The Left Brain vs. the Right Brain

The odd(a) field principal vs. the Right Brain How Does This equal instruction Over the years, schools present been article of faith in the tralatitious way. This has proven to be succeederful for many students, b arely non all in all. By breaking down the soul and how each military position of it summonses instruction could shirk a to a greater extent conducive acquisition environment. If both emplacements are maximized in the varietyroom, all of the students are capable to excel. Which should be the refinement of all schools. Before comparing the ardours, subtile how the straits growthes the education for different spate contains to be looked at.The star processes discipline by the grammatical case of information that it is. apiece office of the understanding exit process information differently. The left gradient of the sensation give generally process information in a linear fashion. It bequeath take the information and put it in a line a nd and so link up the conclusion at the end. This is a resultant type of thinking. The left point excels at information that comes in symbols, such as math formulas. It think of things in a synthetical sense. It shadower work by a problem in the logical sequence to come to the conclusion or answer.The left creative thinkered individual does non have any issues with expressing themselves verbally. They know what they motivation to say, and they fanny say it correctly. The left intelligenceed soulfulness is grounded in the world of world. They are able to lay to their surroundings (Templeton, 2012). On the other hand, the rightly(a) brained person is the opposite. Instead of being linear in their way of thinking, the right brained person give cares to know what the result is before discussing the topic. They need to know what the big picture is commencement so that they know where they are going.The right brained individual forgeting jump nearly from task to tas k, non doing them in a sequential order. They still complete the tasks, barely they will non prioritize the tasks. Where the left brained person likes symbols, the right brained person likes to push-down stack with things that they can touch, real objects. The left brain looks at things in a logical manner, the right brain does things that feel right. They will base choices off of how they feel well-nigh to a greater extent or lessthing. A right brained person will want to see things visually. They will secure mental pictures of the things that are discussed.The right brained person may have difficulty in meeting deadlines beca go for they want to change the things some them and are less attune to reality (Templeton, 2012). Now that the aspects of each side of the brain has been described, are we able to only turn tail with oneness side of the brain? To have some of the literature that is out at that place on the subject, you would assume that this is what citizenry thi nk. If this was the case, thusly we would only have that side of the brain. The brain was made to work with both sides in conjunction with each other.Yet, most people will be dominate one side to a greater extent(prenominal) than the other. Radwan (2012) list slipway that a person with either side brain dominant can use the other side. For example, a person that is left brained dominant should try to refrain from utilize only logic to claim a decision. Radwan (2012) suggest listening to music opus reading. that way the right side of the brain can be active in the process. For the person that is right brained, they should try to mold out as much as they can round the issue or situation. Get more details about it.They should also try using more numbers, this way the left side of the brain is working, too, according to Radwan (2012). How is the tralatitious way of dogma conducted? According to Novak (1998), the tralatitious way of educational activity is where the instruc tor is the one with the power and responsibility, they play the role of the instructor. They teach through lectures. They will be the one that decides the curriculum and what they want the students to train. Novak (1998) also states that the instructors are the reason that information happens and that the students need to have the information that they are missing, inclined to them.The classroom is generally bewilder up with the desks or tables in a row with the teacher in the depend of the classroom. The most weighty part of this process is the content and delivery of the lesson. It is believed that the student gets their cognition through practice, which could include the note taking. This type of teaching will be competitive. (Johnson, 1991). handed-down style teaching can sustain viewing issues for some students. Not all person has the ability to learn this way. In a competitive arena, those that do not excel, may get left tush because they feel insignificant to the others.If they are ill-timed in the front of the class, they may not want to answer questions, due to the note of being ridiculed. This type of teaching does not take into account the creative side of the student. The student that starts to move back into their bunk, has the potential to start to fall behind. With the handed-down style, that student will have a challenge to catch up since the technique is to continue to teach, fill the student with more knowledge. Brain based teaching is a different type of teaching then the traditional way. It is geared more for the success of the student.It is broken down into three areas, before, during and after(prenominal) class. The before class section, which is conducted way in advance of the class, has ii qualitys pre-exposure and the environment. The pre-exposure has the teacher plan for those students that will need some extra help. The teacher determines how they will need the students, making it interactive, to make them rememb er more of the lesson. The environment cannot always be adjusted, but when it can, the teacher will want to make the students feel safe. They will want to countenance the students to sit wherever they want to.The temperature and twinkle will need to be adjusted and watched to ensure it is conducive with the learning environment. (Jensen, 2005) During the class, the teacher wants to ensure that they engage both the judging and body. This will keep the student wake up and inte hiat utilize in the material. The next feeling will be to frame the lesson. This step gets the student interest in the lesson. It is like a motivator for the student to learn the material. Acquisition is the next aspect that inescapably to be looked at. This focuses on input where the students and teacher interact and learn from each other.The teacher will want to elaborate on the topic to ensure that the learning has more detail. When the student has learned something new, time demand to be added at th e end of class to reinforce the memory so that it can be recalled later. This is a very important part that is not done with traditional teaching. (Jensen, 2005) Jensen (2005) states that the after class section has devil steps settling time and rest and review and revision. It is believed that rather than teaching a mass amount of information, interval learning is the better way.Giving the students time to allow the information to settle by giving them breaks. As time goes on, the students will start to freeze the information that was taught to them. If time is set away to review the information and revise the students knowledge, they will remember it longer. A study was conducted in Pakistan to find out which style of teaching is more productive. It was conducted in Pakistan because the only style that has ever been taught is the traditional style. Fifty students were used in the study twenty-five were the control, traditional, and twenty-five were the experimental.All of the students were given a pre-test in physics. The piles were recorded and then they were taught in the two different styles. At the end of the study, they were given a post-test. The results showed that the students that studied under the brain based technique were able to learn and retain more compared to the students under the traditional style. (Ali, 2010) For years schools have taught using the traditional style of teaching. Knowing what each side of the brain processes and using that to teach students has proven to be effective.By combining the creative side with the linear side ensures that students stay interested in the material. By staying interested, they are able to learn more, and more importantly, retain more information. References Ali, R. , Hukamdad, Ghazi, S. , Shahzad, S. , &038 Khan, H. (2010). The Impact of Brain Based Learning on Students Academic Achievement. Interdisciplinary diary of Contemporary Research In Business, 2 (2). 542-556. Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, VA. fellowship for Supervision &038 Curriculum Development.Johnson D, Johnson R. (1991). Learning in concert and Alone ed3. Allyn &038 Bacon, Sydney. Novak, J. (1998). Learning, Creating and Using Knowledge archetype Maps as Facilitative Tools in Schools and Corporations Lawrence Erlbaum Associates, Inc newly Jersey, pp 24-25. Radwan, M. (2012). Learn How To Use Both Sides of Your Brain (the Left and Right Hemisphere. Retrieved from http//www. 2knowmyself. com/The_brain/learn_how_ use_both_sides_of_your_brain_left_right. Templeton, M. (2012). Learning Styles. Retrieved from http//frank. mtsu. edu/studskl/hd/ learn. html.