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Our Pedagogy
                              Our Pedagogy

Our PedagogyWe deliver learning through a student centric approach. This means that the student is actively engaged and takes charge of his/ her own learning.

Collaborative Learning:
Students learn better through collaboration. We encourage active discussions in the classroom; where the students are encouraged to express contrarian views too. We have group projects too.

Experiential Learning/Contextual Activities:
Learning and retention happen best when the students participate actively in the learning process. Be it creativity or critical thinking, students are encouraged to take part in role plays, games and project work, where they develop and hone their skills. The activities selected are contextual and relate to the work environment.

Blended Learning/Language Labs/Self Paced Learning:
We use a unique blended approach to deliver high quality and high predictability in learning outcomes. In the LAB session students are encouraged to practice exercises based on the concepts learnt.

Our language lab has exercises for listening and comprehension skills, reading, phonetics, grammar, all these can be done by the student at their own pace. This flexible approach ensures that students with differing levels are challenged based on their level. Our methodology strives to get the student on this track.

A neutral accent is a key requirement for many customer facing jobs. LAQSH's “pronunciation lab” is unique and assists the student to determine his or her improvement areas and improve thereafter.

Faculty Led Sessions:
Our faculty are trained to be facilitators. They explain concepts, define the activities, and encourage the students to participate actively in the sessions. Games, group projects and assignments, competitions in the classroom all these make the sessions fun filled. In these sessions students are encouraged to understand the basic concepts and clear their doubts.

On-going Assessments:
LAQSH courses have formative and summative assessments; formative ones are meant for practice; they give feedback to the student; and are part of the instruction process while summative assessments are used for grading.

Instructors Manual:
Instructors have access to a “Trainers kit” where they can refer to canned course material; course schedule; audio-video material, presentations, instructors guide, notes on the activities, role plays etc.

Trainer/ Student Dashboard:
The software gives the student access to his/her progress chart at any point in time. Teachers also have access to the progress charts and can use it to monitor and assist the students.

Workbooks:
Workbooks are the place where the student gets to jot down some key learnings and take aways. There are also several practice exercises in the workbook.