About Us
FOGG (Fun of GrowinG, also the surname of the protagonist of the famous novel Around the World in Eighty Days) was founded in Singapore in 2015. It is an education company jointly established by professionals in education, psychology, and linguistics. It is a team of experts in education, psychology and various fields, dedicated to designing experiential learning products for children aged 5 to 16 and above , aiming to cultivate future world citizens with multiple intelligences .
Since our establishment in Singapore in 2015, we have always been committed to providing high-quality camp activities for children with our passion for education.
So far, we have created unforgettable camp experiences for more than 8,000 children. Behind the design of each camp project, the team has more than 1,000 hours of hard work and careful planning. We believe that through these in-depth activity designs, children can learn and grow in an environment full of fun and challenges.
At the same time, FOGG is also committed to selecting and integrating various high-quality educational resources in Singapore, establishing long-term strategic partnerships with universities, international schools, training institutions, non-profit organizations, outstanding teachers, etc., and has its own team of professional teachers.
体验式学习
EXPERIENTIAL LEARNING
Experiential learning is learning from personal experience and practice. Under the highly urbanized and modern education system, children have a lot of opportunities to learn through second experiences such as classrooms, books, movies, and audio, but they are increasingly lacking in first experiences. Being in the jungle, smelling the damp smell, feeling the sunshine and breeze, seeing the swaying shadows of trees and the jumping of small animals, touching the texture of bark and the tenderness of flowers, hearing the chirping of birds and insects, working with branches, leaves, sand, stones, and streams... These details and emotions experienced by the five senses and the whole body and mind cannot be conveyed by books and movies. Such personal experience is crucial to the physical and mental health and growth of children.
Of course, learning is not complete with just experience. During or after the experience, critical reflection, learning of rational knowledge, and practical application are also required. Only by repeating this cycle can children’s learning gradually deepen, build a deep and solid foundation, be brave to explore, and connect knowledge with the real world. In 1984, David A. Kolb proposed the Experiential Learning Model, which has been applied to a variety of courses and learning areas (James WG, 1990).
The learning projects designed by FOGG according to this model all include the following elements:
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Experiencing, observing, completing highly interactive tasks, exploring, using language (such as English) to learn new knowledge, cooperating, communicating, etc. during a tour or visit
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Organize and reflect on the experience through sharing, discussion, and Q&A
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Lectures and learning in the classroom
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Practical projects, hands-on activities, research or problem-solving
多元智能 MULTIPLE INTELLIGENCES
Multiple intelligences were proposed by H. Gardner, a developmental psychologist at Harvard University's Graduate School of Education in 1983. Traditional schools emphasize the development of logic, mathematics, and language (mainly reading and writing). Traditional IQ intelligence tests only cover logic, mathematics, language, and spatial intelligence. But this is not all of human intelligence. Different people have different combinations of intelligence. For example, architects and sculptors have a stronger sense of space (spatial intelligence), athletes and ballet dancers have stronger physical abilities (body-kinesthetic intelligence), public relations have stronger interpersonal intelligence, and writers have stronger intrapersonal intelligence.
Gardner proposed eight areas of intelligence, believing that everyone has a unique set of intelligence combinations. When promoting a child's growth, we need to pay attention to his superior intelligence and promote the development of his inferior intelligence. Gardner's theory provides a theoretical basis for the diversification of growth goals and a specific direction for the comprehensive development of children.
FOGG's learning programs all focus on tapping into each child's strengths in the spectrum of multiple intelligences, while promoting the development of multiple intelligences, and paying attention to intelligences that are insufficiently touched upon by the traditional school system, such as interpersonal intelligence (communication and cooperation), natural intelligence (love for nature, exploratory power), mathematical and logical intelligence (critical thinking), etc.