The Power of Mind:

The Whole Brain Theory

GROUP 1
What is the Whole Brain Theory?

 In 1861, Paul Broca conducted a study on language and the left-right brain
specialization on a patient who had problems with language.
 After several tests, Broca theorized that some language functions reside on the left side
of the brain (Morris, 2006)
 After research was conducted on language functions and the brain, other scientists
continued their studies on brain-related diseases and malfunctions.
Dr. Roger Sperry

 Conducted the Split-Brain Theory (The Split Brain Experiments)

 Conducted a study for epilepsy, that gave him The Nobel Prize for Physiology and
Medicine in 1981
 He explained that the brain has two (2) hemispheres that perform tasks differently
from each other: the right hemisphere performs intuitive, creative, and synthesizing,
while the left hemisphere was more adept with analytical, logical, reasoning, and
critical thinking.
Dr. Paul MacLean

 Conducted the Triune Brain Theory that led to the development of Ned Hermann’s
Brain Dominance Theory
 His theory states that there are three (3) identified distinct parts of the brain, namely:
neocortex, limbic system, and reptilian complex
 According to him, the neocortex or the 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 self-preservation and aggressive
behavior of humans similar to the survival instincts of animals
Hermann’s
Four Dominant
Quadrants
Ned Hermann

 Conducted the “Brain Dominance Theory

 “Father of Brain Dominance Theory”
 His theory was derived from observations and tests that the human body, does not necessarily
function equally and that there is always a more dominant part of the body.
 He extended his theory by concluding that there are not just two(2), but four(4), the left and right
hemispheres, and the lower left and right limbic halves. They are all connected to one another
Hermann’s
Four Dominant Quadrants
Whole Brain Theory in
Learning
How does the Whole Brain Theory
enhance the learning process?
 Based on the table on the previous page, each of the quadrants has a set of preferences in terms
of learning.
 Quadrant A learners are very much into logical thinking. They expect exact information that is
straight to the point, and they would also want to be fed with lots of theories, numbers, data,
logical expressions, and results of research studies.
 Quadrant B learners easily grasp things in sequence, enjoy organizing ideas and things, assess
situations and information, and apply what they have learned to practice. They will always
demand for clear instructions or directions, and would rather apply what they have learned in
practical situations rather than just theories.
Quadrant A

 Quadrant A learners are very much into logical thinking. They expect
exact information that is straight to the point, and they would also want
to be fed with lots of theories, numbers, data, logical expressions, and
results of research studies.
 They find it difficult to express their inner thoughts and emotions, and
may struggle with unclear or undefined concepts or ideas
Quadrant B

 Quadrant B learners easily grasp things in sequence, enjoy organizing

ideas and things, assess situations and information, and apply what they
have learned to practice. They 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.
Quadrant C

 They are very social 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 and also tend to
reflect on what they have understood and acquired in terms of knowledge.
 They get bored with data and intellectual discussions without activities and
participation
 They are also emotional and would share their emotions in a group. Personal feedback
means a lot for them
Quadrant D

 They are the curious ones who enjoy discovering, experimenting, and exploring
activities.
 They are strong thinkers in conceptualizing and putting all seemingly unrelated parts
and connecting them, creating new ideas and concepts.
 Enjoys games and surprises, is a visual learner, and needs different varieties of
approaches to learning
 Being spontaneous, they have difficulty meeting deadlines and rigid environments
 Learners should always remember that they do not necessarily belong to just one or
two quadrants, but can find their qualities present in all quadrants
 Now that we have our different styles of learning, the adolescent senior high school
can easily adapt their learning styles with that of their classmates, and also those of the
teachers
 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.
 Also, an adolescent senior high school will also improve his/her interpersonal
relationships once they accept and understand the differences in others’ learning and
thinking styles.
Simple Test for
Dominant Learning Styles
Quadrant A Quadrant B Quadrant C Quadrant D
Analyzes data Gets things done Tactile Vivid imagination

Down-to-Earth Submits on time Sensitive Explores

Critical Creates procedures Emotional Curious

Logical Thinker Plans and Organizes Sociable Experiments

Understands money Neat and Organized Expressive Flexible

Works with numbers Reliable in getting things done Shares knowledge Conceptualizes

Uses physical movement Uses visuals to learn

Risk-taker
Mind Mapping
Mind Mapping:
Short History + Function
 Organizing information and concepts through the use of maps or diagrams has been a
practice among thinkers as early as the third century.
 British psychology author and consultant, Tony Buzan, who also developed the
technique in creating such a map, popularized the use of the phrase “mind map”
 They are useful visual tools that help link concepts and information together so that
the interconnection and interrelation of these are clearly laid out and easily accessible
to help in problem-solving and for reference and review (Mind Maps, n.d.).
Five (5) Essential Characteristics of Mind Mapping According
to Mindmapping.com
 The main idea, subject, or focus is crystallized in a central image
 The main themes radiate from the central image as “branches”
 The branches comprise a key image or a keyword drawn or printed on its associated line
 Topics of lesser importance are represented as ‘twigs’ of the relevant branch
 The branches form a connected nodal structure
 (You may watch the video “How to Draw a Mind Map” uploaded by Empowering Youth on
YouTube)
Mindmapping.com
Creating Basic Mind Maps by:
MindTools.com
 Write the title of the subject you are exploring in the center of the page, and draw any shape on it (as
shown in the previous slide).