When creative ad agency, Gershoni Creative was hired to design the space for the Schwab Learning Center at CHC (SLC@CHC), the project scope went far beyond an art installation. The goal was “to create a highly visual, immersive experience…that welcomes students and encourages thinking beyond the norm.” Read more ›
Good classroom design supports the acquisition of not only content skills but process skills. Executive functions are process skills that allow us to successfully complete tasks.
In any given classroom, there will be a wide range of students with a variety of executive functioning skill levels. Read more ›
Nonverbal learning disorder (NVLD), also known as nonverbal learning disability, is a neurological condition which typically emerges during childhood but can persist through adulthood. It is marked by one or more of a set of cognitive, and sometimes social, difficulties experienced by children of otherwise average or superior intelligence, such as visual-spatial struggles and motor-skill deficits. Some people diagnosed with NVLD also have trouble comprehending nonverbal information such as body language and facial expressions. Read more ›
One of the most important aspects of learning that might be least understood is human memory. We are tasked with passing on skills and knowledge to students—it’s the most important aspect of our job. Yet how many educators have earned degrees and teaching certificates without any mention of how memory works? Read more ›
Between the ages of 12 and 24, the brain changes in important, and oftentimes maddening, ways. It’s no wonder that many parents approach their child’s adolescence with fear and trepidation.
According to renowned neuropsychiatrist Daniel Siegel, if parents and teens can work together to form a deeper understanding of the brain science behind all the tumult, they will be able to turn conflict into connection and form a deeper understanding of one another. Read more ›
Perhaps you’ve heard that adolescent behavior is governed by “raging hormones,” or that adolescents are impulsive because they are “immature.” Neither of those are accurate. What is actually on is the remodeling in the brain. In this engaging 4-minute video, clinical professor of psychiatry at the UCLA School of Medicine Dan Siegel, M.D., dispels myths about the adolescent brain. Read more ›
Teens. OMG. What on earth is going on inside their brains to make them act so, well, like crazy teenagers?
The mood swings, the fiery emotions, the delusions of immortality, all the things that make a teenager a teenager might just seem like a phase we all have to put up with. However, research increasingly shows that the behaviors of teenagers aren’t just there to annoy parents, they serve a real evolutionary purpose. Read more ›
Many parents do not understand why their teenagers occasionally behave in an impulsive, irrational, or dangerous way. At times, it seems like teens don’t think things through or fully consider the consequences of their actions. Adolescents differ from adults in the way they behave, solve problems, and make decisions. Read more ›
If your child has a developmental, learning, or behavioral problem, a developmental-behavioral pediatrician has the training and expertise to evaluate and care for your child. Developmental-behavioral pediatricians possess training and experience to consider, in their assessments and treatments, the medical and psychosocial aspects of children’s and adolescents’ developmental and behavioral problems. Read more ›
For students with learning differences, the shifts from online learning to hybrid to in-person (and back) have made a part of their life that is already challenging exceedingly more difficult. In this Voices of Compassion podcast episode, we sat down with Dr. Nicole Ofiesh, Director of the Schwab Learning Center at CHC, about strategies students can use to build Executive Functioning skills in high school, college and beyond. Read more ›
