"I Can!" Series

Children know what is best for their future

Can Use “Pass Skill” When I Need to Stay on Topic While Writing or Write an Equal Sign in Math!

Students in the School of Life-Active Learning Program have different academic goals; however, as children or adolescents, they often share similar interests. In this episode of “I Can” Series, we will share stories of two Active Learners – one high school student (Student A) and one middle school student (Student B). In order to achieve their academic goals in writing and math respectively, they incorporated an individualized psycho-educational skill under the same name, and as a result, they were able to eliminate their problematic learning behaviors prevalent in the beginning.  

I Can Spell without Making Mistakes

Students who experienced academic struggles due to unclear acquisition of alphabets when first learning English as their first or second language joined the psycho-educational programs at our School of Life – Active Learning Center. Younger children especially get easily confused by certain alphabets that look similar to one another, or misspell words due to the sound vs. spelling irregularities in the English language. They lose confidence due to uncertainty in spelling and as they get older, naturally lose interest in learning altogether. However, simply having them memorize spellings will only reduce their motivation to learn, which results in ignoring psycho-educational methods suitable for each child.  

Can Pick Out Chicken Breast from a Chicken Salad

A student who easily gave up reading if a passage seemed any bit long or difficult to read due to delayed language development came to join the School of Life-Active Learning Center’s psycho-educational program. He found it extremely challenging to

Introduction to “I can!” Series

Every child at the School of Life-Active Learning Center applies their own unique interests, special abilities, and individualized learning strategies to their learning environments as needed. A uniform learning strategy may act as hindrance to a child’s learning because any