left brain right braingd

8/13/2019 Left Brain Right BrainGd

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FUNCTIONS OF

LEFT BRAIN

Vs

RIGHT BRAIN


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Are you Creative or Analytical?

Our brain has two halves the right and theleft. People using left part of the brain are

usually logical and analytical. While thosewho use the right half of the brain arecreative, innovative and imaginative.

o you want to !now whether you are right orleft brained?


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"ry this#

$ead aloud, as %uic!ly as possible,

the colour in which the words are writtenut not the actual words!

GREEN "ELLO# BLUE ORANGE

#HITE RE$ GREEN BLUE ORANGE

"ELLO# #HITE GREEN RE$ BLUE

#HITE GREEN ORANGE "ELLO#

ORANGE BLUE GREEN RE$ #HITE

"ELLO# RE$ BLUE "ELLO#

ORANGERE$#HITE BRO#N#HITE


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&f you merely read the words,

you are li!ely to be using right brain. Whereas, if you read the colours,

you are using your left brain.


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I%& creati'e and he%s anal(tical

Ha'e (ou e'er thou)ht wh( so&e *eo*le can*aint eauti+ull(, ut ha'e di++icult( addin)

two and two- Or wh( so&e *eo*le canunderstand the intricacies o+ calculuse++ortlessl(, ut stru))le to write a one.*a)eessa(-

It%s all aout which side o+ (our raindo&inates . the le+t or the ri)ht!

Left Brain vs. Right Brain


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The hu&an rain is i+urcated down the&iddle into two *arts, *o*ularl( /nown as thele+t rain and ri)ht rain res*ecti'el(! #e/now that di++erent *arts o+ the rain controldi++erent odil( and &ental +unctions!

O'er the (ears, a theor( that has )ained in*o*ularit( is that the ri)ht rain and the le+t

rain are res*onsile +or di++erent &odes o+thou)ht and that the wa( in which a *ersonthin/s will de*end on which side o+ his rain*redo&inates!


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Le+t rain 's! ri)ht rain

0eo*le who rel( &ore hea'il( on the ri)ht hal+ otheir rain tend to e &ore i&a)inati'e andintuiti'e! The( see thin)s as a whole and areinterested in *atterns, sha*es and si1es! Theri)ht rain is associated with artistic ailit( li/e

sin)in), *aintin), writin) *oetr(, etc!

Le+t.rain do&inated *eo*le &a( +ind theirthou)ht *rocesses 'a)ue and di++icult to +ollow,+or the( are 2uite o**osite in the wa( the( thin/!Le+t.rain do&inated *eo*le tend to e &orelo)ical and anal(tical in their thin/in) andusuall( e3cel at &athe&atics and word s/ills!


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But this does not &ean that a *erson who is le+t

or ri)ht rain do&inated does not use the other

*art o+ his rain! For &ost *eo*le, the two *arts

o+ the rain wor/ in tande& to enale the& to

+unction as well.rounded *ersonalities!


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The ri)ht rain asors new in+or&ation inchun/s, ut it is the 4o o+ the le+t.rain to si+tand sort it in an or)ani1ed +ashion! Howe'er,there is no clear.cut de+inition o+ the +unctionso+ the two *arts o+ the rain! Each can do theother%s wor/, 4ust not as e++icientl(!

5ost *eo*le ha'e a tendenc( to lean towardsusin) the le+t or ri)ht rain while thin/in) orlearnin)! For instance, ri)ht rain do&inated*eo*le are o+ten *oor s*ellers as the( tend torel( &ore on their intuition rather thanactuall( stud(in) the order in which the lettersin a word occur!


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Acade&ics and thin/in)

At the ti&e o+ their irth, aies are not*redis*osed to e either le+t rain or ri)ht rainthin/ers! Un+ortunatel(, our education s(ste&with its e&*hasis on rote learnin) and e3a&s(llai is &ore tuned to encoura)in) le+t.rainacti'it(, o+ten to the detri&ent o+ ri)ht raincreati'it(!

School e3a&inations are desi)ned to test le+t.rain acti'it( and encoura)e con+or&it( inthou)ht! There is a *ossiilit( that i+ ri)ht rains/ills are not e3ercised, the( &a( not de'elo*su++icientl(!


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#hen it co&es to acade&ics, le+t rain

do&inated children do well at school, as the(are &ore li/el( to res*ond to +or&al learnin)!The( e3hiit )reater res*onsiilit(, are 2uitecontent to stud( ( the&sel'es and ha'e

)reater concentration!

Ri)ht rain do&inated children, on the otherhand, are less li/el( to *er+or& well

acade&icall(! The( *re+er to stud( withco&*an(, cannot sit still +or 'er( lon) and are&ore res*onsi'e in in+or&al settin)s!


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Con'er)ent and di'er)ent thin/in)

Le+t rain and Ri)ht rain do&inated *eo*lecan also e cate)ori1ed as di'er)ent andcon'er)ent thin/ers res*ecti'el(! A con'er)entthin/er has a s(ste&atic a**roach and *la(s( the rules! He anal(1es e'er(thin) andreaches a lo)ical conclusion! Thus, scienti+icand &athe&atical acti'ities are &ore u* his

street! Such *eo*le do 'er( well onstrai)ht+orward 2uestion and answer t(*etests!


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$i'er)ent thin/ers, on the other hand, arecreati'e and tend to throw the rules out o+ the

window! The( are artistic and alwa(s loo/in)+or wa(s to e3*ress the&sel'es! The( do &uchetter in e3a&s that re2uire essa(.t(*eanswers!

There is no such thin) that it is etter to e le+train do&inated or ri)ht rain do&inated! "ouneed oth /inds o+ thin/in) to +unction well!

#hile a *erson &a( ha'e a do&inant st(le othin/in), it would e interestin) to see how theother hal+ wor/s and e'en learn to de'elo* thes/ills that (ou lac/!


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Left Brain and Right Brain Inventory

An in'entor( o+ the di++erent wa(s the le+t rain andri)ht rain *rocess in+or&ation!

#hile we ha'e a natural tendenc( towards one wa( o

thin/in), the two sides o+ our rain wor/ to)ether inour e'er(da( li'es! The ri)ht rain o+ the rain +ocuseson the 'isual, and *rocesses in+or&ation in an intuiti'eand si&ultaneous wa(, loo/in) +irst at the whole *icturethen the details! The +ocus o+ the le+t rain is 'eral,

*rocessin) in+or&ation in an anal(tical and se2uentialwa(, loo/in) +irst at the *ieces then *uttin) the&to)ether to )et the whole!


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Left Brain Inventory Right Brain Inventory

Verbal, focusing on words, symbols, numbers Visual, focusing on images, patterns

Analytical, led by logic Intuitive, led by feelings

Process ideas sequentially, step by step Process ideas simultaneously

Words used to remember things, remember

names rather than faces

Mind photos' used to remember things, writing things

down or illustrating them helps you remember

Mae logical deductions from information Mae lateral connections from information

Wor up to the whole step by step, focusing on

details, information organised!ee the whole first, then the details


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"ighly organised #rganisation tends to be lacing

$ie maing lists and planning %ree association

$iely to follow rules without questioning them$ie to now why you're doing something or why rules

e&ist reasons(

)ood at eeping trac of time *o sense of time

!pelling and mathematical formula easily

memorised

May have trouble with spelling and finding words to

e& ress ourself

+n,oy observing+n,oy touching and feeling actual ob,ects sensory

input(


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Plan ahead -rouble prioritising. !o, often late, impulsive

$iely to read instruction manual before trying /nliely to read instruction manual before trying

$isten to what is being said $isten to how something is being said

0arely use gestures when taling -al with your hands

$iely to believe you're not creative, need to

be willing to try and tae riss to develop your

potential

$iely to thin you're naturally creative, but need to

apply yourself to develop your potential


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Left Brain vs. Right Brain

$e+inition

"his theory of the structure and functions ofthe mind suggests that the two different sidesof the brain control two different 'modes' of

thin!ing. &t also suggests that each of usprefers one mode over the other.


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$iscussion

()perimentation has shown that the twodifferent sides, or hemispheres, of the brainare responsible for different manners ofthin!ing. "he following table illustrates the

differences between left*brain and right*brainthin!ing+


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Left Brain Right Brain

Lo)ical Rando&

Se2uential Intuiti'e

Rational Holistic

Anal(tical S(nthesi1in)

O4ecti'e Su4ecti'eLoo/s at *arts Loo/s at whole


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How Le+t.Brain 's! Ri)ht.Brain Thin/in)

I&*acts Learnin)

Curriculu&.*&n order to be more 'whole*brained' in theirorientation, schools need to give e%ual weight to the arts,creativity and the s!ills of imagination and synthesis.

Instruction.."o foster a more whole*brained scholastic

e)perience, teachers should use instruction techni%ues thatconnect with both sides of the brain. "hey can increase theirclassrooms right*brain learning activities by incorporatingmore patterning, metaphors, analogies, role playing, visualsand movement into their reading, calculation, and analyticalactivities.

Assess&ent.*-or a more accurate whole*brained evaluation ofstudent learning, educators must develop new forms of

assessment that honor right*brained talents and s!ills.


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Left Brain, Right Brain, Whole Brain?

Basic brain biology

A simplified model of the human brain consists of many parts:

Brain stem, hind brain, mid brain & cerebellum - the most ancient

parts, connected to the spine, controls movement, breathing and

heartbeats.

Limbic system - consisting of many specialist organs including the

Hypothalamus, hippocampus -developed in mammals. Some

memory functions and generation of emotional responses.

erebral corte! - the distinguishing feature of human brains

"he corte! is divided into t#o hemispheres, left and right connected by a

thic$ layer of cells called the corpus callosum. %ost other parts of the

brain are also divided laterally.


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A lot of research has been done and is being

done e)tending the theory of brainlateraliation, learning styles and theimplications for education.


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"he above information helps us to understand

the vast range of difference in people/s

thin!ing and the need to use both sides of the

brain effectively.

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left brain right braingd

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