These interpretations can then guide educators to develop strategies and interventions that teachers, especially those who have or acquire knowledge of the how the brain processes information into learning, can use with confidence and flexibility to improve the quality of each child’s individualized learning experience. (Link from my website www.RADTeach.com to my article, Building a Bridge from Science to the Classroom, in Phi Delta KAPPAN, November 2008)

An example of one such neuro-logical teaching strategy is student-centered, interest-based Inquiry. (I have found the on-line resources on the NSDL.com website very useful in developing inquiry activities). In inquiry-based learning students can start with questions relevant to the topic of academic study and then formulate their own investigative questions, obtain and analyze data, judge what information is factual and relevant, plan a course of action, make decisions, and communicate and support their conclusions and further questions. Through Inquiry the goal is to promote knowledge acquisition along with critical thinking by having students actively construct knowledge and long-term memory instead of passively receiving, memorizing, and soon forgetting rote material “memorized” with drill.

Inquiry in any subject is consistent with my R.A.D. considerations to help students process sensory input (all information initially enters the brain from our senses) into knowledge (Read more about these R.A.D. considerations on my website www.RADTeach.com). Read my article on page 4 of the Spring 2008 issue from the California Association of Independent Schools for more. Our challenge is to incorporate Inquiry in an increasingly structured curriculum.

I’ll be elaborating more on these ideas in future blog postings. In the meantime, hearing from others about how you’ve used brain-based strategies will further the conversation to support both the educator and the student.