1 Thinking styles and their role in teaching Library & Information Science Prof. Ann-Louise de Boer...

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Thinking styles and their role in teaching

Library & Information Science

Prof. Ann-Louise de Boer [email protected] Prof. Theo [email protected]

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POTENTIAL EMPLOYEES

• 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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Understanding the value of whole brain teaching for whole brain learners

Introducemodel for understanding

thinking styles

Changing traditional teaching & learning perspectives

Lessons learnt from research

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D

C

THE HERRMANN FOUR QUADRANT BRAIN DOMINANCE MODEL

CAN BE THOUGHT OF AS A BLENDING OFTHE LEFT BRAIN / RIGHT BRAIN AND TRIUNE BRAIN

CONCEPT INTO A PHYSIOLOGICALLY BASED METAPHOR OF HOW THE BRAIN WORKS.

Left Brain / Right BrainPhysiologically Based

MetaphorThe Triune Brain

© Herrmann International Group™ 2000-2003

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The two hemispheres control vastly different aspects of

thought and action.

Each half has its own specialization and thusits own limitations and

advantages.

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Physiology Metaphor

TheBrain

TheWhole Brain

Model

TheOrganizingPrinciple

Application

TheHBDI

D

C

Architecture

D

C


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Rig

ht

Mod

eTh

inkin

g P

rocesses

Left M

od

eTh

inkin

g P

rocesses

Upper Mode Thinking Processes

Lower Mode Thinking Processes

D

Upper RightAUpper

Lef

t

BLower Left

C

Lower

Rig

ht

LOGICALANALYTICALFACT-BASED

QUANTITATIVE

ORGANIZEDSEQUENTIAL

PLANNEDDETAILED

HOLISTICINTUITIVEINTEGRATINGSYNTHESIZING

INTERPERSONALFEELING-BASEDKINESTHETICEMOTIONAL

WHOLE BRAIN MODEL


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JOHN DOEA QuadrantLogicalAnalyzerTechnicalMathematicalProblem Solver

D QuadrantArtisticHolistic

ImaginativeSynthesizer

Conceptualizer

OrganizationalAdministrativeConservativeControlledPlannerB Quadrant

InterpersonalEmotional

MusicalSpiritual

TalkerC Quadrant


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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

Competence

HIGH

STRONG

LOW

WEAK

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Other Approaches

MBI Psychological

HBDIPhysiological

Kolb’s Learning Style

Inventory

The Individual

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WHOLE BRAIN TEACHING & LEARNING

LogicalRational

QuantitativeTheoretical

OrganizedSequentialProceduralMethodical

VisualConceptual

SimultaneousExperimental

EmotionalExpressive

InterpersonalKinesthetic

A

B C

D

RIGHTLEFT

UPPER

LOWER

Exp

erie

ntia

lC

on

crete

Intellectual

Instinctual

OPEN MINDED

FEEL

ING-B

ASEDCONTROLLED

FACT-

BASED

Non

-Verb

al

Verb

al


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RESEARCH PROJECTS

EDUCATORS ENROLLED FOR DTI

“the composite of individual profiles represents a

highly diverse, but wellbalanced, 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 CRIMINOLOGYLESSONS 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.

1 Thinking styles and their role in teaching Library & Information Science Prof. Ann-Louise de Boer...

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