Chapt-7-Power-of-the-Mind-and-the-Whole-Brain-Theory

The whole brain theory and their pioneers

1. THE POWER OF THE MIND: THE WHOLE BRAIN THEORY

2. What is the Whole Brain Theory? Scientists, medical doctors, psychologists, and psychiatrists have always been fascinated with the brain and how it works. Studies conducted on the brain often starts with the attempt to understand a brain-related disease or malfunction On the upcoming slides, several people that contributed to the studying of the mind…

3. In 1861, he conducted a study on the language and left-right brain specialization. He t heorized that some language functions reside on the left side of the brain by running several tests to a patient with language problems. Paul Broca Dr. Roger Sperry Theorized the “Split-Brain Theory”. Explained that the brain has two hemispheres that performs tasks different from each other Left Hemisphere Performs tasks that are intuitive, creative and synthesizing Right Hemisphere Adept with reasoning, analytical, logical, and critical thinking.

4. Dr. Paul Maclean Identified three distinct parts of the brain, namely: Neocortex (Rational Brain) Responsible for intellectual tasks such as language, planning, abstraction, and perception Limbic System (Intermediate Brain) Responsible for motivation and emotion involved in feeding, reproductive behavior, and parental behavior Reptilian Complex (Primitive Brain) Controls self preservation and aggressive behavior of humans similar to the survival instincts of animals. Refers this theory as “The Triume Brain Theory”

5. Ned Herrmann Engineer at the company of General Electric. Theorized the “Brain Dominance Theory” which he derived from his observations and tests that the human body, although symmetrical and paired in almost all aspects, do not necessarily function equally. People normally have a more dominant part of their body which they prefer to use. Hence, there is a thing as a stronger arm, leg or etc. where the weaker supports the stronger pair. He also concluded to having not just two parts but four, the upper left and right hemispheres and the lower left and right hemispheres of the brain. He is regarded as “Father of Brain Dominance Technology”.

6. The portions A and B are known as “left side brain thinking” and portions C and D are known as “right side brain thinking”. Based on Herrmann’s model, he developed the “Herrmann Brain Dominance Instrument (HBDI)” which is a 120-question survey instrument that will measure the preference strength of the four quadrants. Herrmann advocated for whole brain thinking, since most people utilize at least two primary quadrants. This means using one’s strength while allowing the weaker styles to grow stronger through regular use and practice. The real life application of this is in solving problems and taking a different approach to finding solutions through more creative problem solving

7. Quadrant Key Words Preferred Activities Responds Well To Vulnerabilities Typical Occupations A. Analytical Thinking Logical, factual, critical, quantitative, abstract, impersonal Collecting data, listening to information lectures, reading textbooks, judging ideas based on facts, criteria, and logical reasoning Technical or financial information, theories, charts and graphs, formal approach, data heavy content. Too focused, may miss synergistic opportunities, favor individual vs. group works, tends to place facts over people, problems with delegating CEO of technical organizations, stock market broker, chemist, computer programmer, finance manager B. Sequential Thinking Conservative, structured, organized, detailed, planned Following directions, repetitive detailed homework problems, time management and schedules, planning and organizing Agendas, goals and objectives, simple graphs and representations, stickler for time, step-by-step procedures before concluding Reluctant to changes, tends to miss the big picture, does not appreciate innovative ideas, avoids dynamic situations Technical manager, operations manager, book keeper, drill sergeant, supervisory nurse, construction engineer C. Interpersonal Thinking Emotional, spiritual, feeling, sensory, kinesthetic Listening to and sharing ideas, looking for personal meaning, sensory input, teamwork, win-win situations Creative and free flowing activities, experiential activities, like music and art, people centered activities and discussions Dislike for routine and structured activities, tendency to be impulsive and emotional, often misses out on details. Marketing, sales, real estate, elementary school teacher, social worker, counselor, secretary D. Imaginative Thinking Visual, holistic , intuitive, innovative, conceptual Looking at the big picture, taking initiative, simulations (what if questions) visual aids, appreciate beauty of problem, brainstorming, visionary Fun activities, humor, future oriented activities, experimentation, thought provoking and challenging situations, visuals Can be impractical, tend to overlook details, may tend to procrastinate especially if they do not like what they are not doing like repetitive tasks, difficulty in prioritizing Artist, entertainer, musician, entrepreneur , strategic planner, creative writer, film director

8. Quadrant Key Words Preferred Activities Responds Well To Vulnerabilities Typical Occupations A. Analytical Thinking Logical, factual, critical, quantitative, abstract, impersonal Collecting data, listening to information lectures, reading textbooks, judging ideas based on facts, criteria, and logical reasoning Technical or financial information, theories, charts and graphs, formal approach, data heavy content. Too focused, may miss synergistic opportunities, favor individual vs. group works, tends to place facts over people, problems with delegating CEO of technical organizations, stock market broker, chemist, computer programmer, finance manager B. Sequential Thinking Conservative, structured, organized, detailed, planned Following directions, repetitive detailed homework problems, time management and schedules, planning and organizing Agendas, goals and objectives, simple graphs and representations, stickler for time, step-by-step procedures before concluding Reluctant to changes, tends to miss the big picture, does not appreciate innovative ideas, avoids dynamic situations Technical manager, operations manager, book keeper, drill sergeant, supervisory nurse, construction engineer C. Interpersonal Thinking Emotional, spiritual, feeling, sensory, kinesthetic Listening to and sharing ideas, looking for personal meaning, sensory input, teamwork, win-win situations Creative and free flowing activities, experiential activities, like music and art, people centered activities and discussions Dislike for routine and structured activities, tendency to be impulsive and emotional, often misses out on details. Marketing, sales, real estate, elementary school teacher, social worker, counselor, secretary D. Imaginative Thinking Visual, holistic , intuitive, innovative, conceptual Looking at the big picture, taking initiative, simulations (what if questions) visual aids, appreciate beauty of problem, brainstorming, visionary Fun activities, humor, future oriented activities, experimentation, thought provoking and challenging situations, visuals Can be impractical, tend to overlook details, may tend to procrastinate especially if they do not like what they are not doing like repetitive tasks, difficulty in prioritizing Artist, entertainer, musician, entrepreneur , strategic planner, creative writer, film director So, how does the Whole Brain Theory enhance learning process? According to the table shown previously, each quadrants has a set of preferences in terms of learning. The Quadrant A learners are very much into logical thinking, they usually enjoy analyzing information and understand better when presented with numbers and quantities, they are also good at theorizing or concluding based on facts and information that support their theories. Quadrant A learners expect exact information that are straight to the point, and they would also want to be fed with lots of theories. However, these traits will cause them to find expressing their emotions and inner thoughts difficult, they may struggle with unclear or undefined concepts or ideas. Quadrant A

9. The Quadrant B learners easily grasp things in sequence, enjoys organizing ideas and things, assess situations and information and apply what they have learned into practice. They are practical, demands clear instructions or directions, and needs to be able to see the sequence of things, which are consistent and proper order. Quadrant B learners finds understanding concepts difficult without any examples of its applications. Taking risks and doing things that are not clearly defined to them are their big challenges. Quadrant B Quadrant C The Quadrant C learners are very sociable. They enjoy learning with a group and are very focused and involved when trying to learn something. They get bored with intellectual discussions without activities and participation and also tend to reflect on what they have understood and acquired in terms of knowledge. The C learners are emotion and shares their emotions with a group. Personal feedback is important to them.

10. The Quadrant D learners are the curious ones who enjoy discovering, experimenting, and exploring activities. They are strong thinkers when it comes to conceptualizing and putting all the seemingly unrelated parts and connecting these parts together, synthesizing, and in creating new ideas and concepts. This type of learners enjoys games and surprises, a visual learner, and need different varieties of approaches to learning. They are spontaneous in character and usually have difficulty meeting deadlines and rigid environment. Quadrant D NOTES The A & B learners, are often characterized as practical, reality-based, and down-to-earth persons The C & D learners are often characterized as fun, flexible, and open-minded persons Learners do not necessarily belong to just one or two quadrants, but can find their qualities present in all quadrants. Knowing the different styles of learning, the adolescent high school student or, We perhaps, can now easily adapt our own learning styles with that of our classmates and maybe even our teachers.

11. Organizing information and concepts through the use of maps and diagrams has been a practice among thinkers and using these diagrams have been practiced for a long time until the British author and consultant Tony Buzan , developed a technique in creating such map, that was popularized and known as the “ mind map ”.

12. THE MIND MAP A diagram used to represent ideas or information branching from a central key word or idea and used as an aid in study, organization, problem solving, decision making, and writing. Are useful during brainstorming sessions, organizing information, simplifying complex ideas, note-taking, and even for personal use.

13. 5 Essential Characteristics of Mind Mapping The center image represents the main idea, subject, or focus. The main branches radiate from the central image. The branches comprise a key image or word drawn or printed on its line. Twigs represent the lesser topics The branches form a connected model structure.

14. In mind maps, single, strong words and short meaningful phrases can convey the same meaning more potently. Excess words just clutter the mind. Use sing words or simple phrases Using Mind Maps Effectively Joined up or indistinct writing is more difficult to read. Print words Color helps to separate ideas where necessary, helps visualize the mind to recall and helps to show the organization of the subject. Use color to separate different ideas

15. Pictures can help you to remember information more effectively than words, so if a symbol or picture means something to you, use it. Use symbols and images Information in one part of a mind map may relate to another part. Here, you can draw lines to show the cross-linkages. This helps you to see how one part of the subject affects the another. Use cross-linkages

16. Vivid imagination Get things done Sociable Down-to-earth Conceptualizes Uses physical movement Creates procedures Sensitive Uses visuals to learn (modified) Simple Test for Dominant Learning Styles Choose at a maximum of12 of the descriptions found on the table below. Flexible Understands money Neat and organized Shares knowledge Explores Analyzes data Tactile Submits on time Experiments Logical thinker Expressive Critical Risk takers Reliable in getting things done Curious Works with numbers Plans and organizes Emotional

17. Quadrant A (Analytical) Quadrant B (Organized) Quadrant C (Interpersonal) Quadrant D (Imaginative) Analyzes data Down-to-earth Critical Logical thinker Understands money Works with numbers Get things done Submits on time Creates procedures Plans and organizes Neat and organized Reliable in getting things done Tactile Sensitive Emotional Sociable Expressive Shares knowledge Uses physical movements Vivid imagination Explores Curious Experiments Flexible Conceptualizes Uses visuals to learn Risk takers The highest number of description found in a quadrant will be your dominant thinking and learning style.

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