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

2 POTENTIAL EMPLOYEES Think holistically. Be innovative. Work in teams. Synthesize information. Integrate environmental and societal values. Communicate effectively. Solve problems in creative ways.

3 Understanding the value of whole brain teaching for whole brain learners Introduce model for understanding thinking styles Changing traditional teaching & learning perspectives Lessons learnt from research

4 A B D C THE HERRMANN FOUR QUADRANT BRAIN DOMINANCE MODEL CAN BE THOUGHT OF AS A BLENDING OF THE LEFT BRAIN / RIGHT BRAIN AND TRIUNE BRAIN CONCEPT INTO A PHYSIOLOGICALLY BASED METAPHOR OF HOW THE BRAIN WORKS. Left Brain / Right Brain Physiologically Based Metaphor The Triune Brain © Herrmann International Group™

5 The two hemispheres control vastly different aspects of thought and action. Each half has its own specialization and thus its own limitations and advantages.

6 PhysiologyMetaphor The Brain The Whole Brain Model The Organizing Principle Application The HBDI A B D C Architecture A B D C © Herrmann International Group™

7 Right Mode Thinking Processes Left Mode Thinking Processes Upper Mode Thinking Processes Lower Mode Thinking Processes D Upper Right A Upper Left B Lower Left C Lower Right LOGICAL ANALYTICAL FACT-BASED QUANTITATIVE ORGANIZED SEQUENTIAL PLANNED DETAILED HOLISTIC INTUITIVE INTEGRATING SYNTHESIZING INTERPERSONAL FEELING-BASED KINESTHETIC EMOTIONAL WHOLE BRAIN MODEL © Herrmann International Group™

8 JOHN DOE A Quadrant Logical Analyzer Technical Mathematical Problem Solver D Quadrant Artistic Holistic Imaginative Synthesizer Conceptualizer Organizational Administrative Conservative Controlled Planner B Quadrant Interpersonal Emotional Musical Spiritual Talker C Quadrant © Herrmann International Group™

9 HBDI originally developed for adults in a corporate environment -successfully used with tertiary students.

10 ` Thinking Style Learning Style Dominant cognitive Motivation Competence HIGH STRONG LOW WEAK

11 Other Approaches MBI Psychological HBDI Physiological Kolb’s Learning Style Inventory The Individual

12 WHOLE BRAIN TEACHING & LEARNING Logical Rational Quantitative Theoretical Organized Sequential Procedural Methodical Visual Conceptual Simultaneous Experimental Emotional Expressive Interpersonal Kinesthetic A BC D RIGHT LEFT UPPER LOWER Experiential Concrete Intellectual Instinctual OPEN MINDED FEELING-BASED CONTROLLED FACT-BASED Non-Verbal Verbal © Herrmann International Group™

13 RESEARCH PROJECTS EDUCATORS ENROLLED FOR DTI “the composite of individual profiles represents a highly diverse, but well balanced, distribution across the four quadrants of the whole brain model”. Herrmann 1996:47

14 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.

15 BA DEGREE CRIMINOLOGY LESSONS LEARNT (N = 68). Wide range of thinking preferences. Equally distributed throughout the model. Curriculum designers must not make unfound assumptions about learners.

16 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.

17 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.

18 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.

19 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.

20 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.

21 “ The whole brain concept, once understood, becomes irresistible” Herrmann 1996.

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