speaker handout 461893[1]

7/27/2019 Speaker Handout 461893[1]

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1hole Brain Teaching & Learning ©Herrmann International 2009

Whole Brain®

Teaching andLearningFor Results

WithAnn Herrmann-Nehdi

H04

Monday February 9, 20091:30-2:30

Herrmann International

1-800-432-4234 1-828-625-9153 www.hbdi.com794 Buffalo Creek Road Lake Lure, NC 28746 USA




Let’s look at learning:

What is most important in learning is:

___ Effective transfer of knowledge and information linked to ___ performance objectives.

___ A structured way for learners to practically develop the ___ competencies they need.

___ Engaging, meaningful learning and development for ___ individuals, teams and the organization.

___ Building skills for ongoing growth to deal with a ___

changing world in the future.

Rank order from most important to least important:

1---------------2------------------3-----------------4

Most important-------------------------------Least important

For you: For your organization:




1. The brain craves________________________________

2. Every brain is___________________________________

3. Learning______________________________________

4. Male and female brains__________________________

5. Learners______________________________________

6. Learners do not________________________________

7. Visual________________________________________

8. Emotions______________________________________

9. Exercise_______________________________________

10. Learners need_________________________________

11. Sleep________________________________________

12. Learning styles________________________________




QuantifyingAnalyzing

TheorizingLogically processing

Organizing

SequencingEvaluatingPracticing

ExploringDiscovering

ConceptualizingSynthesizing

Sharing

InternalizingMoving & Feeling

Involving

INTEREST

MOTIVATIONPASSION

A

B C

DPPER LEFT

LOWER LEFT LOWER RIGHT

UPPER RIGHT

Whole Brain® Learning Styles




Artistic

Holistic

Flexible

Imaginative

Synthesizing

Factual

Logical

Rational

Theoretical

Mathematical

Detailed

Ordered

Sequential

Controlled

Conservative

Musical

Spiritual

Talkative

Emotional

Empathetic

D - YellowA - Blue B - Green C - Red

Dominance Sorting ExercisePlace initials or names in the appropriate columns for each category below.

Co-Workers

Parents

Spouse/S.O.

Boss

Self

Key Mentor/Teacher




LogicalRational

Quantitative

Theoretical

OrganizedSequentialProceduralMethodical

VisualConceptual

Simultaneous

Experimental

EmotionalExpressive

InterpersonalKinesthetic

A Blue

B Green C Red

D Yellow

RIGHTLEFT

UPPER

LOWER

experentalco

ncete

intellectual

instinctual

O P E N M

I N D E D

F E E L I N

G - B A S E D

C O N T R O L L E D

F A C T

- B A S E D

Whole Brain® Teaching & Learning Model




Females:

375,565

HBDI® Average Thinking

Styles for Males & Females

Lower Left

B - Green

ControlledConservative

Planner

Organizational

Administrative

A - BlueUpper Left

LogicalAnalyzer

Mathematical

Technical

Problem solver

Lower Right

C - Red

InterpersonalEmotional

Musical

Spiritual

Talker

D - YellowUpper right

Imaginative

Synthesizer

Artistic

Holistic

Conceptualizer 1 0 0

9 0

8 0

7 0

6 0

5 0

4 0

3 0

2 0

1 0

Very StrongStrongIntermediate

Low

Males:

502,810

N=878,417




Thus, to be truly successful, many every day learning activitiesmust also be whole brained:

Curriculum Development

Teaching and Training

Learning Design

E-Learning

Presentation Design

Organization Development

A

B C

D

The World is a Composite Whole Brain®!




C O M PO S I TE W H O LE BR AIN

LEARN ING GRO U P

A C T U A L L E A R N

I N G OTHER LEARNINGS

C OM POS I T E W H O L E BRAIN L EARN I N G G

RO UP

Profile of intended

learning

Profile of content

Profile of design

Profile of delivery

Profile of outcome

Impact Of Design And DeliveryOn Learning Outcomes




#11 01 53A=2705 56K=2212 83S=0603871- People have different preferred

modes of thinking and learning.

2- Those preferences influence how we:...process & store information.

...retrieve information.

...make meaning out of that information.

3- All learning groups are made up of

people with different thinking

style preferences, different ways of

knowing, and different learning styles.

4- Effective learning is “whole brained”,

taking advantage of the mental processes

of the brain.

Whole Brain® Teaching & Learning Design Assumptions




5- Teachers and trainers are typicallyunaware of the learning style

preferences of their learners.

6- Teachers and trainers typically designlearning experiences that reflect their

own thinking/learning preferences.

7- In light of the above, we need tore-examine all of our previous

assumptions about teaching

and learning.

#11 01 53

A=2705 56K=2212 83S=060387

NAME

#11 01 53

O l d a s s u m p t i o n s

1 FF

1 FF

1 FF

Bank

Bank

Bank

8- The content, design and delivery of each learningpoint must be whole brained to meet the diverse

learning and thinking styles of the learners. This is

achieved by "paraphrasing" the learning point in each

of the different modes of the whole brain model.

Whole Brain® Teaching & Learning Design Assumptions




Lectures, factsWebsites, WIKI’sDatabases, spreadsheets

Research and research findingsHigher order reasoningCritical thinkingLearning “laboratories” (testing)Reference books, readingsCase studiesUse of experts

Applied logicMetacognitionTheoriesTechnical approachesElectronic Perf. Support Systems

OutlinesPre & post tests, quizzesLearning laboratories (practice)PracticeChecklists, timelinesSequenced learningSelf-paced learningPolicies, proceduresOrganization, summariesWho, what, why, when, whereExercises with stepsStructured problem solvingClear examples, case studiesReferences, dictionariesTutorials, FAQs

Cooperative learningSmall group and team learningGroup discussions, forums, blogsChat, IM-ingRole playingDrama, Body languageLearning “laboratories” (interacting)Sharing personal experiencesListening and sharing ideasStorytellingAuditory, musical & rhythmicPhysical, kinesthetic activitiesInterviewsCommunity (of practice, online)Virtual reality environments

BrainstormingDiscovery learningMetaphors

Active imagination, creativityLearning “laboratories” (exploring)Illustrations, pictures, photosSimulationsMind mapping,SynthesisHolistic exercisesStoryboardingVisualization, mental picturesAnimation, flashGamesVirtual reality environments

D

B

A

C

Whole Brain® Instructional Strategies

Blue

Red Green

Yellow




Lower Left

B

AUpper Left

Lower Right

C

DUpper right

Articles, E-reading

Charts

Bulleted text

Outlines

Written testimonials

Stories

Metaphors

Case studies

Checklists

Evaluation

Tests

Practice

Virtual tours

Role-play

Brainstorming

Games

E-chat

Discussion forums/groups

Discovery activities

Critical analysis

Online mentoring

Online community

Databases

Read me

Web sites

Video

Dictionaries

Task oriented reference

Photos

Colors

Visuals, graphics

Music

Spreadsheets

Voice-over

Polls

Wizard

Multimedia

Self-paced

Asynchronous

Live

synchronous

Flash

Web research

Feedback

Graphic devices

Icons, visual graphic user interface

Listserv

Pre & post tests

Blogs, weblogsCollaborative learning

Audio clips

Course maps

EPSS*

FAQ

Calculators

Log-in

Modeling

Tutorial

Online journal

Whiteboard

Student portfolios

Voice chat

Bookmarks

Animation

Quizzes

(True/false, multiple choice)

Open ended questions

Concrete examples

Timelines

Learning Labs

Simulations

Technical gaming

Real-timeWIKI

WIKI

Whole Brain® Locator Map for E-Learning Activities

*Electronic Performance Support System

Virtual reality

Blue

Red Green

Yellow




Expectations Of The LearnerEXPECTS

• Precise, to the point, information• Theory & logical rationales• Proof of validity• Research references• Textbook reading• Quantifiable numbers, data sets, problems• Opportunity to ask challenging questions

• Subject matters expertiseSTRUGGLES WITH • Expressing emotions• Lack of logic• Vague, imprecise concepts or ideas

EXPECTS• An organized consistent approach• Staying on track, on time• Complete subject chunks• A beginning, middle and end• Opportunity to practice & evaluate• Practical applications

• Examples• Clear instructions/expectations

STRUGGLES WITH • Risk • Ambiguity• Unclear expectations/directions

EXPECTS• Group discussion & involvement• To share & express feelings/ideas• Kinesthetic, moving around• Hands on learning• Personal connection with teacher/group• Emotional involvement

• A user-friendly learning experience• Use of all the senses

STRUGGLES WITH • Too much data and analysis• Lack of personal feedback • Pure lecture, lack of participation

EXPECTS

• Fun and spontaneity• Playful, surprising approaches• Pictures, metaphors, overviews• Discovering of the content• Freedom to explore• Quick pace and variety in format• Opportunity to experiment• New ideas & conceptsSTRUGGLES WITH • Time management and deadlines• Administration and details• Lack of flexibility

D Yellow

B Green

A Blue

C Red




D Yellow

B Green

A Blue

C Red

Inarticulate, "off-the-track" delivery

Excessive "chatter" in group discussion

Vague, ambiguous approaches or instructions

Illogical content, lack of theoretical basis

Inefficient use of time

Lack of clarity

Lack of facts or data to substantiate learning points

Overt sharing of personal feelings

Impression of not knowing the "right" answer Lack of opportunity to challenge

Lack of quantitative "proof" or numbers

Too much flexibility in agenda

Unknown or absence of a clear agenda

Disorganization of materials

Poor sequencing - hopping around

Out-of-control atmosphere

Ending late

Changing the agenda mid-route Unstructured, unpredictable events

Too fast a pace

Unclear instructions

Incomplete sentences

Lack of closure

No practice time

Too slow a pace

Overtly structured, predictable events

Text only

Lack of visuals

Absence of humor and fun

Inflexibility

Lack of conceptual framework

Too much detail

Too many numbers No overview

No connections to other approaches or concepts

Absence of opportunities to be creative

or spontaneous

Lack of participation

No eye contact

Impersonal approach or examples

Dry, unenthusiastic interaction

Lack of movement

Absence of music

No team or paired exercises Lack of hands-on learning

Few opportunities for social interaction or personal

sharing

Low recognition of praise for participants

No sensory input

Sterile learning climate

Uncomfortable learning space

Approaches Most Likely

To Frustrate The D Quadrant


To Frustrate The C Quadrant


To Frustrate The A Quadrant

Approaches Most Likely To Frustrate The B Quadrant

Frustrations of the Learner




Key books and references to explore (not a com prehensive resource l ist):

Renata N. Caine and Geoffrey Caine, Making Connections: Teaching and the Human Brain (Alexandria, Va.: Association forSupervision and Curriculum Development, 1991)

Norman Doidge, The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science (Viking,2007)

Ned Herrmann, The Creative Brain (Brain Books 1988), The Whole Brain Business Book (1996)

Ann Herrmann-Nehdi, The Learner, What we Need to Know, ASTD Handbook for Workplace Learning Professionals(ASTD-American Society for Training and Development 2008)

Malcolm Gladwell, Blink The Power of Thinking Without Thinking, (Back Bay 2007)

Daniel Goleman, Social Intelligence: The New Science of Human Relationships, (Bantam, 2006)

Eric Jensen, Teaching with the Brain in Mind, 2nd ed. (Alexandria, Va.: Association for Supervision and CurriculumDevelopment, 2005). and other resources www.Jensenlearning.com

John Medina, Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Pear Press 2008)

Edward and Monika Lumsdaine, ASEE Report: Improving the Quality of Design Projects (2008), Creative Problem Solving(McGraw-Hill 1995)

Michael Posner and Mary Klevjord Rothbart, Educating the Human Brain (Washington, D.C.: American PsychologicalAssociation, 2006)

John J. Ratey and Eric Hagerman, Spark: The Revolutionary New Science of Exercise and the Brain (Little, Brown andCompany 2008)

Richard Restak, Mozart's Brain and the fighter Pilot (New York: Three Rivers Press, 2001).

Scientific American Mind (multiple issues 2007-08)

David A. Sousa, How the Brain Learns, 3rd ed. (Thousand Oaks, Calif.: Corwin, 2005)

Robert Sylwester, A Celebration of Neurons, An Educator's Guide to the Brain (Alexandria, VA: Association for CurriculumDevelopment and Supervision, 1995).

Jill Bolte Taylor, My Stroke of Insight: A Brain Scientist's Personal Journey (Viking 2008) also video on www.tedtalks.com

Video: Count the passes from white shirt to white shirt: http://viscog.beckman.uiuc.edu/grafs/demos/15.html

A Tale of Two Brains (male / female differences)All other questions: www.hbdi.com or my e-mail [email protected]

speaker handout 461893[1]

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