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

Autor/inn/en	Brault Foisy, Lorie-Marlène; Matejko, Anna A.; Ansari, Daniel; Masson, Steve
Titel	Teachers as Orchestrators of Neuronal Plasticity: Effects of Teaching Practices on the Brain
Quelle	In: Mind, Brain, and Education, 14 (2020) 4, S.415-428 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brault Foisy, Lorie-Marlène)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12257
Schlagwörter	Brain; Intervention; Educational Practices; Student Behavior; Teacher Influence; Neurology + Suchen Sie Ihr Suchwort? Gehirn; Bildungspraxis; Student behaviour; Schülerverhalten; Neurologie
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01