QR CODE II.

UNIT II, LESSON 2

The Powers of the Mind

ELICIT
What do you know about the whole brain theory?

ENGAGE

Are you right-brained or left-brained? Watch these videos and find out what are the implications of
the whole brain theory regarding personality and learning.
Are you right-brained or left-brained? posted by BuzzFeedVideo on December 11, 2013 accessed
on August 18, 2021 at YouTube website http://youtu.be/feAikjPqOq8
Whole Brain Thinking by Mark Buchanan posted on November 05, 2011 accessed on August 18,
2021 at YouTube: Part 1 http://youtu.be/jmxjV2lb1a0 ; Part 2 http://youtu.be/RcSTVxf24gw

EXPLORE
WHAT IS THE WHOLE BRAIN THEORY?
Scientists, medical doctors, psychologists, and psychiatrists have always been fascinated with the
brain and how it works. Studies conducted on the brain often start with an attempt to understand a brain-
related disease or malfunction. In 1861, Paul Broca conducted a study on the language and left-right brain
specialization on a patient who had problems with language. After several tests, Broca theorized that some
language functions reside on the left side of the brain (Morris 2006).

LESSON 2 THE POWERS OF THE MIND 1

 After more researches were conducted on language functions and the
brain, other scientists continued their studies on brain-related diseases and
malfunctions.
Dr. Roger Sperry conducted a study for epilepsy, which gave him the 1981
Nobel Prize for Physiology and Medicine. Sperry explained that the brain has
two hemispheres that perform tasks differently from each other. He discovered
that the right hemisphere of the brain was performing tasks that were intuitive,
creative, and synthesizing; while the left hemisphere of the brain was more adept
with the analytical, logical, reasoning, and critical thinking. Dr. Sperry’s theory
was known as the “split-brain theory” (The Split Brain Experiments). Ned Herrmann: Founder of
Herrmann International
The study of the brain and its multiple functions continued on until an
engineer at General Electric, Ned Herrmann, was tasked to determine why some individuals were more
creative than others. After drawing from the studies of Sperry, Herrmann came up with his own theory called
the “brain dominance theory,” which he derived from observations and tests that the human body, although
symmetrical and paired in almost all aspects, do not necessarily function equally. People normally have a
more dominant part of their body, like a more dominant leg, eye, or arm, which a person often prefers to use.
For example, a right-handed person will have a weaker left hand compared to the dominant right hand and
vice versa. Hence, there is such a thing as a stronger arm, leg, or hand, and where the weaker pair supports
the stronger pair. Herrmann extended this dominance theory to the brain, which he concluded to have not
just two parts but four, the upper left and right hemispheres, and the lower left and right limbic halves.
They are all connected to each other (Herrmann International). Herrmann is regarded as the “Father of Brain
Dominance Technology.”

HERRMANN’S FOUR DOMINANT QUADRANTS

Hermann’s whole brain model was first introduced in this image:

Image source adapted from Herrmann International www.hbdi.com

2 PERSONAL DEVELOPMENT
 Herrmann labeled the four quadrants of the brain as:
1. Upper Left (A) Cerebral Mode – key word for this quadrant is ANALYTICAL
2. Lower Left (B) Limbic Mode – key word for this quadrant is ORGANIZED
3. Lower Right (C) Limbic Mode – key word for this quadrant is INTERPERSONAL
4. Upper Right (D) Limbic System – key word for this quadrant is IMAGINATIVE
The image of the whole brain model has been updated and now used as a registered trademark of
Herrmann Global LLC. (Image source: https://www.herrmann.com.au/what-is-whole-brain-thinking/)

PREFFERED RESPONDS WELL TYPICAL

QUADRANT KEYWORDS VULNERABILITIES
ACTIVITIES TO OCCUPATIONS
Analytical Logical, factual, Collecting data, Technical Too focused, may CEO of technical
Thinking critical, technical, listening to or financial miss synergistic organizations,
quantitative, informational information, opportunities, stock market
abstract, lectures, reading theories, charts favors individual broker, chemist,
impersonal textbooks, judging and graphs, vs. group work, computer
ideas based on formal approach, tends to place programmer,
facts, criteria, and data heavy facts over people, finance manager
logical reasoning content problems with
delegating
Sequential Conservative, Following Agendas, goals Reluctant to Technical
Thinking structured, directions, and objectives, changes, tends manager,
organized, repetitive detailed simple graphs and to miss the big operations
detailed, planned homework presentations, picture, does manager,
problems, time stickler for time, not appreciate bookkeeper,
management step-by-step innovative ideas, drill sergeant,
and schedules, procedures before avoids dynamic supervisory nurse,
planning and concluding situations construction
organizing engineer

LESSON 2 THE POWERS OF THE MIND 3

 Interpersonal Emotional, Listening and Creative and free- Dislike for routine Marketing sales,
Thinking spiritual, sharing ideas, flowing activities, and structured real estate,
feeling, sensory, looking for experiential activities, elementary school
kinesthetic personal meaning, activities like tendency to be teacher, social
sensory input, music and art, impulsive and worker, counselor,
teamwork, win- people-centered emotional, often secretary
win situation activities and misses out on
discussions details
Imaginative Visual, holistic, Looking at the Fun activities, Can be Artist, entertainer,
Thinking intuitive, big picture, humor, future- impractical; musician,
innovative, taking initiative, oriented activities, tends to overlook entrepreneur,
conceptual, simulations experimentation, details; may tend strategic planner,
visionary (“what if” thought-provoking to procrastinate, creative writer,
questions), visual and challenging especially doing film director
aids, appreciating situations, visuals repetitive tasks;
the beauty difficulty in
of a problem, prioritizing when
brainstorming they do not like
what they are
doing
References:
R. J. Morris. (2006). Left Brain, Right Brain, Whole Brain? An examination into the theory of brain lateralization,
learning styles and the implications for education. PGCE Thesis, Cornwall College St Austell, http://singsurf.org/brain/
rightbrain.html

WHOLE BRAIN THEORY IN LEARNING

How does the whole brain theory enhance the learning process? It has been observed that brain
dominance leads to thinking preferences that influence and improve learning styles. Based on the table above,
each of the quadrants has a set of preferences in terms of learning.
Quadrant A learners are very much into logical thinking. They enjoy analyzing information and understand
better when presented with numbers and quantities, and they are also good at theorizing or concluding
based on facts and information that support their theories. Quadrant A learners expect exact information
that are straight to the point, and they would also want to be fed with lots of theories, numbers, data, logical
explanations, and results of research studies. However, they will find it difficult to express their inner thoughts
and emotions, and may struggle with unclear or undefined concepts or ideas.
Quadrant B learners easily grasp things in sequence, enjoy organizing ideas and things, assess situations
and information, and apply what they have learned into practice. Quadrant B learners will always demand
for clear instructions or directions, and would rather apply what they have learned in practical situations
rather than just theories. Being a sequential thinker, the B learner needs to be able to see the sequence of
things, which are consistent and in proper order. They may find it difficult to understand concepts without any
examples to show how these are applied. Their big challenges are in taking risks and doing things that are not
clearly defined to them.
A and B learners are often characterized as practical, reality-based, and down-to-earth persons.
Quadrant C learners are very sociable learners who enjoy learning with a group with whom they share
ideas and projects. They are very focused and involved when trying to learn something. They also tend to
reflect on what they have understood and acquired in terms of knowledge, and most of the time use their
bodies and movement while learning. They get bored with data and intellectual discussions without activities
and participation. The C learner is also emotional and would share their emotions with a group. Personal
feedback is therefore important to them.
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 Quadrant D learners are the curious ones who enjoy discovering, experimenting, and exploring activities.
They are strong thinkers when it comes to conceptualizing and putting all the seemingly unrelated parts
and connecting these parts together, synthesizing, and in creating new ideas and concepts. The D learner
enjoys games and surprises, is a visual learner, and needs different varieties of approaches to learning. Being
spontaneous in character, the D learner will have difficulty meeting deadlines and rigid environments.
C and D learners are often characterized as fun, flexible, and open-minded persons.
Learners should always remember that they do not necessarily belong to just one or two quadrants, but
can find their qualities present in all the quadrants.
Knowing the different styles of learning, adolescent high school students can easily adapt their own
learning styles with that of their classmates and even those of their teachers. They will have an appreciation
of the diversity found inside their classroom, and even outside their school. In accepting the diverse types
of learning, the adolescent learner can become a better collaborator at work, a very important skill that is
currently in demand in the workplace. In their personal lives, the adolescent high school student will also have
improved interpersonal relationships once they understand and accept the differences in people’s learning
and thinking styles.
Here is a quick and simple test (Simple Test for Dominant Learning Styles) to find out which quadrant
your dominant traits are found. Choose 10 of the descriptions found in the table below. The highest number
of descriptions found in a quadrant is your dominant thinking and learning style. If the descriptions you chose
come from all four quadrants, it means that your dominant style resides in all the quadrants, and therefore,
you are using all four quadrants of your brain to become a whole brain thinker and learner, and this is what is
more important for us—developing our whole-brain, not just our dominant hemispheres—in learning. (Refer
to Activity 3 of the Exercises.)

Quadrant D Learner
Quadrant A Learner Vivid imagination
Analyzes data Explores
Down-to-earth Curious
Critical Experiments
Logical thinker Flexible
Understands money Conceptualizes
Works with numbers Uses visuals to learn
Risk-taker

Quadrant C Learner
Quadrant B Learner
Tactile
Gets things done
Sensitive
Submits on time
Emotional
Creates procedures
Sociable
Plans and organizes
Expressive
Neat and organized
Shares knowledge
Reliable
Uses physical movement

Image adapted from Houghton Mifflin College – Thinking Styles and Learning Styles accessed on January 17, 2021
https://college.cengage.com/instructors/ins_teachtech_foundations_module_thinkstyles.html

LESSON 2 THE POWERS OF THE MIND 5

 Here are two articles you can read which are rethinking some psychological theories such as the
whole brain theory and others as well. Remember that human nature is dynamic and constantly in a
process of change. This is the reason scientists continue to conduct research studies on human behavior
and thinking. As new observations surface from these studies, some older theories are updated or
debunked. Just keep an open mind and be challenged by these myths.
The Five Myths That Are Holding You Back by Gustavo Razzetti posted on July 30, 2019 accessed
on August 18, 2021 at the Psychology Today website https://www.psychologytoday.com/us/blog/the-
adaptive-mind/201907/the-five-myths-are-holding-you-back
10 Myths About the Mind by Matt Huston posted on August 20, 2019 accessed on August 18, 2021
at the Psychology Today website https://www.psychologytoday.com/us/articles/201908/10-myths-
about-the-mind

MIND MAPPING
Organizing information and concepts through the use of maps or diagrams has been a practice among
thinkers as early as the third century. Educators, planners, engineers, and other professionals had been using
these pictorial methods throughout the centuries that followed. British psychology author and consultant
Tony Buzan, who also developed the technique in creating such map, popularized the use of the phrase “mind
map.”
According to Dictionary.com:
“A mind map is a diagram used to represent ideas or information branching from a central key word
or idea and used as an aid in study, organization, problem solving, decision-making, and writing.” (mind
map 2014)
Mind maps are useful visual tools that help in linking together concepts and information in such a way
that the interconnection and interrelation of these are clearly laid out and easily accessible to help in problem-
solving and for reference and review (Mind Maps, n.d.).
Mind maps are useful during brainstorming sessions, making decisions, organizing information,
simplifying complex ideas, note-taking, and even for personal use.
According to the website www.mindmapping.com, there are five essential characteristics of mind
mapping (mind mapping 2014):
1. The center image represents the main idea, subject,
or focus.
2. The main branches radiate from the central image.
3. The branches comprise a key image or word drawn
or printed on its line.
4. Twigs represent lesser topics.
5. The branches form a connected nodal structure.

You may watch the video on how to make a mind map at:
https://www.youtube.com/watch?v=wD0YaRu8EsE

6 PERSONAL DEVELOPMENT
MindTools.com proposes the following steps in creating basic mind maps:
1. Write the title of the subject you are exploring in the center of the page, and draw a circle around it (as
shown in Figure 1). The example shows how someone is brainstorming the actions needed to deliver a
successful presentation.

Figure 1
2. Draw lines out of the center circle to label major subject matters about making presentations, like:
audience, topic, visual aids, location, and delivery. (See Figure 2.)

Figure 2
3. Draw additional lines that will connect to the lines for major topics. For example, under audience, you
would like to describe and list some background information about them, such as their demographics,
expectations, knowledge levels, concerns, and benefits required. This is shown in Figure 3.

Figure 3

LESSON 2 THE POWERS OF THE MIND 7

4. Then, for individual facts or ideas, draw lines out from the appropriate heading line and label them. This
is shown in Figure 4.

Figure 4
5. As you come across new information, link it into the mind map appropriately.
A complete mind map may have main topic lines radiating in all directions from the center. Subtopics and
facts will branch off these, like branches and twigs from the trunk of a tree. You do not need to worry about
the structure you produce, as this will evolve on its own accord.

USING MIND MAPPING EFFECTIVELY

Once you understand how to take notes in mind map format, you can now develop your own rules. The
following suggestions can help you draw impactful mind maps:
• Use single words or simple phrases. Many words in normal writing are padding, as they ensure that
facts are conveyed in the correct context, and in a format that is pleasant to read. In mind maps, single,
strong words, and short meaningful phrases can convey the same meaning more potently. Excess words
just clutter the mind map.
• Print words. Joined up or indistinct writing is more difficult to read.
• Use color to separate different ideas. This will help you to separate ideas where necessary. It also helps
you to visualize the mind map for recall. Color can help to show the organization of the subject.
• Use symbols and images. Pictures can help you to remember information more effectively than words,
so if a symbol or picture means something to you, use it. (You can use photo libraries like iStockPhoto to
source images inexpensively.)
• Use cross-linkages. Information in one part of a mind map may relate to another part. Here, you can
draw lines to show the cross-linkages. This helps you to see how one part of the subject affects another.
On the next page are two topic outlines for you to practice on. Draw and connect these items to create
a mind map. You may expand the content of each of these topics. (Refer to Activity 4 of the Exercises.)

8 PERSONAL DEVELOPMENT
 Topic 1: Healthy Lifestyle (RIGHT BRAIN ACTIVITY: Be creative and use forms like circles, drawings,
illustrations, pictures, and the like.)
A. DIET
1. What food to eat more of: fruits, vegetables, nuts, seeds, grains, good oils
2. What food to eat less of: animal fats and meats, dairy products, bad oils, snacks, and processed
food containing preservatives and high salt content
B. EXERCISE
1. For cardio and stamina build-up: jog, run, bike, swim
2. For muscle build-up: weight-lifting, push-ups,
3. For weight loss or weight gain: types and frequency of exercises
C. SLEEP AND REST
1. Regular time and number of hours of sleep you need
2. Comfortable bed and sleeping environment
D. EMOTIONAL AND PSYCHOLOGICAL HEALTH
1. Handling stress
2. Creating a healthy self-concept
Financial Literacy was chosen for the second topic, because this is a very important skill to learn especially
by adolescents. It involves self-control, appreciation of the value of money and hard work, planning for one’s
future, and financial security.

Topic 2: Financial Literacy (LEFT BRAIN ACTIVITY: Use words, logic, lists, and numbers.)
A. Why the need for financial literacy?
1. List down reasons such as better management of financial resources and the like.
2. List down possible consequences of poor financial management like bankruptcy.
B. Components of Financial Literacy
1. Knowing the basics of Finance:
a. Financial products: savings, credit, payment transactions, insurance, remittance
b. Values formation: understand the value of money, fiscal discipline, and the consequences of
not having enough money; the importance of savings, prudence in spending, and perils of
gambling
c. Budgeting: having a clear appreciation of spending capacity, learning to prioritize, learning to
sacrifice, learning to delay gratification, and making an actual budget that works
d. Cash flow management: keeping track of inflows and outflows of money, building up positive
cash flow to generate savings, and learning how to use productivity tools such as Excel
e. Savings and investment: how to make your money work for you, learn the principle of interest,
types of investments available, and the like

LESSON 2 THE POWERS OF THE MIND 9

 Which of the two mind maps did you use creativity in constructing? You may check out some examples
of mind maps online here: https://imindmap.com/gallery/
Hone your mind mapping skills some more by practicing on the following:
• Using an online application called “Exam Time,” create your own mind map using your favorite weekend
activities as the main topic.
• Create another mind map to represent the left brain dominance theory by using a different online
application called Popplet for a topic on the use of numerical or alphabetical grades as a tool to measure
a person’s knowledge and understanding of subjects taken up in school. You may use two arguments:
one is for the use of grades to measure a person’s knowledge and understanding of subjects taken up in
school, and the other is against the use of grades. You may add an option of just a “pass” or “fail” type
of measurement.
You may get your free mind mapping tool from http://sourceforge.net/projects/freemind/?source=typ_
redirect

EXPLAIN
• Name and explain the key characteristics of the four quadrants of the brain as theorized by Ned Herrmann.
• How does the whole brain theory affect the learning process of a person?
• What is a mind map and when is it useful?
• Which brain side do you think is more dominant among these popular Filipinos and why do you think so?

Jose Rizal Andres Bonifacio Lea Salonga Cory Aquino

ELABORATE
After taking the Simple Test for Dominant Learning Styles (using the diagrams on the next page) to
determine your dominant brain quadrants, sit down with five other students in your class, and discuss what
your dominant quadrants are. Ask them if they agree with your observation about your dominant brain side.
(You may refer again to Activity 3 of the Exercises.)

10 PERSONAL DEVELOPMENT
 Quadrant D Learner
Quadrant A Learner Vivid imagination
Analyzes data Explores
Down-to-earth Curious
Critical Experiments
Logical thinker Flexible
Understands money Conceptualizes
Works with numbers Uses visuals to learn
Risk-taker

Quadrant C Learner
Quadrant B Learner
Tactile
Gets things done
Sensitive
Submits on time
Emotional
Creates procedures
Sociable
Plans and organizes
Expressive
Neat and organized
Shares knowledge
Reliable
Uses physical movement

Image adapted from Houghton Mifflin College – Thinking Styles and Learning Styles accessed on January 17, 2021
https://college.cengage.com/instructors/ins_teachtech_foundations_module_thinkstyles.html

EVALUATE (For homework or seatwork)

Using the topic “How to Improve Learning,” draw two mind maps. The first one will show the dominant
right side of the brain and the other map will illustrate the left side of the brain.

EXTEND
• Design a survey on the four brain quadrants and conduct this survey using the website www.surveymonkey.
com. Survey your family members, classmates, friends, and relatives. What did you find out? (Refer to
Activity 5 of the Exercises.)
• Request your teachers to take the Simple Test for Dominant Learning Styles and ask them how they use
this knowledge about themselves in their teaching.

LESSON 2 THE POWERS OF THE MIND 11

 • Neuroscientists and psychologists proposed several theories about the brain and its functions.
Sperry expounded the “split-brain theory.” He stated that the brain has two hemispheres: the
left and the right hemispheres. Sperry further proposed that the left brain hemisphere is where
analytical and rational thinking resides, while the right brain hemisphere represented the creative
and synthesizing part.
• Herrmann’s theory was that the four brain quadrants represent the dominant characteristics of a
person’s thinking. He labeled each quadrant as A for the logical, rational, and analytically dominant
thinking person; B for the organizationally and sequentially dominant thinking person; C for the
emotionally inclined and kinesthetically dominant thinking person; and D for the instinctive,
creative, and synthesizing dominant thinking person.
• Brain dominance leads to thinking preferences that influence and determine the learning styles of
a person.
• Understanding the brain-dominant characteristic of an individual helps others to accept and
acknowledge the differences between the way people think and learn.
• Mind mapping is a technique or tool that organizes and puts into contextual relationships various
information, concepts, and ideas. This is often used effectively in brainstorming, planning,
presenting, and even in personal life.

12 PERSONAL DEVELOPMENT