Understanding Brain Roles and Sensory Preferences in Learning
World events are reshaping education towards e-learning, emphasizing the importance of quality in how information is processed for remote learning. The intricate workings of the brain, with its 100 billion brain cells and 500 trillion connections, play a significant role. Explore brain roles in information processing, sensory preferences, and organizing styles to enhance learning outcomes in the digital era.
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World Events are Changing Education E-learning but not E-quality: How you learn is how to learn Information processing issues for remote learning YOUR BRAINS: 100 billion brain cells.....500 trillion connections.....1 million per second Structure 1. Brain Roles 2. Sensory Preferences 3. Organising Styles - 4. Teacher Roles Professor Rosemary Sage: rjwbsage@gmail.com
1.Brain Roles in Information Processing The R seeingbrain processes images holistically - (4-7+ yr) The L saying/hearing brain processes words& parts (7+ yr) Holistic understanding Parts / facts analyses synthesises Education favours L brain learning (Sperry 1968). Students with problems have limited L or R brain growth. You cannot say what you see if the L & R brain do not connect.
Test out your 2 brains! Do they work together? See the word but Say the colour Most have R (visual) or L (verbal) brain dominance, reflected in their strengths Cross-laterals with no specific dominance take longer to process information.
2. Organising Styles R top down + L bottom up brain processing grasps information R works on outline, L on detail. How do work out the image? Miller s Puzzle (1986) We deliver information in a preferred R or L way (50% R & 50% L) Those opposite to us have more problems understanding our talk/text. Present information for both strategies. Allow visuals to be absorbed first before explaining, to help those with problems using both brain sides together.
3. 3. Sensory Preferences:Visual Processing What do you see?... .depends on which retina cells pick up the image & transmit it to the brain. Different cells pick up diverse colours, contrasts, back/foregrounds. Some deal with centralvision others peripheral. Images are interpreted differently by people. Teachers beware!
PROCESSING WORDS YOU HEAR Think of a white flower on a dark background ????????????? Words mean different things to us all We have a 3 min. attention span for speech Break up talk with tasks Give overview, topic structure & review Personal stories engage interest
PROCESSING MOVEMENT, TOUCH PROCESSING MOVEMENT, TOUCH AND POSITION IN SPACE AND POSITION IN SPACE How well can you read body language? 1. I can handle this easily 2. Let me think about this for a while 3. That will never work We all process haptic information differently
HOW DO YOU PROCESS, REPRESENT AND ORGANISE INFORMATION? We hear, we forget; We see, we remember; We do we understand - Chinese Proverb People preferences: SIGHT (29%) SIGHT (29%) VISUAL SOUND (34%) SOUND (34%) VERBAL Remember! We only give 20% full attention TOUCH, MOVEMENT TOUCH, MOVEMENT POSITION IN SPACE (37%) POSITION IN SPACE (37%) KINAESTHETIC / HAPTIC Note: use of senses depends on task. In sport kinaesthetic sense predominates Impact of message: 7% words, 38% voice, 55% gestures, movement, context Albert Mehrabian, 1969
How do we assemble information? Imagination, association, assumptions We must visualise to recall & understand (R brain) The placestrick: Take an imaginary walk in your house: Open the front door Walk into the hall Go to the kitchen Climb the stairs Enter the bathroom Wander to the bedroom! Now listen to the story!
Thinking: R brain creates possibilities L sequences steps to goal How can you pick the apples? R brain creative thinking Seek ladder Climb Tree Find stick to throw Blow apples Seek tallest person L brain critical thinking Select tallest Target apples Lift arms & pick Hand round Enjoy eating If apples are bigger than plums & plums bigger than currants apples are bigger than currants
Right brain fills in information/opinion gaps in talk/text Left brain sequences information logically Algy met the bear The bear met Algy It was bulgy The bulge was Algy What information is missing? In a UK city primary school - all entrants had thinking & language 2 + years below age. In senior school - 80% at 5-6 year level at age 12
MODEL TO ASSEMBLE INFORMATION & OPINION (Sage) 7 stages to the development of ideas (Sage) Clarity making ideas clear and interesting Record: generate ideas Recite: arrange ideas Refer: compare ideas Replay: sequence ideas in time Recount: Introduce, describe, discuss Report: Introduce, describe, discuss, reflect Relate: setting, characters, actions , results, reactions Content ideasrelevant for audience Conduct impression ideas make on others Convention rules governing the exchange of ideas 5 conversation moves must be in place for narrative thinking & structure 1. Follows conversation thread 2. Asks Questions 3. Answers Questions 4. Assembles &contributes ideas 5. Shows maintenance behaviour eye contact, smile, head nod
Japan develops R & L brain through formal talk activities & brain gym In this school pupils teach to develop narrative language & thinking. They give a lesson overview, structure &review with each member sharing their view of the content in the final part of the class.
4. Teacher Role in Developing Narrative Ideas 7 Levels (Sage) Development Tasks: Topic COPING WITH DISASTERS RECORD RECORD produce a range of ideas List items for survival. Decide 3 most urgent to provide. Make a poster Make a poster RECITE RECITE - arrange ideas but not necessarily in order What are your feelings & views about disasters? Arrange these on a poster Arrange these on a poster REFER REFER compare ideas- judge similarities/differences Compare 2 message systems, e.g. Morse Code & Heliograph Make a poster Make a poster REPLAY REPLAY - order ideas appropriately in time sequence How do you revive a drowning person with kiss of life ? Provide pictures Provide pictures & & written instructions written instructions RECOUNT RECOUNT explain ideas How? Why? Alice is trapped & injured on a roof & water rising. She needs carrying to safety. Draw images Draw images - - explain how how to do a to do a fireman s lift. fireman s lift. W explain it safe? Why hy is is it safe REPORT REPORT - introduce, describe & discuss ideas Report on a disaster for a news programme. Tell a story with pictures Tell a story with pictures - - review situation review situation RELATE RELATE produce ideas in a setting + events, actions, results, reactions Choose a disaster picture -many on the web. Tell story story - - setting, events, results setting, events, results & & reactions Tell reactions
Resting my R & L brain! Present for all information processing ways & narrative levels 75% children & adults - limited thinking & communication Give overview, structure & final review, with stories to aid understanding. Present visuals first- then explain. 3 min. is limit for speech attention - break with tasks. Only by sharing knowledge are you aware of understanding it. Give time for learners to say what they have learnt from a session. Articles to support: E-learning not E-quality; Does Technology Help or Hinder; Reign of Error, Reign of Terror
