1 thinking styles and their role in teaching library & information science prof. ann-louise de...
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Thinking styles and their role in teaching
Library & Information Science
Prof. Ann-Louise de Boer [email protected] Prof. Theo [email protected]
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POTENTIAL EMPLOYEES
• Think holistically.• Be innovative.• Work in teams.• Synthesize information.• Integrate environmental and societal
values.• Communicate effectively.• Solve problems in creative ways.
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Understanding the value of whole brain teaching for whole brain learners
Introducemodel for understanding
thinking styles
Changing traditional teaching & learning perspectives
Lessons learnt from research
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D
C
THE HERRMANN FOUR QUADRANT BRAIN DOMINANCE MODEL
CAN BE THOUGHT OF AS A BLENDING OFTHE LEFT BRAIN / RIGHT BRAIN AND TRIUNE BRAIN
CONCEPT INTO A PHYSIOLOGICALLY BASED METAPHOR OF HOW THE BRAIN WORKS.
Left Brain / Right BrainPhysiologically Based
MetaphorThe Triune Brain
© Herrmann International Group™ 2000-2003
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The two hemispheres control vastly different aspects of
thought and action.
Each half has its own specialization and thusits own limitations and
advantages.
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Physiology Metaphor
TheBrain
TheWhole Brain
Model
TheOrganizingPrinciple
Application
TheHBDI
D
C
Architecture
D
C
© Herrmann International Group™ 2000-2003
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Rig
ht
Mod
eTh
inkin
g P
rocesses
Left M
od
eTh
inkin
g P
rocesses
Upper Mode Thinking Processes
Lower Mode Thinking Processes
D
Upper RightAUpper
Lef
t
BLower Left
C
Lower
Rig
ht
LOGICALANALYTICALFACT-BASED
QUANTITATIVE
ORGANIZEDSEQUENTIAL
PLANNEDDETAILED
HOLISTICINTUITIVEINTEGRATINGSYNTHESIZING
INTERPERSONALFEELING-BASEDKINESTHETICEMOTIONAL
WHOLE BRAIN MODEL
© Herrmann International Group™ 2000-2003
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JOHN DOEA QuadrantLogicalAnalyzerTechnicalMathematicalProblem Solver
D QuadrantArtisticHolistic
ImaginativeSynthesizer
Conceptualizer
OrganizationalAdministrativeConservativeControlledPlannerB Quadrant
InterpersonalEmotional
MusicalSpiritual
TalkerC Quadrant
© Herrmann International Group™ 2000-2003
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HBDI originally developed for adults
in a corporate environment -successfully used with tertiary
students.
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`
Thinking Style
Learning Style
Dominant cognitive
Motivation
Competence
HIGH
STRONG
LOW
WEAK
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Other Approaches
MBI Psychological
HBDIPhysiological
Kolb’s Learning Style
Inventory
The Individual
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WHOLE BRAIN TEACHING & LEARNING
LogicalRational
QuantitativeTheoretical
OrganizedSequentialProceduralMethodical
VisualConceptual
SimultaneousExperimental
EmotionalExpressive
InterpersonalKinesthetic
A
B C
D
RIGHTLEFT
UPPER
LOWER
Exp
erie
ntia
lC
on
crete
Intellectual
Instinctual
OPEN MINDED
FEEL
ING-B
ASEDCONTROLLED
FACT-
BASED
Non
-Verb
al
Verb
al
© Herrmann International Group™ 2000-2003
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RESEARCH PROJECTS
EDUCATORS ENROLLED FOR DTI
“the composite of individual profiles represents a
highly diverse, but wellbalanced, distribution
across the four quadrants of the whole brain model”.
Herrmann 1996:47
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LESSONS LEARNT
• Bridge the gap between the individual learner - educators thinking/learning/teaching style.
• Learners expectations were accommodated.
• Learners had the opportunity to activate areas of lesser preference or even avoidance.
• Discovered ways to development their full potential as learners.
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BA DEGREE CRIMINOLOGYLESSONS LEARNT
• (N = 68).
• Wide range of thinking preferences.
• Equally distributed throughout the model.
• Curriculum designers must not make unfound assumptions about learners.
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B Eng Degree Civil Engineering
• Traditional curriculum focused on analytical and technical competencies.
• Stronger emphasis on improving the softer “non-technical" skills.
• Trend to create a balance.
• N = 50.
• A tilt towards A-B quadrants but high scores in D and C quadrants present.
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Lessons Learnt
• Traditional approaches could fall short of desired results – when dealing with a composite of learners with
thinking style preferences distributed across all 4 quadrants.
• New approach showed significant increased in socialization and group acceptance of the value of diversity in group projects.
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BChD - DEGREE IN DENTISTRY
• Third year students enrolled for a degree in Dentistry (N = 50).
• Results reveal composite whole brain.
• Tooth morphology module presented to meet students expectations – indeed developed skills but also improved drastically their final marks.
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B IS DEGREE In LIBRARY & INFORMATION SCIENCE
• Second year students enrolled in Library Science (N = 15).
• Module in cataloguing and classification.
• The educator’s thinking preferences.
• Composite profile of students revealed a stronger preference for the B and the C quadrant.
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LESSONS LEARNT
• Students preferred modes of thinking were not in alignment of what is expected in the profession of cataloguing and classification.
• A-quadrant thinking preferences least preferred modes.
• They need to develop analytical, technical, and problem solving skills
• Seek opportunity in the curriculum to assist the students to practice lacking skills.
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“The whole brain concept, once understood, becomes irresistible”
Herrmann 1996.
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