CRT LEARNING MODULE

Course Code PerDev

Course Title Personal Development

No. of Hours 80 Hours

Module Title The Brain and Thinking in Adolescence

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 83
Adolescence
CRT
 College for Research & Technology of Cabanatuan
HOW TO USE THIS DIGITIZED LEARNING MODULE
Welcome to the module in Empowerment Technology. This module contains
training materials and activities for you to complete this module.

Distance students will be graded on their participation based on posts after

each class to the course blog. Generally, writing a paragraph that either poses some
questions, makes a comment on the lecture or class discussion, or otherwise
demonstrates that you have thought about the material discussed is sufficient

You are required to go through a series of learning activities in order to complete

each learning outcome of the module. Each of the learning outcomes is provided with
Modules. Follow these activities on your own and answer the self-check at the end of
each learning outcome.

Talk to your online facilitator and agree on how you will both organize the Training
of this unit. Read each through the module carefully. It is divided into sections, which
cover all the skills and knowledge you need to successfully complete this module.

 Work through all the information and complete the activities in each section.
Read Modules and complete self-check. Suggested references are included to
supplement the materials provided in this module.
 Most probably your facilitator will be your supervisor or manager. Your online
facilitator will support and correct you.
 Your online facilitator will tell you about the important things you need consider
when you are completing activities and it is important that you listen and take
notes.
 You will be given plenty of opportunity to ask questions and practice on the job.
Make sure you practice new skills during regular work shifts. This way you will
improve both your speed and memory and also your confidence.
 Talk to more experienced workmates and ask for their guidance.
 Kindly the self-check questions at the LMS (EDMODO) to test your own progress.
 When you are ready, ask your online facilitator to watch you online via Zoom or
Google Meet to perform the activities outlined in this module.
 Ask your online facilitator work through the activities: ask for written feedback
on your progress. Your online facilitator keeps feedback/pre-assessment reports
for this reason. When you have successfully completed each element, ask the
facilitator to mark on the reports that you are ready for assessment.

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 84
Adolescence
CRT
 When you have completed this module, and feel confident that you have
sufficient practice, your online facilitator will arrange an appointment with
registered assessor’s to assess you. The results of your assessment will be
recorded in your competency Achievement Record.

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 85
Adolescence
CRT
 Personal Development

Contents of this Learning Module

No. Module Title Topic Code

7 The Brain and Multiple Intelligences Module 7.1

Thinking in Module 7.2

Adolescence Gardner’s Eight
Intelligence
Module 7.3
What Is Thinking?

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 86
Adolescence
CRT
 MODULE CONTENT

MODULE TITLE : The Brain and Thinking in Adolescence

MODULE DESCRIPTOR:
Personal development is the process of improving oneself. But you can only improve
yourself if you know who you are. How well do you know yourself? Developing oneself opens
you to new discoveries and new growth. It may take time but it is worth the journey. Starting
to build your life now determines what your future will be.

Number of Hours:
3

LEARNING OUTCOMES:
At the end of this module you MUST be able to:

1. An adolescent’s well being can be developed by exercising one’s

thinking skills, regulating one’s emotions well and managing personal
stress effectively.

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 87
Adolescence
CRT
 MODULE 7

The Brain and Thinking Adolescence

Learning Objective: After reading this MODULE, you should be

able to:

1. Explain two types of mind-mapping techniques suited to right-brain or left –brain

dominant thinking
2. Discuss the meaning of creative and critical thinking and how to enhance these
thinking patterns
3. Make a plan to improve learning using left and right brain through mind-mapping

7.1 Multiple Intelligences

Howard Gardner (2004), an American developmental psychologist, challenged

the classical view of intelligence which depends on a single dominant ability as indicated
by an I.Q score. Intelligence has been viewed as the capacity to understand the world
think rationally, and use resources effectively when faced with challenges (Wechsler
1975) However, for Gardner, intelligence is the ability to solve problems or to produce
something in a particular setting. In his theory of multiple intelligences, he believes
these innate intelligences are expressed in different sensory modalities. Based on
research in physiology, anthropology, as well as personal and cultural history, Gardner
came up with eight distinct intelligences such as linguistic, logico-mathematical, spatial,
bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Gardner 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.
Gardner's theory of multiple intelligences made a strong impact on the field of
education. Schools have picked up his ideas in determining students learning styles and
acknowledge their natural talents and abilities and design their curriculum accordingly.

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 88
Adolescence
CRT
Diagram of multiple intelligence as proposed by Howard Gardner

In support to the theory of multiple intelligences, Gilhooly (1995) explains certain

assumptions. He says that intelligence is not fixed or static at birth because
environmental, cultural, and socialization factors affect the development of intellectual
abilities. Secondly, intelligence can be learned, taught, and enhanced because it has a
neurobiological base such that at any age, mental ability can be improved. Lastly,
intelligence is multidimensional at various levels of our brain, mind, and body. There are
many ways in which we know, understand, perceive, learn, and process information.

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 89
Adolescence
CRT
7.2 Gardner’s Eight Intelligence

Linguistic intelligence is the ability to use words in both oral and

LINGUISTIC written communication. People with this ability think in words
INTELLIGENCE rather than visuals. They are good in listening, speaking, writing,
discussing, and other language skills.

Logico-mathematical Intelligence is the ability to reason, apply

logic, and work with numbers. They think in logical and numerical
LOGICO- patterns, making connections between pieces of information.
MATHEMATICAL Their skills include problem solving, classifying and categorizing
INTELIGENCE information, thinking logically, questioning, carrying out
investigations, performing mathematical calculations, and working
with geometric shapes.

Visual-spatial Intelligence is the ability to perceive the visual. They

VISUAL-SPATIAL tend to think in pictures and need to create vivid mental images
INTELLIGENCE to retain information. Their skills include understanding charts and
graphs, sketching, painting, creating visual images, and
constructing and fixing design.

Musical Intelligence is the ability to produce and appreciate mu-

sic. These musically inclined people think in sounds, rhythms and
MUSICAL patterns. They immediately respond to music either appreciating
INTELLIGENCE or criticizing what they hear. Their skills include singing playing
musical instruments, recognizing sounds and tonal patterns,
composing music, and remembering melodies.

Bodily Kinesthetic Intelligence is the ability to control body

movements and handle objects skillfully. They express themselves
BODILY best through movement because of their good sense of balance
KINESTHETIC and hand-eye coordination. Through interacting with the space
INTELLIGENCE around them, they are able to remember and process information.
Their skills include dancing. physical coordination, sports, crafts,
acting, miming, and using their hands to create or build.

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 90
Adolescence
CRT
 Interpersonal Intelligence is the ability to relate to and understand
other people. They can sense feelings, intentions, and motivations
INTERPERSONAL and are adept at recognizing non-verbal language, for example
INTELLIGENCE body language. Their skills include seeing things from other
perspectives, listening, using empathy understanding other
people's moods and feelings, and communicating both verbally
and non-verbally

Intrapersonal Intelligence is the ability to understand our selves,

who we are, and what makes us the way that who are. They
INTRAPERSONAL recognize their own strengths and weaknesses and have a
INTELLIGENCE capacity for self-analysis, awareness of their inner feelings,
desires and dreams, evaluating their thinking patterns and
reasoning with themselves

NATURALISTIC Naturalistic Intelligence is the ability to recognize and categorize

INTELLIGENCE things. They are lovers of nature and see patterns on how nature
works.

7.3 What Is Thinking?

Thinking is difficult to define. Everyday thinking does not require effort because
we deal with the familiar, day-to-day routine. However, we engage in effortful thinking
when we work on puzzles, solve geometry problems, translate passages into another
language, or write essays. 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, however, that can help us navigate the
world that offer us too much information. Creative thinking makes us produce
something novel based on what we already know. Critical thinking requires reasoning
and judgment to see a better picture of the information presented to us. Let us discuss
each type of thinking and see how we can enhance our abilities to think creatively and
critically.

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 91
Adolescence
CRT
Creative Thinking

Creative thinking may be defined as the production of effective novelty through

the operation of our mental processes (Halford, G., 2004). Creativity depends not only
on our ability to do things but to represent what has been done. It depends on the
procedural as well as declarative process. Boden (1996) suggests that creativity entails
"breaking out of old conceptual frameworks and creating new ones. To carry this out,
we should know the rules under which we operate and at the same time, be able to
articulate these rules and modify them. For instance, a bee could build honeycomb but
it does not have any knowledge about building it just like an engineer would do. Of
course, mental processes of animals are different from humans.

In creative thinking, one must be able to represent relations. A creative person

can see relationships of things around. He can show this through art, music, dance and
movement, and other forms of creative activity, A person with creative thought is
capable of carrying out an analogy. He can see how two different things relate with
each other. A neurological basis of creativity is explained by a distinctive wave-pat tern
using the computation approach of creativity. (Dartnell, 2002)

Enhancing Creativity

Tony Buzan, an English author and educational consultant, suggests the use of
mind mapping to enhance creativity. It is a visual thinking tool that utilizes cognitive
functions like memory, learning, creativity, and analysis. Mind mapping is a process that
involves a combination of imagery, color, and visual-spatial arrangement. The technique
maps out our thoughts using keywords that trigger association in the brain to spark
further ideas. This graphic technique provides a tool to unlock the potential of the brain
by harnessing the full range of critical skills and spatial awareness and help improve
learning and clarity of thinking.

Mind mapping does not only create and structure ideas but it also helps store
new information, and test them. The objective is problem solving or taking decisions.
Making a mind map is a king of drawing connections between the relevant facts or
ideas. For instance, when we place a key element in our notes, we can write another
sentence and branch out to other key words until all the issues are analyzed.

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 92
Adolescence
CRT
Diagram showing how to do a Mind Mapping

Critical Thinking

Critical thinking requires logic and coherence as we try to analyze, synthesize,

evaluate, and interpret information rather than simply apply technical abilities
(Andolina, 2001). In critical thinking, we try to evaluate whether we should be
convinced that some claim is true or some argument is good. we also formulate good
arguments as we evaluate ideas, information, and the sources that provide them. Then
we arrange this information in a coherent way by making connection to other ideas,
considering alternative sources, and assessing their implications.

Examples of exercise in critical thinking are looking for cause and effect and
making generalizations. To determine cause and effect, we need to check possible
unstated claims that are needed to establish the relationship between purported cause
and purported effect in order to make the claim valid and strong. Cause precedes
effect, if we make a mistake, then we reverse cause and effect. In making a
generalization, for instance, we claim something about a population based on our
claim about a sample of cases, but sometimes, the general claim is already the
conclusion or the whole argument. Ihus, critical thinking is necessary to avoid such
mistakes.

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 93
Adolescence
CRT
Self-check
7.1 Illustrate the diagram of Multiple intelligence by Howard Gardner.

7.2 Write letter R if the statement is true and if the statement is false write
the letter E.

_______1. Howard Gardner believes that intelligence is a single entity.

_______2. Mind-mapping is a technique used to generate more ideas.
_______3. People with naturalistic intelligence are lovers of plans and pets.
_______4. Creative thinking is defined as the production of effective , interpersonal and
naturalist.
_______5. People with linguistic intelligence had the ability to use words in both oral
and written communication.
_______6. It is still possible to increase our intelligence at any age.
_______7. Critical thinking is defined as the kind of thinking that requires logic and
coherence in analyzing and interpreting information.
_______8. Interpersonal intelligence is the ability to relate and to understand other
people.
_______9. Novelty is part of creative thinking.
_______10. Musical intelligence is the ability to produce and appreciate music.

Personal Development Document No. 001-2020

The Brain and Developed by:
Issued by:
Thinking in Eligio D. Castillo Jr.
Page 94
Adolescence
CRT