RAD

The RAD model stands for Reach, Attitude, Develop (Willis, n.d.). These are parts of the neural system active in learning and memory. The 'Reach' component refers to the Reticular Activating System, which acts as the brain's "gatekeeper," which determines what information gets through. When teachers engage students' curiosity, they "open the gate" and allow the learning material to be processed. 'Attitude' is the Amygdala, which is the part of the brain that deals with emotions. A positive emotional connection to learning can help memory recall. Thus, creating an emotionally positive learning environment can stimulate teaching effectiveness.

'Develop' relates to Dopamine, a neurotransmitter associated with the pleasure centers of the brain. Dopamine is released when we experience success or accomplishment, reinforcing the desire to repeat the behavior that led to that success. This aspect of the RAD model emphasizes the importance of creating learning experiences where students can achieve success and feel a sense of accomplishment.

One strategy that I use in the classroom that aligns with the RAD model is the "Mystery Box" activity. In this activity, I present students with a closed box containing an object related to the day's lesson. The students are then encouraged to ask yes-or-no questions to try and determine what's inside the box. The mystery box activity engages the Reticular Activating System, as the mystery piques students' curiosity and gets them to pay attention. They want to solve the mystery, and this desire keeps them attentive. Because the activity is also fun and engaging, it promotes an emotionally positive environment, which in turn helps activate the Amygdala in a positive way. Students are not just passively receiving information; they are actively participating in a learning activity they enjoy (Wiggins & McTighe, 2005).

Also, when students guess correctly and discover what's inside the box, they experience a sense of accomplishment. This success triggers the release of dopamine, reinforcing their desire to engage in similar learning activities in the future. They associate the learning process with a positive experience, which motivates them to participate actively in future lessons.

References

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA:

Association for Supervision and Curriculum Design.

Willis, J. (n.d.). Reach, Attitude, Develop (RAD) teaching