Teachers as Orchestrators of Neuronal Plasticity: Effects of Teaching Practices on the Brain

Abstract

Students' behavioral outcomes are often used by both researchers and teachers to evaluate the effectiveness of pedagogical interventions. Extensive research using behavioral metrics has found that some interventions are more effective than others in certain contexts. However, there has been less focus on how different interventions impact the processing of academic skills at a neural level. To explore this question, we conducted a narrative review of literature examining two or more interventions related to the same subject of learning. We discuss five main themes that encompass different pedagogical practices: (1) orienting attention toward particular features; (2) teaching a particular strategy; (3) changing the level of cognitive engagement; (4) setting an educational context; and (5) interacting with the learner. We provide examples of how these pedagogical practices lead to changes in both brain and behavior. This review provides insights into how teachers orchestrate neural plasticity through different pedagogical choices. In recent years, there has been considerable interest in the idea that understanding the brain may be important for education (

A Place for Neuroscience in Teacher Knowledge and Education

“…This is likely not the case. What neuroscience has been able to contribute is to explain why some teaching strategies may be preferable (Brault Foisy et al, 2020). Neuroimaging methods have been applied to evaluate the effectiveness of pedagogical strategies such as spaced versus massed practice (Brault Foisy et al, 2020; Smolen, Zhang, & Byrne, 2016).…”

Foundations of academic knowledge

“…e human brain continues to develop and change across the lifespan (WG3-ch2), and education is associated with changes in cognition and brain function (Brault Foisy et al, 2020). Early childhood is a sensitive period in development in uenced by children's early experiences (Shonkoff, 2010).…”

Teacher Stress: A Psychobiological Approach to Stressful Interactions in the Classroom

“…Responding to perceived classroom disruptions with this kind of behavior contributes to further disruptions, and lengthy negotiations between teachers and students often follow (Wettstein, 2010). Research shows that some pedagogical interventions effectively influence students' behavioral outcomes than others (Foisy et al, 2020). Teachers who already have an increased stress level may react inadequately to unwanted student behavior, unintentionally contributing to further aggravation (Wettstein et al, 2010).…”