"Simply put, this course is about experiencing good teaching practices that support student learning and achievement."                 Bernadette Herman 

These questions and experiences frame additional investigations related to how these processes are assessed and accommodated in the K-12 learning environment.  Thus, against a backdrop of their newly established understandings about the brain and neuro-education, participants examine their bank of classroom activities and practices.  In the process, they examine the theories and literature of multiple intelligences, learning styles, and practices which show reported gains in student learning.  This serves to establish a pedagogical basis for identifying and selecting instructional practices which move students toward their learning outcomes in a way that accommodates and stretches their intelligences and style preferences, assists them to develop understandings, and engages them in critical age-appropriate problem-solving.  The ultimate goal is to support individual learners, each of whom comes with a designer brain, to become informed and competent to make positive contributions as members of a social community.