Thinking styles
and their role in teaching
Library & Information Science
Prof. Ann-Louise de Boer
adeboer@postino.up.ac.za
Prof. Theo Bothma
tbothma@postino.up.ac.za
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POTENTIAL EMPLOYEES
•
•
•
•
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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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Lessons learnt from
research
Understanding the value
of whole brain teaching
for whole brain learners
Changing traditional teaching &
learning perspectives
Introduce
model for understanding
thinking styles
3
Left Brain / Right Brain
Physiologically Based
Metaphor
A
D
B
C
The Triune Brain
THE HERRMANN FOUR QUADRANT
BRAIN DOMINANCE MODEL
CAN BE THOUGHT OF AS A BLENDING OF
THE LEFT BRAIN / RIGHT BRAIN AND TRIUNE BRAIN
CONCEPT INTO A PHYSIOLOGICALLY BASED
METAPHOR OF HOW THE BRAIN WORKS.
© Herrmann International Group™ 2000-2003
4
The two hemispheres control
vastly different aspects of
thought and action.
Each half has its own
specialization and thus
its own limitations and
advantages.
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Physiology
Architecture
A
B
The
Brain
Metaphor
D
C
The
Organizing
Principle
A
D
B
C
The
Whole Brain
Model
Application
The
HBDI
© Herrmann International Group™ 2000-2003
6
WHOLE BRAIN MODEL
Upper Mode Thinking Processes
Left Mode
Thinking Processes
LOGICAL
ANALYTICAL
FACT-BASED
QUANTITATIVE
ORGANIZED
SEQUENTIAL
PLANNED
DETAILED
B
HOLISTIC
INTUITIVE
INTEGRATING
SYNTHESIZING
INTERPERSONAL
FEELING-BASED
KINESTHETIC
EMOTIONAL
Right Mode
Thinking Processes
D
A
C
Lower Mode Thinking Processes
© Herrmann International Group™ 2000-2003
7
JOHN DOE
A Quadrant
Logical
Analyzer
Technical
Mathematical
Problem Solver
D Quadrant
Artistic
Holistic
Imaginative
Synthesizer
Conceptualizer
Organizational
Administrative
Conservative
Controlled
Planner
B Quadrant
Interpersonal
Emotional
Musical
Spiritual
Talker
C Quadrant
© Herrmann International Group™ 2000-2003
8
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
WEAK
LOW
STRONG
Competence
HIGH
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Other Approaches
HBDI
Physiological
MBI
Psychological
The
Individual
Kolb’s
Learning Style Inventory
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WHOLE BRAIN TEACHING & LEARNING
Intellectual
A
Organized
Sequential
Procedural
Methodical
B
UPPER
Verbal
RIGHT
LOWER
Emotional
Expressive
Interpersonal
Kinesthetic
Instinctual
C
© Herrmann International Group™ 2000-2003
Experiential
LEFT
Visual
Conceptual
Simultaneous
Experimental
Non-Verbal
Concrete
Logical
Rational
Quantitative
Theoretical
D
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RESEARCH PROJECTS
EDUCATORS ENROLLED FOR DTI
“the composite of individual
profiles represents a
highly diverse, but well
balanced, 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 CRIMINOLOGY
LESSONS 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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