Educational Approach

"We focus on how the brain works, not on how to work the brain."

Advances in neuroscience provide definitive information regarding the structure of the brain, memory, and the learning process. Much of this research expands what was theorized decades ago when educational reform theories were in their infancies. The educational environment at Ridge Academy is based upon the most current research and practices in the fields of education and neuroscience. Ridge Academy is a member of the Cognitive Neuroscience Society and the Learning and the Brain Society.

Our entire staff participates in extensive education linking cutting edge research in neuroscience with specific educational practices. We have learned fundamental guiding principles about how the brain works, and we apply those principles continually to the learning experiences of each student. We design learning experiences that nurture the brain's natural learning process.

We respect the natural process of the brain, and we have created a total learning environment that maximizes the potential of motivated learners. We apply best practices in education within a total educational construct instead of using disjointed strategies. In fact, because our entire staff is extensively trained in brain-based learning, students experience the benefit of consistency in approach as they grow and develop. Curriculum planning is not limited to the goals at hand during each school year, but is a conscious plan for growth of a student from first through eighth grade. Additionally, the staff understands and recognizes differences in learning styles, so effective approaches are utilized consistently as the student progresses. (See the section, "In the Classroom," for a description of some techniques used in our classrooms.)

Brain-Based Learning

Just as we don't teach the heart how to beat or the lungs how to breathe, we don't need to teach the brain how to learn. The brain has a strong natural ability to learn through logic, seeking patterns and solving problems. Patterns need to be created that connect information with experiences or understandable hooks so that when the pattern is stored, it can be retrieved. Patterns are stored as programs in the brain. The more meaningful, relevant and complex the input, the more the brain will integrate and develop those programs. We need to help students know how to recognize and create patterns.

It is important to help students construct a process to seek understanding. Part of that process includes connecting new learning with prior learning and meaningful experiences. We must do more than just help students make sense out of what they are learning; it must also have meaning. This integrated process promotes the development of genuine, lasting learning.