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Components of
Whole-Brain-Friendly Learning
LEFT / RIGHT HEMISPHERE
PREFERENCE
3 MODES OF
PROCESSING
LANGUAGE
3 DOMAINS
OF LEARNING
Cognitive
Visual
Content/ Data/ Information
See It
Affective
Auditory
Values and Feelings
Hear it
Kinesthetic
Psychomotor
Skills and Performance
Do-Touch-Move It
The REINFORCEMENT RULE of 7:
We need to be exposed to new information 6-8 times
(bridging both hemispheres of the brain,
using all 3 Modes of Processing Language,
& addressing all 3 Domains of Learning)
before we will retain and use it effectively
Whole Brain Friendly Lesson Planning
Nora Gerber, U.C. Davis Instructor
1
TRAINING TO THE WHOLE BRAIN
1. The BRAIN = the part of the vertebrate nervous system that is the organ of
thought and nerve coordination. It is made up of nerve cells and their fibers,
and is enclosed in the skull. It coordinates the functions of the body.
2. The MIND = that part of an individual that feels, perceives, thinks, wills, and
especially reasons. It is housed in the body, but is not part of the body. It can
travel outside of the body to gather information needed by the individual.
3. One’s MODALITY= the internal learning dominance that is measured physically
by one of the primary forms of sensations, either visually (by seeing), auditory
(by hearing), or kinesthetically (by moving or touching).
4. LEFT - RIGHT hemisphere dominance: the left side of the brain is more
analytic and the right side of the brain is more intuitive and creative. The right
hemisphere is usually in a suspicious, emotional mode and it needs the left
hemisphere to analyze the incoming information critically and react to the
patterns it perceives and generates.
5. One’s LEARNING STYLE combines a person’s modality (the physical strength -auditory, visual, or kinesthetic-tactile), combined with the brain’s hemispheric
preference (right/global; left/sequential; or mixed) and is used for
internalizing, organizing, and processing information.
6. INTELLIGENCE = is a result of all the functions of the human brain and a
combination of physical, emotional, mental, and spiritual energies; it is seen as
goal-oriented , adaptive behavior.
7. IQ (Intelligence Quotient) = the score that you get when you measure the
mental age of a person and compare it with his or her chronological age.
8. MULTIPLE INTELLIGENCES (as popularized by Howard Gardner) = 8 (probably
more) different methods of intaking, processing, remembering, and perceiving
information. They include: linguistic, logical-mathematical, intrapersonal,
musical, spatial, bodily-kinesthetic, interpersonal, & naturalist.
Whole Brain Friendly Lesson Planning
Nora Gerber, U.C. Davis Instructor
2
THE SEQUENCE OF LEARNING
Bloom's Taxonomy of the
COGNITIVE DOMAIN
EVALUATION
6.
concludes
criticizes
interprets
compares
summarizes
contrasts
justifies
relates
SYNTHESIS
5
combines compiles creates designs organizes
plans
modifies rewrites composes revises
ANALYSIS
4
breaks down
distinguishes
outlines subdivides separates
points out diagrams relates
selects
APPLICATION
3.
demonstrates uses operates
solves
produces discovers
prepares shows
relates changes computes
COMPREHENSION
2.
explains generalizes paraphrases infers
gives examples puts into context converts
summarizes
KNOWLEDGE
1.
defines
describes
identifies
lists
matches
names
1-2-3 (mixed as a group) = Lower Order (Awareness Level)
4-5-6 (mixed as a group) = Higher Order (Critical Thinking /
Problem Solving Level)
Whole Brain Friendly Lesson Planning
Nora Gerber, U.C. Davis Instructor
3
THE AFFECTIVE DOMAIN
~ Attitudes
~ Interests
~ Values
~ Appreciation
~ Feelings
~ Commitment
• RECEIVING
passive attention to stimuli
• RESPONDING
reacting to stimuli; feelings; interest
• VALUING
displaying behavior consistent with a belief
or value; internalization of a value;
displaying a positive attitude toward
• ORGANIZATION
commitment to a set of
values; incorporating values
into performance
• CHARACTERIZATION
total behavior consistent with internalized
value systems; known for these beliefs &
values
Global Goal verbs: appreciate, value, feel, commit to…
Stated as Observable Objectives:
explain the value of; discuss and list in a small group the
ways they can demonstrate their appreciation of; share in
Whole Brain Friendly Lesson Planning
Nora Gerber, U.C. Davis Instructor
4
dyad conversation with a co-worker their positive feelings
about…; draft and declare an action plan that documents
their commitment to…
Whole Brain Friendly Lesson Planning
Nora Gerber, U.C. Davis Instructor
5
THE PSYCHOMOTOR DOMAIN
Motor behaviors involving neuromuscular coordination—
these levels are NOT exclusive or sequential.
• PERCEPTION -- sensitivity to situation that leads to action
• PREPARATION -- readiness to perform; knowledge
of skill set; favorable attitudes
• ORIENTATION -- the discovery and/or decision of the
response(s) which must be made
• PATTERN -- a learned response that is habitual/smooth and
confident presentation and ability
• PERFORMANCE -- a complex motor action, carried out
with a high degree of skill; proficiency
Global Goal verbs:
Participants are aware of… Know how to…Are able to…
Stated as Observable Objectives:
review the manual then name the 6 steps in the correct order from
memory; correctly complete (the form); locate the relevant screen
and input given data into the appropriate boxes; practice the skill,
incorporating feedback from instructor; document (the plan);
describe their thinking and decisions as they determine then
demonstrate the best procedure for…
Whole Brain Friendly Lesson Planning
Nora Gerber, U.C. Davis Instructor
6
To promote retention -- encourage learners to “bridge” the material
BETWEEN
THE
LEFT
AND
RIGHT
BRAIN HEMISPHERE FUNCTIONS
Logical
Sequential
Verbal
Linear
Analytical
Rational
Explicit
Data
(lectures/ texts/
Facts
handouts/ manuals/
all county letters)
Rules
Regulations
Content
Whole Brain Friendly Lesson Planning
Non-Verbal
Visual
Spacial
Creative
Context
Holistic
Intuitive
(stories/ graphics
processing prompts/
Humorous
examples/ case
BIG Picture
studies/ charts/
testimonies)
Nora Gerber, U.C. Davis Instructor
7
WHOLE BRAIN FRIENDLY TRAINING
LEFT
RIGHT
Typical Brain-Bridging Methods
• Apply specific information to a context
• Give the big picture, then fill in the details
• Present a principle, then tell an anecdote or
story to illustrate -- to “get the picture”
• Take data and translate it into a chart/ picture/graph
• Summarize in writing or out loud the information
presented in a chart/graph
• Give an example to illuminate a point
• Talk through the steps as they demonstrate a skill
• Share what they are thinking with co-workers
VERBAL INFORMATION
is generally processed analytically
= LEFT BRAIN FUNCTION
VISUAL INFORMATION
is generally processed in holistically
= RIGHT BRAIN FUNCTION
COMBINING OR “BRIDGING
words (printed and spoken) with graphics / clip art/ a story/
an example/ promotes
= WHOLE BRAIN LEARNING
Meaning/ understanding/ retention/
ability to retrieve and use the information later…
takes place when the learner is prompted and encouraged
to put data into a relevant context in their own brain
Whole Brain Friendly Lesson Planning
Nora Gerber, U.C. Davis Instructor
8
What are the types of learning modalities – the 3 ways
people are “hard-wired” to process language -- ?
Visual Learners:
learn through seeing...
.
These learners need to see the trainer's body language and facial
expression to fully understand the content of a lesson. They tend to prefer
sitting at the front of the classroom to avoid visual obstructions (e.g.
people's heads). They often think in pictures and learn best from visual
displays including: diagrams, illustrations, power point shows with key
words and related graphics, overhead transparencies, videos, tear sheets,
posters, and handouts. During a lecture or classroom discussion, visual
learners often prefer to take detailed notes to absorb the information. They
re-read their notes later for review/ reference.
Auditory Learners:
learn through listening...
They learn best through verbal lectures, discussions, talking things through
and listening to what others have to say. Auditory learners interpret the
underlying meanings of speech through listening to tone of voice, pitch,
speed and other nuances. Written information may have little meaning until
it is heard. These learners benefit from reading text aloud to themselves .
They often repeat what the trainer just said – whether anyone is listening or
not. They record only the key words if they take notes. They don’t re-read
them later.
Tactile/Kinesthetic Learners:
learn through , moving, doing and touching...
Tactile/Kinesthetic persons learn best through a hands-on approach,
actively exploring the physical world around them. They concentrate best
when their brain fluid is in motion. They may find it hard to sit still for long
periods and may become distracted by their need for activity and
exploration. They tend to doodle when expected to take notes, and they
rarely refer to their notes later.
Whole Brain Friendly Lesson Planning
Nora Gerber, U.C. Davis Instructor
9
Whole Brain Friendly Lesson Planning
Nora Gerber, U.C. Davis Instructor
10