and uh yellow uh orange one is action and the yellow part is social alley we can see this

is the three different kinds of common competencies of the kids but maybe you will ask what is the relation with uh mass mass teaching um so i will give you the answer this is the like the basic the foundation of graduate class and we can give the kids all kinds of ability and they they need and into

the class and in every detailed uh lessons and we we will teach kids so many different kinds of abilities and they need in their early learning we can also look back to see the picture we already see in part a here we can see there are different so many different kinds of colored uh curve here and we

can see that there are peer social skills language and symbol numbers the vision and habitual ways of responding and hearing so many different kinds of things kids have to grab so many different things they have to learn so credit class is just like this basic the foundation theory okay after after you got to know the

creature crow i will introduce another important uh concept that is the mass ability model this is only used for the teachers like the developer curriculum developers and they will use it as a guideline as a guide to have give them some advice on how to arrange and organize the detailed key points for

example here i will give you an example the level one is talking about cardinality cardinality and the level two is just like four a small detailed uh key points for example counting take by number and conservation concept and count by groups and in every level two we have some descriptions about

just talk about the development level and in every level two we have the difficulty parameter for example i want to teach kids counting the numbers from number six to ten i would be better start with s2 stage for example from three years to 3 .5 years but this is only uh theory like a theory reference

3 .5 years but this is only uh theory like a theory reference we have to combine with it to some practical teaching experience so teacher will make sure when we'll teach what part of the math knowledge okay and when you talk with the parents you can also say that we have so many theory foundation

like the mass ability model and we use this to teach well organize our class after all these so many detailed key points you will feel very dizzy about so many kind of little ones but here we make six categories here like number and operations the geometry logic and

patterns problem solving attention and memory measurement and data we make six categories that is called six core knowledge modules but you may be feel confused because we change their names for the second row here before their names are hands -on puzzles audio visual and memory and time and planning but we think that maybe they are not

so well well uh understood by parents so we change them to problem solving and this kind of things so in each uh module i will give you one maybe one or two uh special lessons and let let you know that you get a good understanding about what each module want to talk about

okay let's start with number and operations this is really uh easy to understand we talk teaching kids about numbers about like calculation operations such kind of things here i have two examples the first one is the addition uh week lesson this is for one week lesson addition and second is in

equality equality and the first uh addition lesson and you can see here maybe you think addition is so easy to teach but here we split this concept into three different small key points the first one is compose and decompose quantities and the second one is write equations based on set combination and the third one

is identify the parts and the whole in an equation so we put it so in detail and i have one little video for you and you can check how we put all kinds of explanation of the p points into our video so you can see here

here we can add these two groups together when added together we get seven sugar cubes we call seven sugar cubes the total here we have two groups again in one group we have five pairs in the other

group we also have five pairs when we add the two groups together we get ten pairs ten pairs is the total add up the different parts to get the total now you give it a try you give it a try okay that's all that's all and you can clearly see that how we teach

in the video okay let's move on to the next part it is the geometry it's really good on uh well understand because geometry is talking about shapes 3d shape and 2d shapes so here i have some example about cones in cones we have three different this is for a whole week a one week lesson and

in cones we have three detailed key points the first one is become familiar with 3d shapes and their attributes and the second one is learn about the geometric nets and the cross sections of a triangular prism and the third one is about the pyramid so here you can also see some pictures which is in our lesson and

you can have a very uh directly understanding about it okay and next one is triangular prism and pyramids this is also about geometry it's very easy to understand okay let's move on to the third module it is called logic and patterns um logic and patterns are also very easy to understand is here i i put a

repeating patterns here and in repeating patterns we we i know that this is uh one of the most important concept in indian syllabus so the first one we will help is to understand the concept of the patterns and the second one is to recognize some common patterns and feeling some missing parts and the third

one is learn about the cycles it's a little bit difficult than this than the second one so you can see the difficulty are just increasing through the week okay here i also i think this is okay this is a video of course let's check out let's check out the flowers first to find out let's see circle square triangle triangle

circle square triangle triangle we can see that each circle is followed by a square and then a square is followed by two triangles we have a circle square triangle triangle forming the core pattern

this is the first repetition this is the second and this is the third by looking carefully we can find patterns now give it a try okay you can see that we have to make we have to teach every detailed of the

patterns here to let kids to understand this concept and we have the very useful work hard to know that like the animation to show the details like what is highlighting and speak while the highlighting the cartoon is moving something like that okay talking about the measurement and data that is really about

measure and maybe collecting data and the possibility probabilities something are all included in this module and here i have one example about measuring this one week example the first one is use natural measurement tools and match measure by iterating lens units and the second one is understand the relationship between the lens

of the measurement tools and the number of the times needed to make the measurement so this is also very important in the cdse syllabus of the board i know that i find some connections and here we can also see the pictures the five the five five times we need there are five blueprints we need

and four pink prints and we need to measure the block the six okay and the next one is maybe the last one not the last one the fifth one is problem solving and this we change the name before its name is hands -on puzzle all the new names will be used up maybe on

august or sometime in the middle of the august and we will change to the new names but this name before it is like hand -on puzzle uh why we change this name it is because in s4 we also have so many lessons talking about coding and problem solving like here roots planning and in hands -on puzzle this is i put it five piece 10 gram here it is for kids to

uh through hands -on and to by hand they can solve some problem like put together a shape and in the roots planning they're kind of using the coding uh thinking and some logical thinking to solve the coding like roots planning problems so these are all problem solving problems marju so we can clearly

see that the first one of the five piece 10 gram here is learn about the five piece 10 gram and attributes of each piece so we have to teach kids very the basic ones like what is each piece each piece look like and what what are their attributes and the second one we use two of them we just only use two pieces of the five 10 gram pieces to form shapes this

easy part and then the third part is form shapes using models and attributes of 10 gram pieces that is a higher level so you can see that in every week we are have like the difficulties changing okay the final the last one is attention memory module and here i put audio visual

training um it is like uh first i can just talking about it the first one is practice observation skills through fun puzzles and the second one is improve concentration and memory through audio visual puzzles third one is proving the attention span through audio visual training so in this module we teaching kids about

some memory skills techniques and we will help them to have a more good attention span to improve their attention span so here i put a picture is try the letter kids to try to find all the t in the right picture so you can see that there are so many different slightest differences between

these letters so after the six core modules let's move on to the math thinking so in this part i want to give you some time uh you can choose some um certain uh math thinking and you want to share with us and give some time to you and we

can discuss here uh i will have i will give you maybe one or two minutes or maybe one minute and you can choose one and talk with us here okay okay if you want to talk you just can directly connect to the open the microphone because i really the first time to meet you so i really don't know your names

so this is the first eight and this is the second eight of the so we can see the first part anyone who want to share anyone if nobody want to share i will maybe pick some lucky person to share let's see for yanka are you there

yes i'm in the angel canyon yeah i just with your question yeah i can hear you you can choose any one of the uh mass thinking okay okay um i want to pick sequential thinking sequential thinking

okay you can explain so you want me to explain what is that is it uh yeah you can share with your opinion to under uh to how to understand this like sequential thinking you can tell us okay so here the kid needs to you know look into the

numbers which are mentioned in the you know the slots first and see what is the connection between these so so in the first in a row we see that it's 11 12 and 13 so what would be the next number so it's forward counting so fill in 14 and 15 there and coming to the next row so here again we see that 18 and 19 again it's forward counting so by knowing

the sequence the child has to think and fill in the given uh you know empty spaces yeah that's nice uh so sequence sequential thinking is like you put something up in a row in a queue right like in a line how how to describe this sequential okay in

order in a certain order here is the number increase every increases yeah yeah okay i got it and do you want to share some other ones maybe in the next slide you can choose anyone you can talk if you can choose anyone anyone want to talk or maybe a chinese colleague critica are you there critica

not not here Monu, are you there? Sir? I can see you. Yes ma

'am. Hello. Can you share with us any of the math thinking here? In the previous slide, I see comparative

here? In the previous slide, I see comparative thinking. Comparative thinking, okay. Yeah, there we can

thinking. Comparative thinking, okay. Yeah, there we can compare one thing with the other thing of the same kind.

So we can know many things about that. So in the picture, we can see that there is two home. One is a little bit big and one is a little bit small. So we can compare that, okay, what is the difference between them?

Okay. So it gives us an idea about that. Okay, thank you.

Comparative thinking. Okay. Maybe I will share one with you.

What about the critical thinking? I will talk about the last one. Maybe it is very difficult to understand, but if we want a kid to find some mistakes or some wrong part in this sudoku, this is kind of displaying his critical thinking. For example, he knew the rules of the sudoku, so he can

think from the other way. And he can think that what is wrong, what is the mistake in it. So this is concrete for thinking. Maybe these kind of thinking are not so, like, theory, so, how do you say, not so that actual, but you can get the meaning of each group, each math thinking.

And you can know that in credit class, we have 16 math thinking in all our lessons and we cover them all. Okay. So this is for the course concept part. And let's move on to the, like, structure and the skeleton part of the curriculum syllabus. And in this part, I will introduce the syllabus of each

stage and the key points between stages and of each stage. So you can see the, after you, after this, you will have, like, overview of each stage syllabus and you can see the connection and difference between the key points.

Okay. Sorry. Okay. This is for S1 syllabus, but this not, now it's not available in India, but, but we have it for three years old kids to four years old kids. So you can directly see how many lessons in each module. We can have quick look. And this is S2.

each module. We can have quick look. And this is S2.

S2, you can also see some differences, maybe different from S1. And

here, I want to just show you some visual, visual, visual pictures here and to let you know what is the most important and we, most we want to teach kids about in S1 and S2. In S1, you can see that the numbers are so cute and lovely characters. So in this stage, kids are so young. They have

to use, we have to use some lovely ways that, like, fun ways to teach them, like this number and some directly visual ways to teach them, like some, how to know the 3D, 3D shape. And in S2, we teach kids about the equation, like the calculation and geometry. But in the numbers and

operations, you can clearly see that we have some certain images, like three carats and two more carats. What is the, can you find the correct equation, sentence?

So here, in this stage, kids need to watch. They need to look at some certain images and objects to know the true meaning of the addition.

Okay, this is for S3 syllabus and you can see, quickly look at it. And

S4, so here, for S3 and S4, we also want to know that in S3, we want to teach more logic and patterns to kids, to let them, to gradually grab the logic thinking and pattern thinking. And

especially in this stage, kids are already want to maybe be in the primary school, right? And they will, they are ready for the primary school in class one. So

right? And they will, they are ready for the primary school in class one. So

they have to get to know some knowledge and key point in advance to make sure that they can handle that, they can manage in class one. And in

S4, we will have more content about problem solving, because they are much bigger kids, like they have to use mathematical thinking to solve the real world, like some real problems. But also, we have some other content.

So see here, I put all the syllabus, maybe you feel dizzy, but you can clearly see the differences between each syllabus, and in S4, we can clearly see that in numbers and operations, that is the green one, the green grid.

And you can see that there are 18 lessons talking about numbers and operations, because they are already in the primary school, so they need to learn more and to learn more to calculate things. Okay, and here, it is talking after the syllabus of each stage, I will make, talking about

the key points between stages. Here, I give you a table, and we can see that there are six modules here, and four stages in a row. So, we can see that, maybe you will feel

a row. So, we can see that, maybe you will feel confused when you see this, different colors, and different, so many different colors.

So here, I will give you a very clear example. Here, let's see, focus on the numbers and operations. For this module, in S1, we have three colors, the green, the black, and the red color. So let's focus on the red color. The

red one is about the operations. So you can see that in S1, we teach kids to learn to decompose numbers within 10, and sing the numbers in order from 1 to 10. And in S2, see here, fluently compose and decompose numbers within 10. Understand addition and subtraction within 10. So you can see

the number is increased. And in S3, we can see that understand addition and subtraction within 20. And in S4, you can see it's really in 100. So you

can clearly see the, how do you say, the update, the increase of the difficulty.

And you can see that we have a really scientific organized in our every stage key points. And here,

apart from the key points between stages, we also have some key points of each stage. We have some certain tweaks here. Like this, I gave you some table

each stage. We have some certain tweaks here. Like this, I gave you some table about S2. This is the number shape. Number shape is green color, you can remember.

about S2. This is the number shape. Number shape is green color, you can remember.

And the green color, we can, we have different, so many different lessons. And here,

I want to give you some examples. For example, you can focus on S2W9, addition and subtraction. And you can see that we verbally describe the meaning of an equation.

and subtraction. And you can see that we verbally describe the meaning of an equation.

And we write equation based on stories. So here, in the beginning, we teach kids with some stories. We're telling stories like two birds here and fly more, two birds, two more birds fly here. How many are there in total? And then, you can move on to number S2W17, addition. We decompose and

decompose quantities, use equations. So we move on. We use equations based on set combination and identify the parts and the whole in the equation, which I have talked about before. I give you this example. And then, you can directly see W33,

about before. I give you this example. And then, you can directly see W33, the subjection equations. Recognize the minus sign and understand the meaning of subjection. Solve

subjection through hands -on practice. Understand the relationship between parts and the whole.

And recognize the parts and the whole in subjection equations. You can clearly see that in the one stage, the difficulty r already increases. So there are so many things like this scientifically organized in our class.

And maybe you can also see that the first one, W2 greater and less. We

use this very simple literature than that. And the last one, week 41, is inequality is very difficult for kids to learn, because almost one year has passed. Okay. So that is for curriculum syllabus. And we move on to maybe the last part of part B, course format.

syllabus. And we move on to maybe the last part of part B, course format.

I said before it's like the body and muscles of graduate class, because you see every day on your cell phone and you can directly see the lessons. So here

I want to introduce how we organize every year lesson, every week and every day.

And maybe in every day how each part we organize. Here is

the year, look at the year. We have maybe, not maybe, it's just exactly 240 lessons in one year and completed in 48 weeks. And we also have reveal lessons like six weeks of new

48 weeks. And we also have reveal lessons like six weeks of new content and one week of review. And this is only for S2 and S3.

But in S4, we have 11 weeks of new content and one week of review.

So there is some little difference. And in every week we teach, we have the three plus one plus one model. This is three day new knowledge, one day review, and one day practice, which is called weekly challenge. You can see that. We will

talk about detail in the past, in the following. And the day, we complete learning cycle. So in every day, kids can learn and input and output like a cycle.

cycle. So in every day, kids can learn and input and output like a cycle.

Maybe you will, maybe some of you will recognize there are some interesting parts here.

I put some special colors marked with some orange color. You can see there are so many review lessons. Why? Why should we put so many review lessons in our syllabus? That is because we can see that we're always forgetting things. You cannot just

syllabus? That is because we can see that we're always forgetting things. You cannot just remember things, especially if you are a genius or you grab so many techniques. You have to remember. You have to review. Because

we can see that in the six days and 31 days, what we have remembered is already vanished no more than one -third. So here, we make one day review day in every week and review week in every two or every three months because we want the kids to learn, to remember what they have

learned before. So this really helps. And after the,

learned before. So this really helps. And after the, and after that, I will introduce the each day form from Monday to Friday.

This, I think you will be very familiar with this because video part, quiz part is so familiar. Maybe you check lessons every day. And we have five days, five days lessons a week. Monday, Friday, and Wednesday, the new content today. And Thursday is a reveal day. In these four days, we have the same part, video, quiz, math

talk, report, and calculate daily. But calculate daily is only available in S3 and S4, you can remember. And in Friday, we have a whole new different kind of mode, like weekly challenge, different from the first four days. So every day, just about, it takes only about around

four days. So every day, just about, it takes only about around 15 minutes for kids to learn. So next, we will go through one by one to give you maybe another review. In this video part, we can see that in every part, the first part is video part. We have so many

interesting and immersive animated video here. And kids really love it. In

every video, in every story, we have maybe two, two, three key points. And around

500 per year. And we have one or two times interactive exercise for each key point. And kids can also get credit points every time they finish answer the question.

point. And kids can also get credit points every time they finish answer the question.

They will feel very happy and proud after you, after they finish one interactive exercise. And in this part, we have so many different kinds of lovely

exercise. And in this part, we have so many different kinds of lovely characters. What is your lovely characters? My favorite is Momo. And he's really cute. And

characters. What is your lovely characters? My favorite is Momo. And he's really cute. And

in this part, we not only teach kids about only mathematical knowledge. But also, we teach them so many good qualities. Like, for example, Sandy. He's a very warm -hearted, warm -hearted and cheerful boy. And Momo, although very naughty, but he's really, like, wanted to help others, help each other. And

he's very happy, very optimistic. And Bella, she's very kind and dedicated and very sharp, good at listening and encouraging others. Although Dr. Green in S3, he always makes some troubles in everybody. But he really loves inventing new kinds of things. All of these will give kids some hints

on. Maybe we should learn more. We should explore the world more. And helping each

on. Maybe we should learn more. We should explore the world more. And helping each other have a good -hearted. So, credit class, we can think back what the credit, like, credit scope teach us. And here,

I also put one small video to let you know how we teach in the credit class the key points. But we already watched two, right? Here

we have another. Can you tell how many mending balls there are in the following two sets? Actually, both sets have ten mending balls. The left

two sets? Actually, both sets have ten mending balls. The left

ones are all over the place. The right ones are placed neatly in a grid.

It's much easier to count things when they are placed neatly. When arranged in a grid, ten has its own pattern or shape. Five on the left and five on the right. Actually, every number has its own shape. Look! Here's a one,

the right. Actually, every number has its own shape. Look! Here's a one, two, three, four, and five. Let's take a look at some other numbers.

Here we have six, seven, eight, and nine. And these numbers are made by adding the numbers on the left and right sides. Six is

a five and a one. For seven, it's a five and a two. For eight,

it's a five and a three. And for nine, a five and a four. Give

it a try! So this is talking by Momo. And we can see that we use some visible circles, cartoons, and we use some highlighting things to let kids to focus on our explanation. So they will much more focus on the learning, especially through this kind of style. Okay. After the video

part, we will move on to the quiz. The quiz part is just exercises. After

they learn, then they do so many exercises every day. Around 12 exercises, interactive. They

can do it on the screen. And one year, maybe over 2 ,400 one year, interactive exercises.

Every exercise, they can get coins. So they will feel proud.

And about the math talk. Here comes the math talk. I think this part is really, really important because the first one, they not only talk, but this part, they have to talk and teach like a real teacher, real smart little teacher. And if

the kids learn, it is called input. They watch and they listen to the video.

They are inputting so many information. But this part, they speak and talk as a teacher. This is called output. So we make a whole circle of the learning process.

teacher. This is called output. So we make a whole circle of the learning process.

If one kid can talk about one math problems, he can really know the true meaning of the knowledge. And after that, it will be the report. This is for the parents. And parents can check how many interactive exercises were completed each day.

And they can also listen to the records the kids do, the kids done.

And calculate for each day. This is only for S3 and S4. No

S2. Because in S3 and S4, kids need more to practice. So we make a scientific calculation system to help kids to improve their ability to calculate and more quickly and more efficiently. Like here, kids can very easily just write answers on the screen by gesture. It's very easy. Kids really want to

do this. After the, from Monday to Thursday, it is

do this. After the, from Monday to Thursday, it is the Friday lesson. In Friday, we have a totally new 3D cartoon. It's very, very, how to say, delicate and very

cartoon. It's very, very, how to say, delicate and very beautiful, very good -looking, very interesting videos, which contain so many different problems. Kids have to help someday to solve it. And we have so many, of course, we have so many interactive exercises. After that, kids can also get points every

time they finish. So, the part B is completely finished. So, if you have any questions, you can ask me directly here. We can take a little quick rest. If you have any questions, you can

here. We can take a little quick rest. If you have any questions, you can ask. If you don't have questions, I will maybe ask you some questions. Okay,

ask. If you don't have questions, I will maybe ask you some questions. Okay,

any questions about the part A and part B?

So, I have a question. Okay. So, till

S4, I see that multiplication and division is not added.

S4, you mean, wait, I will check. You mean this one?

In S4 also, multiplication and division is not added. So, do you think so that it is not important? Oh, you mean the multiplication and division?

Oh, I know that. In critical lab, we don't have so many. Let me check.

Addition, subtraction, yeah. We don't have so many. But we have, like, we have. We have a very beginning. Like, you can teach the concept. Very simple

have. We have a very beginning. Like, you can teach the concept. Very simple

concept of multiplication, I remember. Wait, let me check. Wait, let me check. Magic one.

check. Wait, let me check. Magic one.

Magic one. Here, can you see my screen? Yes, yes. The magic

one is talking about fraction. So, maybe it's not like the very hard, like, multiplication, but we have. We have some basic concept. So, when

basic concept. So, when students are attending the lessons, they are saying that there is no any class for the multiplication and division especially, but they are getting in the calculated part.

We have addition and subtraction, but maybe we don't have multiplication in calculate daily.

But we have, you know, we have S1, 2, 3, 4, and we also have S5 stage. In S5, we have multiplication and division.

S5 stage. In S5, we have multiplication and division.

Because in grade 2, they will learn. And yeah, I remember that in Indian textbook, in class 2, we have multiplication and division. But in class 1, maybe we don't have that so

division. But in class 1, maybe we don't have that so much importance, so many lessons cover that. Maybe some introduction. S4

is really grade 1.

Yeah, in S4, I am expecting that maybe we should add. Because when class started in S4, so they are saying that it is so easy for them.

Most of the parents said that. Oh, right. So maybe you got some feedbacks from S3 kids and parents from S3?

No, no, no. S4 class is assigned to me when it is started.

At that time, parents are giving me the feedback. Do you know how old is the kids? How old are them? Are they maybe 8 years old?

the kids? How old are them? Are they maybe 8 years old?

Some of them are 7, 8, 9, 10. So 8, 7, 9, especially kids are already in class 2 or 3, right?

10. So 8, 7, 9, especially kids are already in class 2 or 3, right?

Yes. So this is maybe the problem we have to consider later after this presentation. And we can talk in facial about this.

S4 is 6 to 7. Okay. Can you talk in S4 just as 6 to 7? Um, hi, I'm sorry to interrupt. If you find parents think the

7? Um, hi, I'm sorry to interrupt. If you find parents think the classes is too simple for them. Actually, I think in India parents only, the kids only learn the math.

But actually when they gradually learn the course, it will be more and more difficult for them. We have some kids, they cannot catch up the course. Because they

for them. We have some kids, they cannot catch up the course. Because they

need to learn the thinking skills. They need to learn any other things. So it's

not a course, it's not just about math. I think if you met another parent to tell you the course is too simple, you can explain to them.

Yeah ma 'am, I agree with you that we have a lot of variety in our course. But in the beginning, parents are asking for them.

our course. But in the beginning, parents are asking for them.

in the full course, many of the students can't answer the question.

Our course is really good ma 'am. I'm not saying that about that, but in the beginning they're asking for the number and operation. It is not included. I

know your point. I mean that you can tell them it's not just math, so they can have the patient to learn the course graduate.

Okay, I will make one more explanation is that, because S4 is only focused on kids from six year old to seven years old, So maybe there are so many kids, like 8 -years -old kids, 9 -years -old kids, of course it is so easy for them. So maybe this is the age problem. And if we filter,

if we have S5 +, they will feel better. Right.

Okay, I have a question. Many of my kids are 3 -year -old, don't know the counting, so they are facing problems in trial lessons and losing their interest.

Critical. So these kind of kids are in S2, right?

Critical, can you hear me? Yes.

So you mean, many of my kids are 3 -years -old, don't know the counting.

Okay, I know what's your problem. It is because these kids are so young.

And our S2 especially is for kids from 4 -years -old, right? From

4 -years -old to 5 -years -old. So 3 -years -old kids is, of course, so young. And maybe they cannot really count well. So this is

so young. And maybe they cannot really count well. So this is also an age problem.

So I will talk with my colleagues after this presentation, and we can give you maybe a good feedback, okay?

Anyone have questions? Anyone have questions?

I think the questions are all talking about the difficulty of the course, especially when the age doesn't match the stage course. Because 3 -years -old kids are so young, they are suitable for S1 lessons, but we are not available in India now. And maybe 8 -year -old, 9 -year -old kids are ready for

S5, but now we don't have. So we have to make some discussion after this presentation, and I will give you some good, like, feedbacks to these questions. Ma 'am, I would like to ask a question about questions.

these questions. Ma 'am, I would like to ask a question about questions.

Okay. So, for example, if there is a question, like, 2 plus 1, and the options, there are 3 options, like, 2, 4, and 3. So the

kid is choosing plus 2, and then choosing 4, and then going to 3. So in that case, the kid will get the stars.

to 3. So in that case, the kid will get the stars.

Oh, you mean... But how come the kid will know that this is wrong and that is the correct answer? If there is something, like, explaining why this is wrong. I know. You mean in quiz part, right? Yeah. Yes,

is wrong. I know. You mean in quiz part, right? Yeah. Yes,

yes. Oh, I got what you mean. You mean that if he answered the question wrong at the first time, he also can get 3 stars, right? Yeah, yes, exactly.

Oh, that is what we changed. Because before, if you can answer the question correct at the first time, you can get 3 stars. But now

we change our, like, standard. If you, like, the first time you didn't make it well, and the second time you did it, you choose the right answer, you can still get 3 stars. That is maybe a kind of... Encouragement. Yeah,

it is kind of encouragement for kids to keep on doing it. But if you cannot answer that right, maybe the first time you will not get the, like, how to say that? Correct mark. And

the second time you do it well, you can get the correct mark. Did you

notice that? I think the first time maybe you have, you cannot get the, like, correct mark.

So the star is just for an encouragement for kids to answer.

But, you know, there are so many quiz interactive exercises. Too

difficult to show. Yeah, too difficult to show. But we have the...

I think that the too difficult questions, they can't answer. They will

feel... If the kids cannot... Yeah, you mean the

cannot... Yeah, you mean the three -star concept, right? Or... Oh,

I got what you mean. You mean the kids... Two plus one equal to three.

He don't know. He is just randomly choosing all the options. Oh. The

kid is just randomly choosing all the options. And he got three stars, right?

No, sorry. This is Kylie here. I think a publisher is going to want to know that when the kids are answering the questions, but they got the wrong answer, right? But there is no explanation in our app to explain to the kids why she is wrong and how to improve

it. And the user is really bothered that there is no one to make the

it. And the user is really bothered that there is no one to make the explanations about how to make it right. And they can only to just click to the right answer. And they are really willing to click to try to get the wrong... get the right one. But they still didn't know why the wrong

and why and how to improve it. I know the answer. But in future, we will have like a video for

answer. But in future, we will have like a video for every quiz, right? We will have... That is called an AI comment.

Does it call it AI comment? We will have for each quiz, each exercise we will give to kids. And he can check how to answer these questions.

And I also think about that if he can get the three stars, the final one is the correct one, right? So he can know that the final option is the right one. Let me interrupt you. Maybe

the parents ask kids to explain the concept. The kids cannot explain it. I know that. Yeah, I know what you are talking

it. I know that. Yeah, I know what you are talking about. So in future, we have the AI comment. We have the one video

about. So in future, we have the AI comment. We have the one video which is recorded by our teachers to just for each interactive exercises. If kids cannot understand this question, he can check the video. And

interactive exercises. If kids cannot understand this question, he can check the video. And

then he will know the concept of this.

Okay, that's really great. Thank you. Okay. And do one more question.

Critica, one more question. Thank you. The physical power and speed. The physical power and speed. Oh, right. Oh, right. Okay, for the speed of

speed. Oh, right. Oh, right. Okay, for the speed of the video lesson, we will have this function in future in our video part. He

can choose the slowing down. Yeah, he can slow down the video. And maybe if he can understand very well, he can quickly. Quickly? No quick. No quick. But we

can slow down. Okay, in future, we will have. Okay,

another question. In my training session, I watched many of the kids leave us.

I teach part leaves. Okay, where they have to speak. They are confused about it.

So they give this question.

You know, I know some of the kids really love this. And parents encourage them because they can speak like a real teacher. So maybe just to encourage them, like, how to say, we can encourage them to, like, you can be a little teacher and you can teach me.

If you know this answer, you can teach me. You can encourage them to have, you can ignite their passion of the math.

And also, at the same time, when you encourage the kids, at the same time, you can also explain to the parents. Because parents, because parents is an important teacher for kids. So if they realize the importance of this part, like the I teach

for kids. So if they realize the importance of this part, like the I teach part, he will understand. This is the output part. If the kids watch and listen to the video, and they, if he can speak out, it means he really understand it. So you can also talk to parents about it to make them to

understand it. So you can also talk to parents about it to make them to realize the importance of this part. So, and also, you encourage the kids, let them have some fun, like, tap the microphone and speak.

Okay, mom. Sometimes the parents say that the kids got bored and so they left.

That is why they leave it. After doing the video and quiz part, they, like, they are just bored and they don't want to speak. Oh, they didn't understand and that's why they're leaving this. Why do they feel bored? Why do they feel bored?

Because of the key points or the cartoon? No,

sometimes the kids get irritated watching the video and quiz and after that they're, like, I don't want to do this now. And then just leave it. I know. Kids

always, some kids are just, like, watching the video but don't want to do other parts. So this is the time. Exactly. I know. So this is time we have

parts. So this is the time. Exactly. I know. So this is time we have to talk with the parents and let them guide the kids to do that, maybe.

This helps. Because if you don't do exercise, they won't get bored.

And also, if you finish the iTeach part, then you can reach the report.

So if the parents want to see how many lessons are completed in today, he have to know the report part. So you can also tell the parents that after the kids finish the iTeach part, then you can see the report.

Oh, thank you, ma 'am. Okay. It's okay.

Okay.

Any other questions? If you have any other questions, we can also talk in the group chat. I think we can communicate.

Okay. But so, you know, last, I have some common questions. But I think maybe you already know all of them. How do kids learn in their two to three to six years old? They cannot count in this age. What should we do? Are

there review lessons in graduate class? What are they? How many modules are there in graduate class? What are they? I think maybe you already know all of it. So

graduate class? What are they? I think maybe you already know all of it. So

do someone want to answer some of the questions? So this is the last part.

It is the ending of this today's speech.

I remember that one teacher asked a question about they cannot count as three years old, right? The second one. Observing,

old, right? The second one. Observing,

practicing. Good. Observing, practicing. Yeah. Because

in this stage, it's called pre -operational stage in PIJ theory. So in this stage, kids cannot use their logic thinking too much. So they have to watch. They have

to practice with their hands. Yeah. Symbolic functioning. Yeah. Very

good. And they cannot count in this stage. So we have to use some objects to count, not only just count one, two, three. Use their maybe fingers, maybe some objects, apples, and some daily stuffs. So for

the question, that teacher asked the question, maybe if the kids, three years old, kids really want to learn count, maybe you can give some advice to the parents. But if he really, if she really, if she really wanted the S1 lessons,

parents. But if he really, if she really, if she really wanted the S1 lessons, maybe we can see in the future.

Give them some real -life samples. Yeah. That's right.

So I think maybe that's it all for today. I think the review lessons and modules we are so familiar with, so we don't need to talk about it anymore.

Okay, any other questions? If we don't have so, it is all for today.

Okay, thanks for your listening.

Okay, thanks for your listening. I will stop the...

Okay, we can talk in a group, right? We have one group. I think we have one in Crater...

Okay, so that's all for today. Bye -bye, guys. Bye -bye.

Thank you. Thank you very much. Bye -bye. Bye.

Bye -bye. Bye -bye. Bye -bye. Bye -bye.

Bye -bye. This is a little food. This

is... I really get having lots of lots of equipment. You can't go out.

Some people want to move. I'm going

to hear what they're saying. I'm going to go out. Okay.

Let's go out. Okay. Ah, it's finished ,雪庭. It's fine. It's finally

finished. It's fine.