We at EDSTAR put hard efforts to provide courses that deals with critical thinking, logical reasoning, unleashing creativity and decoding others and this is why our team works 24/7 to structure a model of learning that is based upon following listed process of learning: -

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• Crossover Learning

Learning in informal settings, such as using technology and after-school hours, can link educational content with issues that matter to learners in their lives. These connections work in both directions. Learning in schools and colleges can be enriched by experiences from everyday life; informal learning can be deepened by adding questions and knowledge from the classroom. These connected experiences spark further interest and motivation to learn. These crossover learning experiences exploit the strengths of both environments and provide learners with authentic and engaging opportunities for learning. Since learning occurs over a lifetime, drawing on experiences across multiple settings, the wider opportunity is to support learners in recording, linking, recalling, and sharing their diverse learning events.

• Learning Through Argumentation

Argumentation helps students attend to contrasting ideas, which can deepen their learning. It makes technical reasoning public, for all to learn. It also allows students to refine ideas with others, so they learn how scientists think and work together to establish or refute claims.

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• Incidental Learning

Incidental learning is unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It triggers self-reflection and this could be used to encourage learners to reconceive what could otherwise be isolated learning fragments as part of more coherent and longer-term learning journeys.

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• Context-Based Learning

Context enables us to learn from experience. By interpreting new information in the context of where and when it occurs and relating it to what we already know, we come to understand its relevance and meaning.

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• Computational Thinking

Computational thinking is a powerful approach to thinking and problem solving. It involves breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging). The aim is to teach children to structure problems so that they can be solved and be master in an art of thinking that will enable them to tackle complex challenges in all aspects of their lives.

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• Embodied Learning

Embodied learning involves self-awareness of the students interacting with a real or simulated world to support the learning process. When learning a new sport, physical movement is an obvious part of the learning process. In embodied learning, the aim is that mind and body work together so that physical feedback and actions reinforce the learning process.

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• Adaptive Teaching

Adaptive teaching uses data about a learner’s previous and current learning to create a personalized path through educational content. Continuous monitoring on one’s progress keeps both the learner as well as teacher motivated in the learning process.

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• Stealth Assessment

Stealth assessment can test hard-to-measure aspects of learning such as perseverance, creativity, and strategic thinking. It can also collect information about students’ learning states and processes without asking them to stop and take an examination. In principle, stealth assessment techniques could provide teachers with continual data on how each learner is progressing.

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• Scientific approach

The young minds engaged in learning process can only be developed if from the very first day students gain knowledge in multiple domains of a subject with scientific ideology to apply the same in their surroundings.