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A man called Roger Sperry was awarded the Nobel Prize for his proof of the "split brain " theory. It sounds rather gross, doesn't it? But, according to Dr Sperry the two hemispheres of the brain have different, but overlapping functions. They each specialise in different kinds of thinking processes.
Bear with me. Some interesting stuff coming up. Still Dr Sperry... in general, with 95 % of all right-handed people, the left side of the brain controls the right side of the body - and is also responsible for practical, linear, verbal and rational thought. In most left-handed people the functions are reversed.
It's a left-brain function to balance your check books (budding accountants, ahoy!), to remember names and dates (historians, hello) and setting aims and objectives. Most of our concepts of thinking used to come from Greek sources, and so left-brain processes are most rewarded in our education system.
The right half (hemisphere) controls the left side of the body and is holistic, imaginative, nonverbal and artistic. When you are daydreaming, recalling scenes and faces or if you are engrossed in a piece of music, your right brain functions are dominant.
1. How many learners in the class are a) right-handed b) left-handed?
2. How many of the left handers feel that they are at a disadvantage when it comes to handling common household equipment, like vegetable peelers or scissors? Can you rework it into a percentage (%) ?
3. Can you draw a conclusion from the figures above? (Left brain activity)
To solve problems in a creative way requires the working of both hemispheres. In other words, we need both the creative, imaginative right hemisphere and the logical and rational left hemisphere functions. To see how this works, let's break down the problem solving process into different steps and see which hemisphere would serve that step best.
| 1. What is the real problem? | This asks for logical, analytical thinking and the left hemisphere does that. |
| 2. What possibilities and solutions are there? | You have to generate many creative possibilities and alternatives - a job for the right hemisphere. |
| 3. Which ideas may work? (set criteria) | Back to the logical, analytical side |
| 4. How do I plan to make my solutions work? | Planning requires logical and sequential thinking (left) |
| 5. How do I convince others? | Possibly a blend of functions is needed: logic, persuasion, refined communication skills |
| Learning outcomes(LOs) |
| LO 3 |
| PERSONAL DEVELOPMENT The learner will be able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his or her world. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 3.3 responds appropriately to emotions in challenging situations; |
| 3.4 explains what has been learned from a challenging personal ineraction by critically reflecting on own behaviour; |
| 3.6 critically evaluates own application of problem-solving skills in a challenging situation. |
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