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HOW TO IGNITE EDUCATION
--Ponder this: Our entrenched Left-brain dominant educational system fails 60% of the population.
By Jim Miller, Partner, Montana Virtual Educational Collaborative
The failure is bidirectional: The left-brain dominant (LBD) educational system fails itself as well as the right-brain dominant (RBD) students and the kinetic learner students (KLS). WHAT IS BRAIN DOMINANCE? First, some background about brain dominance:
Left-brain dominant traits:
When a LBD subject is asked to go into old, past memory and recall an event, (what was the name of your first pet) the movement of the eyeballs generally will slide to the left or slightly up and to the left. Sometimes they rapidly switch left to right several times, but generally on the same horizontal plane. What is happening is that the individual has previously indexed a specific memory using sequential means and attempts to obtain that index and then find the memory. This attempt is exhibited by the eyeball movement.
Kinetic persons represent a sub-set of RBD folks, but with the added traits of the need to be tactile. These folks are typically know as “huggers”.
These traits have a decided impact on how teachers teach and how learners learn. Dr. Mel Levine, author and host of the website, “All Kinds of Minds” (www.allkindsofminds.com), contends that kids should be taught to their strengths, not to their weaknesses, especially at an early age. From this and other sources, one concludes that all subjects, but especially math, science and engineering, should be so designed as to allow for teaching and learning, using the three pathways of learning. The student should be allowed to pick the pathway most suited to that student’s learning ability and interest:
As the disk rotates, and the read arm moves from across the track lines, it can read each sector (zeros and ones). But how does the read arm find stuff? The disk allocates a few of the outside tracks to the FAT file (file allocation table). This is the index to the hard disk. This FAT file tells the read/write head where to go to find a specific sector. Each data sector of each track is numbered, both at the beginning of the track/sector and at the end of the track/sector. As the write head works, it starts at the beginning of the track sector and sends the number it reads to the FAT file. Likewise when it gets to the end of the track/sector, it sends that number to the FAT file. It then goes off on a search of the next empty track/sector, which on a new disk is just the next one in line. However, if a hard disk has had many track sectors written and/or deleted, the next track/sector may be filled. So the write head then goes around looking for an empty track sector. How the read head reports to the FAT file the new coordinates:
So when you read a document, the FAT file can relay the coordinates of each successive track/sector to the read head. This function happens so fast that you, the operator sees only a continuous operation on your computer screen. This same type of operation would seem to simulate how the brain works for the area of the brain which governs memory.
The question is how does this analysis help us understand why is there a difference between how we choose to learn new factoids and then recall them? Remember the eye movement? How we move our eyes tell us how we are indexing our memories. RBD and KLS eyeballs flick up or up and to the right, LBD slide to the left or to the upper left. Remember the eyeball is a great sensory mechanism and has a tremendous number of neural fibers. We don’t know what the neural science explanation is, but we know that memory indexing is key to learning and recalling. The eye is the porthole to the mind. The LBD folks choose the means by which to index memory which is most convenient and easiest for them -- sequential or rote memory, using a sort of FAT file approach to numbers. Factoids enter the conscious memory as a stream or series of linked events or factoids, which the LBD can easily follow, one after the other.
The RBD and KLS folks tend to use a FAT file which directs the “brain viewer” to a visual image, which in turn connects to the factoids, usually 3D shape, form, color, movement, smell and other sensory data. When found, the zeros and ones respond to give the brain viewer the data which is reported to the part of the brain which puts all of these pieces together to create a comprehensive recall of the factoids in some visual form.
KLS learns favor the tactile learning and retrieving process. Once they have touched an object, the “feel” is recorded which connects to the other factoids, thus giving full definition to the idea or visual. What is the “big deal” about the brain dominance in education? The “big deal” is that if the course and testing is based almost exclusively on LBD teaching methods, the learners who are LBD will be comfortable leaning in this environment. All math and most other subjects are taught, using rote memory as the principle teaching and testing method. Teachers are mostly talking heads. Oral learning is easier for LBD folks. Symbols on the blackboard, usually given or explained in sequential ways, are easily assimilated by the LBD student. Conversely, the RBD and the KLS students have a hard time locking the oral/symbolic factoids into their brains. There is no picture which is given or they can derive from the mess of factoids. Sequential order is not the order they can memorize easily.
Admittedly, there are RBD students who can assimilate the sequential presentation as do the LBD students. They can handle the rote part of the presentation and get “A” grades. How is this possible? The answer lies in the ability to switch gears, so to speak. The neural connections between the right and left hemisphere of the brain is supplied with a larger mass of neural fibers than in most folks (the singular gyrus). These dual brain learners (sort of like ambidextrous athletes) are the exception. Were our educational system able to produce the three pathways of learning, especially in math, science and engineering, we would experience RBD students taking these subjects. We would have a lower drop out rate.
We would have students achieving more education. They would opt to stay in school more years and take more courses. They would select majors which traditionally are taught exclusively using LBD methods, but which can be taught, using the three pathways of learning. There are many more advantages to using this approach to education. To gain these advantages, the educational system will have to discover, then adopt the three pathways of learning. The LBD pathway is well developed; our focus needs to be on how to create the RBD and KLS pathways. One of the ways is to use the power of the computer to create streaming videos, pod costs, 3D models, animation and virtual reality shows.
Further, and especially for KLS students, we need to have highly interactive education with plenty of hands-on such a laboratory experiments, field trips, assignments which involve physical objects and creation of pictures, and especially the use of computer animation and virtual reality. When these tools are in general use, we will see a rising tide of educated citizens who perform the critical tasks of our complex society with greater ease, accuracy and acceptance. Respectfully submitted,
James E. Miller, B.A., B.S., J.D. jimmiller5417@yahool.com Tel: 541-971-0403 Skype: jimmiller5417
By Jim Miller, Partner, Montana Virtual Educational Collaborative
The failure is bidirectional: The left-brain dominant (LBD) educational system fails itself as well as the right-brain dominant (RBD) students and the kinetic learner students (KLS). WHAT IS BRAIN DOMINANCE? First, some background about brain dominance:
- It is genetic in origin.
- Environmental, behavioral and pharmaceutical administrations have little permanent effect.
- Some individuals can exhibit any one or more of the attributes in varying combination and with varying strengths.
- The degree to which each individual can access the facilities of one or both dominance is influenced or is facilitated by the mass of neural connections in the singular gyrus.
- High performance in one field of study is not necessarily indicative of competence in a different field.
- The national education system is in a state of denial or ignorance (for the most part) regarding how brain dominance promotes or demotes certain types of teaching and learning.
- LBD teachers predominate the educational process, thus contributing to the persistence of exclusive LBD teaching methods.
- The net effect of these factors cause the educational system to favor LBD learners and discriminate against RBD and KLS learners.
- Because of this net effect, students (namely RBD and KLS students), who otherwise could have solid educational performance, drop out of school, take courses which do not require RBD (math, science, engineering), and stop their education earlier than they would have if the system was fair to all types of learners.
Left-brain dominant traits:
When a LBD subject is asked to go into old, past memory and recall an event, (what was the name of your first pet) the movement of the eyeballs generally will slide to the left or slightly up and to the left. Sometimes they rapidly switch left to right several times, but generally on the same horizontal plane. What is happening is that the individual has previously indexed a specific memory using sequential means and attempts to obtain that index and then find the memory. This attempt is exhibited by the eyeball movement.
- LBD generally speak in a monotone during normal conversation. Their voice seldom has much inflection, except at the end of a sentence. Their pace of speaking is generally even.
- When speaking, they generally avoid direct eye contact except at the end of their sentence or statement.
- LBD generally have little body movement when they speak or listen.
- LBD generally will start a recitation and feel compelled to finish it, without interruption. If interrupted, they exhibit frustration and then need to start from the beginning again to recite.
- They never “talk over each other”, but wait until the floor is theirs to talk.
- In a crowd, the resist talking and mostly listen. They tend to be shy persons.
- They seldom exhibit emotion. They tend to be on the “cold” side when first meeting other persons. They never hug or stand closer than three feet to the other person.
- Their penmanship is generally small, often printed, very evenly spaced letters, well formed letters and written along a straight, even, horizontal line.
- When talking, they choose their words carefully and generally talk in well formed, complete sentences. They never finish the other person’s sentence or interupt.
- When walking, they tend to walk in a straight line toward their objective at an even speed, with even steps.
- Physically, the tend to be well groomed, short hair (for men) conservative dress, and have a “geek” look about them.
- Intellectually, they are quite good at rote memory, sequential memory, and instant recitation of what they have memorized.
- They want to learn only from safe, well-respected authorities (I.e. teachers).
- When confronted with a decision for which they have little or no prior recorded experience, they will need “dwell” time, that is time to think over the proposition and possibly check with some “higher authority”. If they cannot obtain the needed assurance, the answer is always “no”.
- They resist change. Once they have committed to a view or factoid, they resist accepting a contrary view. When they have settled into a habit or routine, they are loath to change it, even if the change would be beneficial to them. They especially dislike disruptive change.
- They enjoy repetitive events and work. Because of this and the need for security, they often work for government, schools and other institutions when are very slow to change and which offer considerable security against change or loss of employment or benefits.
- They feel rewarded when their work is praised and are not comfortable when their “persona” is praised.
- They are often very loyal to their spouse, children, employer, political party, church, community organizations, and their extended family. They are typically more dependable than RBD or KLS persons because of their fear of rejection if they are not prompt, loyal, and complete their agreed tasks on time.
- LBD folks make up about 40% of the general population.
- Typcally, when trying to recall a deep, old memory (what was the make and model of your first car), the subject’s eyeballs will either flash straight up or up and to the right. Once in a while the eyeballs will rise then switch right and left rapidly.
- RBD generally speak using many vocal intonations and with varying vocal force during normal conversation. Their voice has much inflection, not only at the end of a sentence but through out the sentence. Their pace of speaking is generally fast and varied.
- When speaking, they generally gain and hold direct eye contact especially at the beginning and the end of their sentence or statement.
- RBD generally have considerable body movement when speaking and even sometimes during listening. They have rehearsed what they are going to say next and give signs of impatiens while they wait for other person to finish.
- RBD generally will start a recitation and not feel compelled to finish it; they permit interruption. If interrupted, they exhibit no frustration. They can drop a subject in mid-sentence and then pick it up later and finish it. They have no need to start from the beginning again to recite.
- They generally “talk over each other”, and seldom wait until the floor is theirs to talk.
- In a crowd, the have an audience and talk at the drop of a hat. They tend to be outgoing persons.
- They exhibit emotion often. They tend to be on the “warm” side when first meeting other persons. They will hug when offered the chance; they will stand closer than three feet to the other person.
- Their penmanship is generally large, round, “loopy” , usually cursive, irregularly spaced letters, “ill formed letters and written along a slanting or irregular horizontal lines.
- When talking, they choose their words for their dramatic effect and generally talk in ill formed or partial complete sentences. They often finish the other person’s sentence.
- When walking, they tend to walk in an “amble” toward their objective at an varying paces.
- Physically, the tend to be flashy dressers, long hair (for men) casual dress, and have a “down-home”, kinky, or “laid-back” look about them. Ladies tend to dress to give off good vibes. Both genders are known to wear perfumes.
- In their personal interactions, they tend to be more expressive, emotional, sexually aggressive and comforting -- even “touchy-feely”.
- Intellectually, they are quite good at visual memory, non-sequential memory, and the ability to put in pectoral form their memories. They can recite a chain of physical (visual) events quite well.
- They can learn from any source with out a great deal of discrimination.
- When confronted with a decision for which they have little or no prior recorded experience, they need little or no “dwell” time, that is time to think over the proposition. They are much more intuitive. They tend to say “yes” more often than “no” to a given proposition.
- They invite change. Change is exciting. They don’t resist a contrary view, but will discuss it and often find common ground for agreement. They especially favor disruptive change if is exciting or appears to be beneficial.
- They do not enjoy repetitive events and work. They are risk takers and do not need to be in a situation where authority figures provide a sense of security and permanence. In a family, they are often the “rebels” in their teen years.
- They feel rewarded when their “persona” is praised. They also appreciate approval of the results they have obtained, especially if linked to their personal performance.
- While loyal to their spouse, children, employer, political party, church, community organizations, and their extended family, they are not as bound to them as the LBD folks. They are typically less dependable than LBD because they have less fear of rejection.
- RBD folks make up about 55% of the population.
Kinetic persons represent a sub-set of RBD folks, but with the added traits of the need to be tactile. These folks are typically know as “huggers”.
- Very warm and friendly, have great personal sensitivities to the other person and enjoy the physical contact among friends.
- They learn best by touching objects which represent the idea to be learned. In the very early grades, kids play with blocks and other objects which increases their tactile knowledge of their worlds. This need never leaves the adult.
- They make up about 5% of the population.
These traits have a decided impact on how teachers teach and how learners learn. Dr. Mel Levine, author and host of the website, “All Kinds of Minds” (www.allkindsofminds.com), contends that kids should be taught to their strengths, not to their weaknesses, especially at an early age. From this and other sources, one concludes that all subjects, but especially math, science and engineering, should be so designed as to allow for teaching and learning, using the three pathways of learning. The student should be allowed to pick the pathway most suited to that student’s learning ability and interest:
- Right-brain dominant with plenty of visuals and relational thinking. The future of education for RBD students lies in pictures, streaming video, 3D, animation and virtual reality.
- Left-brain dominant using mostly sequential, well connected events or circumstances -- mostly words, symbols, repetition and plenty of rote opportunities.
- Kinetic learners who, in addition to the visuals, should be supplied with tactile means of exploring the message or abstract idea.
As the disk rotates, and the read arm moves from across the track lines, it can read each sector (zeros and ones). But how does the read arm find stuff? The disk allocates a few of the outside tracks to the FAT file (file allocation table). This is the index to the hard disk. This FAT file tells the read/write head where to go to find a specific sector. Each data sector of each track is numbered, both at the beginning of the track/sector and at the end of the track/sector. As the write head works, it starts at the beginning of the track sector and sends the number it reads to the FAT file. Likewise when it gets to the end of the track/sector, it sends that number to the FAT file. It then goes off on a search of the next empty track/sector, which on a new disk is just the next one in line. However, if a hard disk has had many track sectors written and/or deleted, the next track/sector may be filled. So the write head then goes around looking for an empty track sector. How the read head reports to the FAT file the new coordinates:
So when you read a document, the FAT file can relay the coordinates of each successive track/sector to the read head. This function happens so fast that you, the operator sees only a continuous operation on your computer screen. This same type of operation would seem to simulate how the brain works for the area of the brain which governs memory.
- We all have these areas of the brain on which to build our knowledge and perceptions.
- Each type of learner indexes the information, using a FAT file.
- How the brain arranges the zeros and ones probably differs as does the methods of how the FAT file works to index and recall the factoids.
The question is how does this analysis help us understand why is there a difference between how we choose to learn new factoids and then recall them? Remember the eye movement? How we move our eyes tell us how we are indexing our memories. RBD and KLS eyeballs flick up or up and to the right, LBD slide to the left or to the upper left. Remember the eyeball is a great sensory mechanism and has a tremendous number of neural fibers. We don’t know what the neural science explanation is, but we know that memory indexing is key to learning and recalling. The eye is the porthole to the mind. The LBD folks choose the means by which to index memory which is most convenient and easiest for them -- sequential or rote memory, using a sort of FAT file approach to numbers. Factoids enter the conscious memory as a stream or series of linked events or factoids, which the LBD can easily follow, one after the other.
The RBD and KLS folks tend to use a FAT file which directs the “brain viewer” to a visual image, which in turn connects to the factoids, usually 3D shape, form, color, movement, smell and other sensory data. When found, the zeros and ones respond to give the brain viewer the data which is reported to the part of the brain which puts all of these pieces together to create a comprehensive recall of the factoids in some visual form.
KLS learns favor the tactile learning and retrieving process. Once they have touched an object, the “feel” is recorded which connects to the other factoids, thus giving full definition to the idea or visual. What is the “big deal” about the brain dominance in education? The “big deal” is that if the course and testing is based almost exclusively on LBD teaching methods, the learners who are LBD will be comfortable leaning in this environment. All math and most other subjects are taught, using rote memory as the principle teaching and testing method. Teachers are mostly talking heads. Oral learning is easier for LBD folks. Symbols on the blackboard, usually given or explained in sequential ways, are easily assimilated by the LBD student. Conversely, the RBD and the KLS students have a hard time locking the oral/symbolic factoids into their brains. There is no picture which is given or they can derive from the mess of factoids. Sequential order is not the order they can memorize easily.
Admittedly, there are RBD students who can assimilate the sequential presentation as do the LBD students. They can handle the rote part of the presentation and get “A” grades. How is this possible? The answer lies in the ability to switch gears, so to speak. The neural connections between the right and left hemisphere of the brain is supplied with a larger mass of neural fibers than in most folks (the singular gyrus). These dual brain learners (sort of like ambidextrous athletes) are the exception. Were our educational system able to produce the three pathways of learning, especially in math, science and engineering, we would experience RBD students taking these subjects. We would have a lower drop out rate.
We would have students achieving more education. They would opt to stay in school more years and take more courses. They would select majors which traditionally are taught exclusively using LBD methods, but which can be taught, using the three pathways of learning. There are many more advantages to using this approach to education. To gain these advantages, the educational system will have to discover, then adopt the three pathways of learning. The LBD pathway is well developed; our focus needs to be on how to create the RBD and KLS pathways. One of the ways is to use the power of the computer to create streaming videos, pod costs, 3D models, animation and virtual reality shows.
Further, and especially for KLS students, we need to have highly interactive education with plenty of hands-on such a laboratory experiments, field trips, assignments which involve physical objects and creation of pictures, and especially the use of computer animation and virtual reality. When these tools are in general use, we will see a rising tide of educated citizens who perform the critical tasks of our complex society with greater ease, accuracy and acceptance. Respectfully submitted,
James E. Miller, B.A., B.S., J.D. jimmiller5417@yahool.com Tel: 541-971-0403 Skype: jimmiller5417
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