Lesson 5: The Brain, Intelligence, and
Thinking in Adolescence
“The world we have created is a product
of our thinking, it can not be changed
without changing our thinking.”
-Albert Einstein
Topics in this lesson:
➢ The Brain
➢ The Brain Dominance Theory Versus the Whole Brain
Model
➢ Multiple Intelligences Theory
➢ What is Thinking?
Objectives: At the end of the lesson, the
student is expected to be able to:
a. discuss that understanding brain laterality can help
improve learning
b. discuss the meaning of creative and critical thinking
and how to enhance these thinking patterns
c. use critical and creative thinking skills in performing
tasks assigned
1. The Brain
➢The human brain is considered as the “seat” of the
mind. It consists of three main structures – the
cerebrum, the cerebellum, and the brain stem.
The cerebrum, the largest
portion of the brain,
is responsible for most of
the brain’s function
Such as thought and
movement.
The brain stem functions
primarily as a neural relay
station
The cerebellum receives
sensory nerves from the
vestibular apparatus of
the ear from muscles,
tendons, and joints. The
information received and
integrated, relates to
balance, posture,
equilibrium, and the
smooth coordination of
the body when in motion
➢ The cerebrum is divided into four (4) areas – the temporal
lobe, the occipital lobe, parietal lobe, and frontal lobe
The frontal lobe is
responsible for
reasoning, problem
solving, memory, and
emotion regulation
The parietal lobe is
responsible for
discrimination of touch
The occipital lobe located
at the back of the brain is
responsible for vision
The temporal lobe is
responsible for
discrimination of sounds
➢ A deep furrow, called sulcus divides the cerebrum into two (2)
halves the left and the right hemispheres. The structure that
connects both hemisphere is the corpus callosum, a bundle of
axons, that sends messages from one side to the other.
Corpus
Callosum
➢ Like a computer, the brain inputs information from the environment,
processes this information, and stores them in our memory for later
retrieval.
➢ Neurons (nerve cells), mostly found in cerebral cortex communicate with
each other and it is the strength of these communication between neurons
that determine the storage of knowledge.
➢ Connections between neurons are possible because of chemical substances
called neurotransmitters that are found in the synapse, a space in between
the tail end of one neuron and the dendrites of another neuron.
➢ An increase or decrease in the level of neurotransmitters can affect the way
we behave.
➢ Picture of a synapse between two neurons
2. The Brain Dominance Theory Versus the Whole-Brain Model
➢ The Brain Dominance
Theory states that our
behavior is a function of
the heightened activity
of either left or right
brain hemisphere.
Brain Lateralization
➢ The brain is a bilateral structure. The left brain hemisphere
is important in language functions and analytical thinking
while the right brain hemisphere is geared towards holistic
thinking, creativity, and visuals.
➢ Knowing about brain laterality can help us identify our
strengths and weaknesses. Although both sides of the brain
are active in the learning process, individuals prefer to
learn in one way or another in terms of solving problems,
interacting with others, and in facing challenges in life.
➢ Left-brain dominant students may prefer outlines, didactic
environments, straight lecture, and long reading
assignments
➢ Logical, detailed, and methodical
ex: take down notes from lectures, read texts
➢ Right-brain dominant students prefer the use of stories, and
experiential learning
➢ Spatial, artistic, intuitive
ex: look at graphics, listen to the teacher and look for visuals
in the PPT
Whole-Brain Model
➢ The Whole-Brain Theory states that the brain is
divided into four (4) quadrants where each quadrant is
responsible for particular abilities
Ned Hermann, American
creativity researcher and author
RIGHT BRAIN
LEFT BRAIN
Activity 1:
1. List down ways (give at least 3) by which you approach challenges or
problems. Cite specific situation/s in your life to verify your claim.
Approach
e.g. 1. Logical and detailed
Explanation
1. When the Training Seminar Program I
conducted was finished, I called the members
of my team to evaluate it for further
improvement. During the evaluation, I ask
each member about their thoughts and
suggestions, list down all the inputs, and
discussed commonalities among them……
2. Using the Brain Dominance Theory (BDT) and the Whole-Brain Theory
(WBT), locate which hemisphere (BDT) and quadrant (WBT) you belong.
Explain your answer.
Multiple Intelligences Theory
Howard Gardner (1943-),
American developmental
Psychologist, is known for his
Multiple Intelligences Theory
Multiple Intelligences Theory
➢ According to Gardner, intelligence
is the ability to solve problems or
to produce something in a
particular setting
➢ In his theory, Multiple Intelligences,
he believes that these innate
intelligences are expressed in
different sensory modalities
➢ He believes that these intelligences
do not operate independently.
They are used at the same time and
complement each other as people
develop skills and solve problems
Source: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
Gardner’s Eight Intelligences
1.
➢
➢
➢
➢
Linguistic intelligence
involves sensitivity to spoken and written language,
the ability to learn languages, and
the capacity to use language to accomplish certain goals.
includes the ability to effectively use language to express oneself
rhetorically or poetically; and language as a means to remember
information.
Writers, poets, lawyers and speakers are among those that Howard
Gardner sees as having high linguistic intelligence.
Source: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
2.
➢
➢
➢
➢
Logical-mathematical intelligence
consists of the capacity to analyze problems logically,
carry out mathematical operations, and
investigate issues scientifically.
entails the ability to detect patterns, reason deductively and
think logically.
This intelligence is most often associated with scientific and
mathematical thinking.
Source: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
3. Musical intelligence
➢ involves skill in the performance, composition, and appreciation
of musical patterns.
➢ encompasses the capacity to recognize and compose musical
pitches, tones, and rhythms.
4. Bodily-kinesthetic intelligence
➢ entails the potential of using one’s whole body or parts of the body
to solve problems.
➢ the ability to use mental abilities to coordinate bodily movements.
➢ Gardner believes that careers that suit those with high bodilykinesthetic intelligence include: athletes, dancers, musicians,
actors, builders, police officers, and soldiers.
Source: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
5. Spatial intelligence
➢ involves the potential to recognize and use the patterns of wide space
and more confined areas.
6. Interpersonal intelligence
➢ concerned with the capacity to understand the intentions,
motivations and desires of other people.
➢ allows people to work effectively with others.
➢ Educators, salespeople, religious and political leaders and
counsellors all need a well-developed interpersonal intelligence.
➢ In theory, individuals who have high interpersonal intelligence are
characterized by their sensitivity to others' moods, feelings,
temperaments, motivations, and their ability to cooperate in order to
work as part of a group.
Source: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
Source: https://en.wikipedia.org/wiki/Theory_of_multiple_intelligences#Interpersonal
7. Intrapersonal intelligence
➢ entails the capacity to understand oneself, to appreciate one’s
feelings, fears and motivations.
➢ involves having an effective working model of ourselves, and to be
able to use such information to regulate our lives.
➢ has to do with introspective and self-reflective capacities.
➢ refers to having a deep understanding of the self; what one's
strengths or weaknesses are, what makes one unique, being able to
predict one's own reactions or emotions.
Source: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
8. Naturalist intelligence
➢ enables human beings to recognize, categorize and draw upon
certain features of the environment.
➢ this area has to do with nurturing and relating information to one's
natural surroundings.
➢ examples include classifying natural forms such as animal and plant
species and rocks and mountain types
➢ This ability was clearly of value in our evolutionary past as hunters,
gatherers, and farmers; it continues to be central in such roles
as botanist or chef.
Activity 2:
a. Answer Multiple Intelligences (MI) test.
b. Sharing of results in class.
c. Written output: Reflection paper
-Reflection paper should contain:
1. Top 3 intelligences and the intelligence/s where
you got the lowest score
2. How would knowing your top and least
intelligences help you in your personal
development?
What is thinking?
➢ Thinking is difficult to define. Different problems require
different ways of thinking. We make plans and predictions, and
achieve complex goals because we carry out a sequence of
actions in our mind before carrying them out.
➢ Thinking involves manipulating mental representation and
prevents us from making a mistake (Robertson, 1999)
There are kinds of effortful thinking
that can help us navigate the world .
Reference: The Critical Thinking Workbook, Global Digital Citizen Foundation. globaldigitalcitizen.org
Kinds of thinking
1. Critical Thinking is clear, rational, logical, and independent
thinking. It’s about improving thinking by analyzing, assessing, and
reconstructing how we think. It also means thinking in a selfregulated and self-corrective manner.
Critical thinking involves mindful communication, problem-solving,
and a freedom from bias or egocentric tendency. You can apply critical
thinking to any kind of subject, problem, or situation you choose.
In critical thinking…
*we try to evaluate whether we should be convinced that some
claim is true or some argument is good
*we formulate good arguments as we evaluate ideas, information,
and the sources that provide them
*we arrange information in a coherent way by making
connection to other ideas , considering alternative sources, and
assessing their implications
Class Sharing:
Let’s do some critical thinking:
You witness a bank robbery, and follow the perpetrator
down an alleyway. He stops at an orphanage and gives
them all the money.
Would you:
A) Report the man to police since he committed a
crime
B) Leave him alone because you saw him do a good
deed
Individual Performance Task: YOU KNOW THE RULES
The rules and laws we have in life are meant to guide us and protect us, and to keep order in our
society. Imagine that you get to make 1 rule that every student in St. Andrew’s School must follow. What
rule would you make and why?
Present your work in class through PPT. (maximum of 5 slides)
Slide 1: Rule, Your Name, Class
Slide 2: Explanation, Argument that supports your rule.
I chose this rule because:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Slide 3: References, sources of information
2. Creative Thinking maybe defined as the production of effective
novelty through the operation of our mental processes (Halford, G.,
2004)
Reference: creative_thinking_lesson_final.pdf
Creative thinking is also defined as exploring ideas, generating
possibilities, looking for many right answers rather than just one.
Creativity is……
1. An Ability…
*the ability to imagine or invent something new
* the ability to generate new ideas by combining, changing,
or reapplying existing ideas
2. An Attitude…
*Creativity is also an attitude: the ability to accept change
and newness, a willingness to play with ideas and
possibilities, a flexibility of outlook, the habit of enjoying
the good, while looking for ways to improve it.
3. A Process…
*Creative people work hard and continuously to improve ideas
and solutions, by making gradual alterations and
refinements to their works.