Brain research and classroom practice: bridging the gap between theorists and practitioners

Abstract

The purpose of this qualitative study is to discover recommendations for best brain-compatible instructional characteristics from the current literature, and to investigate to what extent these characteristics are incorporated into teacher preparation programs and classroom practice by exemplary secondary teachers. This study was conducted in two phases. Phase I involved interviews with ten educational theorists in the area of brain research to confirm, disconfirm or add to the principles of brain-compatible instructional characteristics that emerged from the review of literature. Three broad questions were asked of the theorists. Phase II involved interviews with six exemplary secondary teachers to determine to what extent they are aware of and integrating brain-compatible characteristics into their classroom practice. Nine questions that were aligned with the characteristics of brain-compatible teaching were asked of the teachers. Six characteristics of brain-compatible teaching were identified from the review of literature and confirmed by the educational theorists. The six characteristics are: an enriched environment, the role of emotions, the lowering of stress and threat, the role of physical systems, challenging, relevant work and problem solving, and the role of experience. Two main themes emerged from the teacher interviews: characteristics of teaching process and teacher characteristics. Teacher preparation programs and professional development were also examined. The study includes a Model of Brain-Compatible Teaching modified following each phase of the research. A description of a brain-compatible teacher is offered. Findings indicate that, although the exemplary teachers could be labeled as "brain-compatible", a gap exists in their ability to articulate their successful techniques. Only one teacher had any kind of exposure to brain research as it connects to pedagogy. An enriched environment, consisting of the elements of emotion, lowered stress and threat, physical systems, experience, teacher characteristics, and relevant, inquiry-based work was identified as the key component in both exemplary classrooms and in teacher preparation programs. This study provides a basis for future research that should determine ways to bridge the gap between theory and practice of brain-compatible teaching and learning. It provides direction for teacher preparation, classroom practice and professional development that connects brain research with educational theory and pedagogy.