Who are we?
All Gifted School is the online school arm of All Gifted LLC which delivers sound pedagogy through cutting edge technologies.
All Gifted LLC has its office in Delaware, United States of America, and has businesses in Singapore and Australia, with customers from Malaysia, Indonesia, China, Singapore, Australia and Cambodia.
At school.all-gifted.com, we put our research and pedagogy to work. We offer courses to students from Pre-Kindergarten to Grade 12 (K-12) or Pre-university.
You will also find courses for parents on this site, to equip parents to nurture their children.
At all-gifted, we believe every child is gifted but differently. We also believe education is a gift for a child, and all should be gifted with this gift of education.
We offer cutting edge technology to students of all financial backgrounds and children from first to third world countries. If you have a need and cannot afford to pay our fees, talk to us.
What business is All Gifted in?
We are in the business of INTELLIGENCE MANAGEMENT. That is an unheard word? Yes, because we coined it up in 2015, when our founder retired from the university and decided to spend the next five years researching into education.
Intelligence management is about managing the intelligence within a community. This directly contradicts the belief that children are all the same and should achieve the same things at the same age. students are therefore not expected to learn the same things at the same pace at the same age.
At All Gifted, we recognize that every person is different, and every person is gifted in different ways. If we can find a way to discover each person's gift and passion, maximize that in-born intelligence, then each person can contribute to his/her fullest to the society, community and economically, while deriving the most satisfaction.
Our work involves researching for the best pedagogy for the most effective teaching methods. We then share that with the community.
School.all-gifted.com is where we implement such pedagogy for our students.
We are best at....
Education Thought Leadership
Utilizing technology to bring about an Education outcome
Making tried and tested pedagogy work for individual student
Our products are for stakeholders in education...
Half Day seminars that reach out to parents with children in different phases of the education journey. Individual consulting is also available.
The intelligence in our testing systems shortens the time to determine students' achievement levels. Students can no longer 'study the test'
Our Learning/Gaming system analyses the behavior of students and provide a host of analytics as information to aid teachers teach better.
Through individualized achievement-based pacing, students can be radically accelerated or decelerated. Each child learns at his/her own pace.
Case Study of Xavier (Math Diagnostic Test)
(written on April 14, 2012 by Pamela Lim)
Mrs XG was reluctant to leave seven-year-old Xavier with us, as he was afraid of strangers, and that he is dyslexic. Her concerned face caught my attention, and so I went over to watch Xavier.
Xavier is your regular P2 boy, a little quiet and reserved perhaps, but he was not afraid of me, and I'm definitely a stranger. My team gave him some popcorn, a balloon, shared some jokes with him and soon he was on his way to do our Math Diagnostic tests.
XG is one of 20 to 30 primary school students who participated in our Math diagnostic test last month. The research, done together with colleagues and students from Singapore Management University's Information System department, was aimed at testing the efficacy of our Math Diagnostic system, and to give insights to students and their parents of their children's Maths ability. Our system analyses the strengths and weaknesses of each child in each of the 11 fields, hundreds of tracks and thousands of skills within our system.
The purpose of having such a system is to provide detailed information to students, educators and parents, so that they can work on students' weaknesses and know their strengths.
Like the rest, Xavier settled into the test. So I proceeded outside the seminar room to talk to Mrs XG. Her anxiety was consistent with the thousands of parents I have met, especially those whose offsprings are diagnosed with some kind of disability in our high-performing first-world society. It seems, that most mothers become apologetic, lost and insecure once their kids are diagnosed with some learning disability.
As a mother to a special needs child, I can empathize with Mrs XG. Life of a mum with a special needs child is filled with uncertainty, especially with the world telling us how bad it can be. She talked about how she was clueless about XG's future, him being afraid of strangers, and that school would be a torture for him. Then, in the same breath, she asked me if it was possible to accelerate him, knowing all my kids were radically accelerated. Here was a mother who was worried about her child coping, yet asking for acceleration. I thought it was quite exceptional.
Not wanting to commit or comment before seeing his results, I became really curious and checked with my team.
Interestingly, the team members were more curious about Xavier than I was. Especially on how impossibly intelligent he really is. He was just P2 (or 7+ years old) yet he cleared all the skills required to answer questions to P6 (12 year old) level, and hit the ceiling for most tests. The team did not believe his capability, especially when it was executed silently and unassumingly. He even filled out the rough paper given to him with workings.
We were stunned.
I checked his results just minutes ago, and wished I had sat next to him to watch that moment of truth. Now, I might never see it again! A boy with dyslexia but a Maths genius at the same time. While we celebrated this wonderful discovery in the boy, deep inside, I feel a little worried for the boy.
How is he going to survive the education system that chooses to reward all rounded achievers rather than geniuses in selected areas? I am reminded of my own journey - searching and looking for a solution that never existed, and before I knew it, my son's childhood was almost over.
What he needs, or what every child needs, is a system that accepts him, looks for his strengths and nurtures him, while gently leads him to overcome his weaknesses. But that system does not really exist at the moment. Perhaps one day, it will. As for now, our job is to confirm with a mom who is guessing her child is a genius that he really is. Mom's job is to find a way to bring that special gift to fruition. He has a mathematical gift, and it does not matter (or perhaps it is because) he is dyslexic? Or does it?
*Dyslexia is a very broad term defining a learning disability that impairs a person's fluency or comprehension accuracy in being able to read, and which can manifest itself as a difficulty with phonological awareness, phonological decoding, orthographic coding, auditory short-term memory, or rapid naming. Dyslexia is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction. It is believed that dyslexia can affect between 5 and 10 percent of a given population although there have been no studies to indicate an accurate percentage. - from Wikipedia
Case Study of DB and Jas (Parent Seminar)
(written by Pamela Lim, July 2016)
Why would a Singaporean pilot who was based in China fly all the way to Singapore to attend one of our talks: The Beginnings? It is fascinating, and it happened in 2013.
After I retired from the university, I had wanted to reach out to parents, because being a parent must be my favourite appointment among all the jobs I have done. I have worked from a flight stewardess to a CEO, so I know a good job when I see one.
The seminars that we organize is aimed at helping parents of children of different age. DB attended the one for preschool children.
All I know is to combine everything I have researched (I have researched a lot as a mother and as a researcher!) and everything I know about teaching (I have been a university lecturer for a decade) to deliver the best parent seminar series I know how. The information must be important, insightful and also useful.
DB told me it was. He taught his three year old, Jas, to read by the time she turned three, and she is now so enthusiastic about reading. Then, he wanted to know how to go about her enthusiasm, how to find and bring her talents to the fullest.
We are not sure if our seminars deliver everything for every parent, but we seek to inform what each parent should do, so as to bring about the best outcome for the child. It is our hope that every person grows up gifted, talented and simply brilliant. We don't believe only a handful of the population deserve this special privilege of being appreciated for being 'smart' or 'intelligent'.
DB still writes once in while, and informs us about Jas great development as she starts her primary school. We are so confident she will navigate through her studies well since she is already a master of academic work. It is so heart warming to read their stories, to know that the parents have found the right path for their child, and that the child is happily achieving her best and doing so with much passion.
Perhaps it was a good investment to fly from China just to attend a three hour seminar, but it must be far more than just a seminar. We know for sure that parents who are willing to go such lengths for their children will invariably raise great children. So Jas would have done well whether or not DB flew into Singapore that Saturday morning three years ago. Nevertheless, it is still great to hear from people that attending our seminar helped, just like he told us.
Case Study of Melanie (Reading K-12)
When we first started doing the reading programs in 2013, we did not have reading materials for preschoolers. Most people who signed up had children in primary schools.
Melanie's mother, Sharon, was really brave. Against our advice, she gave her three year old the reading materials of seven year olds, and Melanie could hardly read yet.
What Sharon did was to sit down and go through each passage with Melanie. She would read with her, as per our staff's advice, and go through each word in a fun way.
Melanie increase her vocabulary tremendously in that one year doing the program. Sharon was so enthusiastic, she even shared videos of the progress, which astonished us.
At that time, our program was not stable yet. It had some mistakes and some hiccups, and while most parents focused on picking those errors, Sharon wrote to us so that we could correct them.
It has been more than three years, and our system now caters to younger readers who are not able to read passages yet. But we continue to remember how this mother inspires us to do better, and that there are children who really benefit from the system, when their parents try.
Melanie finished our program when she was 8 years old. She had the reading proficiency of an 18-year-old.
And that's why, we shall always celebrate parents who try so hard. They never fail to deliver miracles.