LESSON 6 THE POWER OF THE MIND: THE WHOLE BRAIN THEORY

Dr. Roger Sperry explained that the brain has two hemispheres that perform tasks differently from
each other. He discovered that the left hemisphere of the brain was performing tasks that were
intuitive, creative, and synthesizing; while the right hemisphere of the brain was more adept with
analytical, logical, reasoning, and critical thinking. Dr. Perry's theory was known as the "Split-Brain
Theory." (The Split Brain Experiments) Ligal reasoning

Another neuroscientist by the name of Dr. Paul MacLean came up with a theory that identified three
distinct parts of the brain, namely: neocortex, limbic system, and reptilian complex, which were
referred to as "The Triune Brain Theory."

To Dr. MacLean, the neocortex or rational brain is responsible for intellectual tasks such as
language, planning, abstraction, and perception, while the limbic system or the intermediate brain
is responsible for the motivation and emotion involved in feeding, reproductive behavior, and parental
behavior. Finally, there is the primitive brain or the reptilian complex, which controls the self-
preservation and aggressive behavior of humans similar to the survival instincts of animals.

Ned Herrmann was tasked to determine why some individuals were more creative than others. After
drawing from the studies of Sperry, Herrmann came up with his own theory called the "Brain
Dominance Theory," which he derived from 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, like a more dominant leg, eye, or arm, which a person often
prefers to use. For example, a right-handed person will have a weaker left hand compared to the
dominant right hand and vice versa. Hence, there is such a thing as a stronger arm, leg, or hand, and
where the weaker pair supports the stronger pair. Herrmann extended this dominance theory to the
brain, which he concluded to having not just two parts but four, the upper left and right
hemispheres, and the lower left and right limbic halves. Herrmann is regarded as the "Father
of Brain Dominance Technology."

Herrmann labeled the four quadrants of the brain as:

1. Upper Left (A) Cerebral Mode -key word for this quadrant is ANALYTICAL
2. Lower Left (B) Limbic Mode - key word for this quadrant is ORGANIZED
3. Lower Right (C) Limbic Mode - key word for this quadrant is INTERPERSONAL
4. Upper Right (D) Limbic System - key word for this quadrant is IMAGINATIVE
Whole Brain Theory in Learning

How does the Whole Brain Theory enhance the learning process?

It has been observed that brain dominance leads to preferences that influence and improve learning
styles.

Based on the table above, each of the quadrants has a set of preferences in terms of learning.

Quadrant A learners are very much into logical thinking They enjoy analyzing information and
understand better when presented with numbers and quantities, and 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, numbers, data, logical explanations, and results of research studies. However, they will find
it difficult to express their inner thoughts and emotions, and may struggle with unclear or undefined
concepts or ideas.

Quadrant B learners easily grasp things in sequence, enjoy organizing ideas and things, assess
situations and information, and apply what they have learned into practice. Quadrant B learners will
always demand for clear instructions or directions, and would rather apply what they have learned in
practical situations rather than just theories. Being a sequential thinker, the B learner needs to be
able to see the sequence of things, which are consistent and in proper order. They may find it difficult
to understand concepts without any examples to show how these are applied. Their big challenges
are in taking risks and doing things that are not clearly defined to them.

A and B learners are often characterized as practical, reality based, and down-to-earth persons.

Quadrant C learners are very sociable learners who enjoy learning with a group with whom they
share ideas and projects. They are very focused and involved when trying to learn something. They
also tend to reflect on what they have understood and acquired in terms of knowledge, and most of
the time use their bodies and movement while learning. They get bored with data and intellectual
discussions without activities and participation. The C learner is also emotional and would share their
emotions with a group. Personal feedback is therefore important to them.

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. The D learner enjoys games and surprises, is a visual learner, and needs different varieties
of approaches to learning. Being spontaneous in character, the D learner will have difficulty meeting
deadlines and rigid environments.

C and D learners are often characterized as fun, flexible, and open-minded persons.

Learners should always remember that they do not necessarily belong to just one or two quadrants,
but can find their qualities present in all the quadrants,

Knowing the different styles of learning, the adolescent high school student can easily adapt their own
learning styles with that of their classmates and even those of their teachers. They will have an
appreciation of the diversity found inside their classroom, and even outside their school. In accepting
the diverse types of learning, the adolescent learner can become a better collaborator at work, a very
important skill that is currently in demand in the workplace. In their personal lives, the adolescent high
school student will also have improved interpersonal relationships once rection they understand and
accept the differences in people's learning and thinking styles.

MIND MAPPING
"A mind map is 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."

Mind maps are useful visual tools that help in linking together concepts and information in such a
way that the inter connection and interrelation of these are clearly laid out and easily accessible to
help in problem solving and for reference and review

Mind maps are useful during brainstorming sessions, making decisions, organizing information,
simplifying complex ideas, note-taking, and even for personal use.

Five essential characteristics of mind mapping:

1. The center image represents the main idea, subject, or focus.

2. The main branches radiate from the central image.
3. The branches comprise a key image or word drawn or printed on its line.
4. Twigs represent the lesser topics.
5. The branches form a connected nodal structure.

Steps in creating basic mind maps:

1. Write the title of the subject you are exploring in the center of the page, and draw a circle
around it.
2. Draw lines out of the center circle to label major subject matters about making presentations,
like: Audience, Topic, Visual Aids, Location, and Delivery.
3. Draw additional lines that will connect to the lines for major topics. For example, under
Audience, you would like to describe and list some background information about them such
as their demographics, expectations, knowledge levels, concerns, and benefits required.
4. Then, for individual facts or ideas, draw lines out from the appropriate heading line and label
them.
5. A complete mind map may have main topic lines radiating in all directions from the center.
Sub-topics and facts will branch off these, like branches and twigs from the trunk of a tree. You
do not need to worry about the structure you produce, as this will evolve of its own accord.

Using Mind Maps Effectively

Once you understand how to take notes in mind map format, you can now develop your own
rules. The following suggestions can help you draw impactful mind maps:

1. Use Single Words or Simple Phrases - Many words in normal writing are padding, as they
ensure that facts are conveyed in the correct context, and in a format that is pleasant to read.
In mind maps, single, strong words, and short meaningful phrases can convey the same
meaning more potently. Excess words just clutter the mind map.
2. Print Words - Joined up or indistinct writing is more difficult to read.
3. Use Color to Separate Different Ideas - This will help you to separate ideas where necessary.
It also helps you to visualize the mind map for recall. Color can help to show the organization
of the subject.
4. Use Symbols and Images - Pictures can help you to remember information more effectively
than words, so if a symbol or picture means something to you, use it. (You can use photo
libraries like
5. Use Cross-Linkages-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 another.

Example of Mind Map:

Activity:

Write True is the statement is correct and False if it is not.

_______ 1. Ned Herrmann was tasked to determine why some individuals were more creative than
others.
______ 2. Dr. Roger Sperry came up with a theory that identified three distinct parts of the brain.
______ 3. Dr. Roger Sperry explained that the brain has two hemispheres that perform tasks
differently from each other.
_______ 4. Quadrant A learners expect exact information that are straight to the point, and they would
also want to be fed with lots of theories, numbers, data, logical explanations, and results of research
studies.

______ 5. A and B learners are often characterized as fun, flexible, and open-minded persons.

Identify the following statement.

_______ 1. This is the theory of Dr. Sperry. He discovered that the left hemisphere of the brain was
per forming tasks that were intuitive, creative, and synthesizing; while the right hemisphere of the
brain was more adept with analytical, logical, reasoning, and critical thinking.

______ 2. He is a neuroscientist came up with a theory that identified three distinct parts of the brain,
namely: neocortex, limbic system, and reptilian complex, which were referred to as "The Triune Brain
Theory."

______3. He came up with his own theory called the "Brain Dominance Theory.

______ 4. It is responsible for intellectual tasks such as language, planning, abstraction, and
perception.

_______ 5. It controls the self-preservation and aggressive behavior of humans similar to the survival
instincts of animals.

_______ 6. One of the quadrants that often characterized as practical, reality based, and down-to-
earth persons.

_______ 7. 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.

_______ 8. It is also one of the quadrants that will always demand for clear instructions or directions,
and would rather apply what they have learned in practical situations rather than just theories.

_______ 9. It is 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."