About Us
Established in 2015, FOGG (abbreviation of Fun of GrowinG and the protagonist’s last name in the novel "Around the World in Eighty Days”) is a Singaporean educational company jointly established by pedagogical, psychological and linguistic experts. FOGG is committed to designing experience-oriented learning products aimed at nurturing future world citizens with multiple intelligences.
At the same time, FOGG is committed to selecting and integrating various quality education resources in Singapore. Our company has established long-term strategic and cooperative relations with different universities, international schools, training institutions, public organizations and outstanding teachers, while maintaining our own professional team of teachers.
EXPERIENTIAL LEARNING
Experiential learning is the process of learning through experience and practice. Under the influence of urbanization and modern education system, children have ample opportunities to learn from secondary experience through classes, books, movies and audios, but they increasingly lack firsthand experience. Now, imagine you are in the jungle. You smell the moistness of the air. You feel the gentle breeze and the warm sunshine. You see the swaying of tree shadows and the scuttling of little animals. You feel the roughness of tree bark and delicateness of flower petals. You heard the never-ending chirping of birds and creaking of insects. You use your hands to play with the branches, leaves, sand, stones, stream water… The range and depth of sensory information experienced by one’s mind and body can never be conveyed by books and movies, and this firsthand experience is crucial to the child's physical growth and mental health.
Definitely, learning in the form of experience is not complete. During or after the process of experience, one should critically reflect, reason, and put them into practice. As this cycle is repeated, a child experiences a gradual deepening of learning ability, establish a solid foundation, become bolder in exploring and link their knowledge with the real world.
The Experiential Learning Model, which was put forward by David A. Kolb in 1984, has been implemented in various courses and learning fields (James W. G., 1990).
The FOGG learning projects, designed according to the Experiential Learning Model, contains the following elements:
- Through sightseeing tours, one is able to experience, observe, complete highly interactive tasks, explore, use language (e.g. English), learn new knowledge, cooperate, communicate, etc.
- Organize and reflect one’s experience through sharing, discussion and Q&A sessions.
- Lectures and studies in classrooms.
- Practical projects, hands-on operations, investigations or finding solutions to problems.
MULTIPLE INTELLIGENCES
The theory of multiple intelligences was proposed in 1983 by H. Gardner, a developmental psychologist at Harvard Graduate School of Education University. Traditional schools emphasize the development of logical-mathematical and linguistic (mainly reading and writing) abilities. Conventional IQ tests cover logical math, language, and spatial intelligence, but fail to encompass the full range of human intelligence. Research has found that people have different intelligence combinations. For example, architects and sculptors have a stronger sense of space (visual-spatial), athletes and ballet dancers have better physical abilities (bodily-kinesthetic), public relations personnel have greater interpersonal intelligence while authors have better intrapersonal intelligence.
Gardner identified eight areas of intelligence and he believes that everyone has a unique combinations of intelligence systems. In promoting the intellectual growth of children, it is important to pay attention to their areas of strength and promote development in their areas of weakness. Gardner's theory presents a theoretical basis for the diversification of growth goals and provides a concrete direction for the comprehensive education of children.
FOGG’s learning programs focus on tapping each child’s strengths in the multiple intelligence spectrum. Furthermore, it promotes the development of multiple intelligence, while focusing on other areas of intelligence that are inadequately explained by traditional schools, such as interpersonal intelligence (communication and cooperation), naturalistic intelligence (being close to nature or having a keen sense of adventure) and logical-mathematical intelligence (critical thinking).