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SESSION 2

4MAT® Online Instructional Design Certification

The

Bra

in &

Ba

lan

ce

®2 © 2013 4MAT 4BUSINESS®. All rights reserved. No reproduction allowed.

The Concept for this Session is BALANCE

In this module, you will explore preference for right- and left-mode processing by completing the Hemispheric Mode Indicator. We will explore strategies for leveraging the power of the right brain to enhance learning retention.

To get the most out of this session:

• Take the online Hemispheric Mode Indicator®

• Reflect on the quotes from page 5 in this workbook and answer the question: “How does this idea impact my role as a trainer? As a leader? As a coach?”

Supplemental Resources:

• Read Chapters 3 & 4 of Hold On, You Lost Me!

SESSION 2 : PREPARATION

©About Learning, Inc., 2004 ©4MAT 4Business®, 2013

Portions of these materials have been contained in previously published and copyrighted works by About Learning and/or 4MAT 4Business. All rights reserved. No reproduction allowed.

4MAT® is a registered trademark of About Learning, Inc.

©4MAT Online Instructional Design Certification is a copyrighted course of 4MAT 4Business.

® 3 © 2013 4MAT 4BUSINESS®. All rights reserved. No reproduction allowed.

Essential Question

How does current brain research relate to style and the learning cycle?

SESSION 2 : THE BRAIN & BALANCE


Use the visual below to plot your LTM and HMI scores. Complete instructions can be found below.

Adding the HMI Score

After you have taken the Hemispheric Mode Indicator (HMI) and have determined your score, you can enhance the grid. Plot your H MI score on the vertical axis of your most favored quadrant.

Connect the Watching/Doing point on the graph to the point on the diagonal line in your most favored quadrant to the HMI point and back to the Watching/Doing point. This will form a triangle. Shade in the triangle (see shaded area on the example). This shaded triangle illustrates your preferred place in The 4MAT® Cycle and your most comfortable place for learning.

1

23

4

�

EXPERIENCING

CONCEPTUALIZING

DOING

WATCHING

My PREfERENCES


Read through the quotes shared below. Choose one and be prepared to answer the question, “How does this idea impact my role as a trainer? as a leader? as a coach?”

Quote A:

“We are embedded in new learnings that have emotional impact, and then we separate from them so we can understand them.”

—Robert Kegan

Quote B:

“for us, in the beginning it was being, and only later was it thinking. We are and then we think, and we think only inasmuch as we are, since thinking is indeed caused by the structures and operations of being.”

—Antonio Damaisio

Quote C:

“The tension between these two ways of perceiving, feeling and thinking, is the central dynamic in learning. So the real issue in learning is how to balance being subject to our feelings with relating to our feelings as object.”

—Bernice McCarthy

Quote D:

“This is our dilemma in order to taste and not to know or to know and not to taste - or more strictly, to lack one kind of knowledge because we are in an experience, or to lack another kind because we are outside it.

As thinkers we are cut off from what we think about; as tasting, touching, willing, loving, hating, we do not clearly understand.

The more lucidly we think, the more we are cut off. The more deeply we enter into reality, the less we think. you cannot study Pleasure in the moment of the nuptial embrace.”

—C.S. Lewis

DIALOgUE : QUOTES


“It appears that the cerebral orchestra is divided into two groups of players. Those sitting on the right side of the aisle are quicker at the basic mastery of the new repertoire, but in the long run, with due practice, those on the left side of the aisle come closer to perfection.

In the corporate analogy, the large organization that is the brain, appears to consist of two major divisions, one dealing with relatively new projects, the other running established, ongoing production lines.

In reality, each cerebral hemisphere is involved in all of the cognitive processes (memory, attention, planning and problem solving), but, their relative degree of involvement varies according to the novelty-routinization principle. The balance of both is optimal decision-making.”

—Elkhonon goldberg, The Executive Brain (2001)

THE HORSESHOE

U-60 +60

0

Right

Abstract

Round

Random

Prefers Novelty

Synthesis

Prefers Open-Ended

Stories

graphics

Metaphors

Left

Concrete

Linear

Sequential

Prefers Routine

Analysis

Prefers Structured

Lecture

Text

Definitions

+30-30


1With written permission from Dr. James Zull, Professor of Biology and Biochemistry at Case Western University, Director of UCITE (The University Center for Innovation in Teaching and Education), Professor of a Human Learning and The Brain course and author of The Art of the Changing Brain (Stylus Publishing, 2002).

DR. JAMES ZULL1: THE BRAIN & LEARNINg


The human brain is made up of two hemispheres. The two halves are called the “right hemisphere” and the “left hemisphere”. The two hemispheres are connected by a bundle of nerves called the corpus callosum.

The left hemisphere of the brain controls the right side of the body, and the right hemisphere controls the left. Each of the hemispheres has unique mental processing. One hemisphere may dominate during a mental process, while shutting down the other hemisphere. The left hemisphere is dominant when analyzing, verbalizing, organizing and objectifying. The right hemisphere is most engaged with spatial, intuitive, relational and abstract processing.

“The right brain-the dreamer, the artificer, the artist-is lost in our school system and goes largely untaught. We might find a few art classes, a few shop classes, something called ‘creative writing,’ and perhaps courses in music; but it’s unlikely that we find courses in imagination, in visualization, in perceptual or spatial skills, in creativity as a separate subject, in intuition, inventiveness.” —Betty Edwards, Drawing on the Right Side of the Brain

Left Right

RIgHT- & LEfT-MODE PROCESSINg

corpus callosum


Determine if each activity below is right-mode, left-mode or whole brain. Place the corresponding numbers in the appropriate spot on the spectrum above.

1. Reflect on a time when…

2. List the commonalities…

3. Create a collage…

4. Listen to a lecture…

5. Complete a worksheet…

6. Role-play

7. Assess your role-play

8. Create your strategy for…

RIgHT OR LEfT?

Left Brain Right Brain


List teaching strategies you use that tap into the processing characteristics of the right and left sides of the brain.

TEACHINg TO BOTH SIDES Of THE BRAIN


The Right Mode Activity Checker

Is your training design as engaging and brain-compatible as it could be? Use the 4MAT brain-compatibility checklist below to find out.

Instructions:

Place a check mark next to every right-mode training quality to determine if your training activity is right brain friendly.

Consider the following:

Does the activity…

Establish personal connections to learning?

Encourage people to express their personal viewpoints?

Impact people on a feeling level?

Use simulations to engage people in learning?

Lead people to understand what they may actually have felt?

generate an image or “picture” in the mind of the learner?

Encourage physical or imaginary representations of learning?

give people options for demonstrating their understanding?

Promote creative, intuitive approaches to problem solving?

Provide setting and background with multiple paths possible?

Make substantial use of metaphors?

Appeal to the senses? Right mode activities do not…• Require people to “know the answer.”

• Attempt to impair knowledge.

• Rely too heavily on verbal instruction.

IS THIS A RIgHT BRAIN ACTIvITy?


NExT STEPS

2 ideas I will implement.

2 Successful teaching strategies I will use which honor the right brain.

2 Successful teaching strategies I will use which honor the left brain.

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session 2 the brain & balance - amazon s3s3.amazonaws.com/pathwright-uploads/... · we will...

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