Abstract
Purpose. The purpose of this study was to integrate information processing teaching and learning strategies with the complementary neurosciences into a useful framework for inclusion in a comprehensive staff development program. Procedure. The format of this study was exploratory. A critical analysis of the best research available helped the researcher to formulate generalizations about effective instructional strategies through integration with the neurosciences that permit application within a model framework for staff development. Selected findings/generalizations. (1) Strategies for learning and teaching exist for use in teacher training. (2) Both strategic learning and strategic teaching involve developing a repertoire of cognitive and metacognitive strategies upon which to draw to acquire and produce information, to solve problems, and to monitor the process of learning. (3) The neurosciences, as the physiological basis for the behavioral aspects of learning, can be related to information processing. Recommendations. (1) Development of a teacher training program to include strategic learning and teaching. (2) Use of suggested framework including selected neurosciences as a basis of teaching/learning strategies for information processing in staff development programs. (3) Provisions of an environment in which maximum brain functioning occurs as the ultimate goal of teachers and teacher trainers. (4) Acquisition of expertise by teachers in metacognitive skills in order to impart this ability to students. Suggestions for further research. (1) Development of a procedure for continual dialogue between researchers and practitioners: (2) Use of identified teaching/learning strategies in teacher training in an environment attentive to neuroscientific requirements. (3) Development of techniques for determining appropriateness of one teaching/learning strategy over another. (4) Delivering training only when elements of successful transfer of training are present.